Auditory Morphological Knowledge among Children with Developmental Dyslexia

Autor/inn/en	Schiff, Rachel; Cohen, Miki; Ben-Artzi, Elisheva; Sasson, Ayelet; Ravid, Dorit
Titel	Auditory Morphological Knowledge among Children with Developmental Dyslexia
Quelle	In: Scientific Studies of Reading, 20 (2016) 2, S.140-154 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-8438
DOI	10.1080/10888438.2015.1094074
Schlagwörter	Dyslexia; Morphology (Languages); Knowledge Level; Comparative Analysis; Reading Achievement; Age Differences; Auditory Stimuli; Priming; Logical Thinking; Error Analysis (Language); Interviews; Accuracy; Reaction Time; Qualitative Research; Semitic Languages; Grade 7; Grade 3; Junior High School Students; Foreign Countries; Israel (Tel Aviv) + Suchen Sie Ihr Suchwort? Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Morphology; Morphologie; Wissensbasis; Leseleistung; Age; Difference; Age difference; Altersunterschied; Auditive Stimulation; Error analysis; Language; Fehleranalyse; Interviewing; Interviewtechnik; Reaktionsvermögen; Qualitative Forschung; Arabisch; Hebräisch; School year 07; 7. Schuljahr; Schuljahr 07; School year 03; 3. Schuljahr; Schuljahr 03; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Ausland
Abstract	The aim of the present study is to examine the morphological knowledge of readers with developmental dyslexia compared to chronological age and reading-level matched controls. The study also analyzes the errors dyslexics make and their metamorphological awareness compared to controls. Participants included 31 seventh-grade dyslexic children and two matched control groups of normal readers: 34 seventh graders matched for chronological age and 32 third graders matched for reading age. Two tasks were administered via the auditory modality--morphological priming and morphological analogies task. We also performed error analysis and a metamorphological interview. Our analyses reveal that although dyslexics perform equally to chronological age matched controls on the priming task and similarly to reading-level matched controls on the morphological analogies task, their errors and metamorphological awareness are qualitatively different. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01