Morphological Processing Influences on Dyslexia in Greek-Speaking Children

Autor/inn/en	Rothou, Kyriakoula M.; Padeliadu, Susana
Titel	Morphological Processing Influences on Dyslexia in Greek-Speaking Children
Quelle	In: Annals of Dyslexia, 69 (2019) 3, S.261-278 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rothou, Kyriakoula M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0736-9387
DOI	10.1007/s11881-019-00184-8
Schlagwörter	Greek; Dyslexia; Language Processing; Metalinguistics; Morphology (Languages); Grade 3; Elementary School Students; Task Analysis; Morphemes; Nouns; Verbs; Form Classes (Languages); Receptive Language; Vocabulary Development; Prediction; Phonology; Phonological Awareness; Reading Skills; Written Language; Oral Language; Comparative Analysis; Language Impairments + Suchen Sie Ihr Suchwort? Grieche; Griechisch; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Sprachverarbeitung; Metalanguage; Metasprache; Morphology; Morphologie; School year 03; 3. Schuljahr; Schuljahr 03; Aufgabenanalyse; Morphem; Analytischer Sprachbau; Rezeptive Kommunikationsfähigkeit; Wortschatzarbeit; Vorhersage; Fonologie; Reading skill; Lesefertigkeit; Geschriebene Sprache; Oral interpretation; Mündlicher Sprachgebrauch; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung
Abstract	The study explored the inflectional morphological awareness of Greek-speaking children with dyslexia in grade 3. The sample consisted of 24 dyslexic children and 32 chronological age-matched typically developing readers. All participants completed two oral experimental tasks of inflectional morphological awareness (i.e., verb inflections and noun-adjective inflections). The noun-adjective inflection task assessed children's ability to produce the plural of articles, adjectives, and nouns in the context of a sentence. The verb inflection task required children to change the tense of the verb in a sentence. Furthermore, phonological awareness and oral receptive vocabulary were assessed. Greek-speaking children with dyslexia faced difficulties in both inflectional tasks and in receptive vocabulary. They appeared to have greater difficulty in elicitation of non-past tense from past tense. Binary logistic regression targeted at understanding whether dyslexia can be predicted based on phonological and non-phonological oral language skills revealed that phonological awareness had a significant effect on distinguishing dyslexics from typically developing readers. Overall, our findings lead us to suggest that in an alphabetic language with a shallow orthographic system and rich morphology, children with dyslexia appear to have impaired inflectional morphological awareness and impaired vocabulary in comparison to their peers. Moreover, these results suggest the significance of teaching morphological skills in improving reading skills. However, further research is needed to substantiate these findings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01