Morphological Processing in Hebrew-Speaking Students with Reading Disabilities

Autor/inn/en	Schiff, Rachel; Ravid, Dorit
Titel	Morphological Processing in Hebrew-Speaking Students with Reading Disabilities
Quelle	In: Journal of Learning Disabilities, 46 (2013) 3, S.220-229 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/0022219412449425
Schlagwörter	Dyslexia; Semitic Languages; Grade 6; College Students; Nouns; Phrase Structure; Grammar; Morphemes; Language Processing; Language Impairments; Control Groups; Task Analysis; Accuracy; Form Classes (Languages); Scoring; Reaction Time; Foreign Countries; Israel + Suchen Sie Ihr Suchwort? Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Arabisch; Hebräisch; School year 06; 6. Schuljahr; Schuljahr 06; Collegestudent; Phrasenstruktur; Grammatik; Morphem; Sprachverarbeitung; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Aufgabenanalyse; Analytischer Sprachbau; Bewertung; Reaktionsvermögen; Ausland
Abstract	Marking number/gender agreement on Hebrew adjectives is a case in point: It is a challenging task requiring lexical and grammatical insight, a well-known source of processing errors in Hebrew usage. The current study examined impaired processing of noun and adjective inflection in adult speakers of Hebrew with dyslexia. Thirty normally reading university students, 30 university students with dyslexia, and 30 normally reading sixth-grade students were administered a production task on noun-adjective pluralization. Accuracy of noun form and adjective agreement were measured, as well as reaction time to producing the whole plural noun phrase. Of interest was the contrast between forms involving a stem change and forms taking a predictable (regular) versus idiosyncratic (irregular) suffix. The study found that individuals with dyslexia tended to be slower and less accurate overall, though the extent of this impairment was somewhat more pronounced for irregular forms and forms involving a stem change. Performance was also compared to younger controls (sixth graders) and indicated ways in which these deficits could versus could not be explained by their relative reading experience. (Contains 4 tables and 4 figures.) (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10