Morphological Processing in Children with Developmental Dyslexia: A Visual Masked Priming Study

Autor/inn/en	Law, Jeremy M.; Ghesquière, Pol
Titel	Morphological Processing in Children with Developmental Dyslexia: A Visual Masked Priming Study
Quelle	In: Reading Research Quarterly, 57 (2022) 3, S.863-877 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Law, Jeremy M.) ORCID (Ghesquière, Pol)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0553
DOI	10.1002/rrq.450
Schlagwörter	Morphology (Languages); Phonological Awareness; Dyslexia; Priming; Children; Language Processing; Cognitive Processes; Indo European Languages; Semantics; Orthographic Symbols + Suchen Sie Ihr Suchwort? Morphology; Morphologie; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Child; Kind; Kinder; Sprachverarbeitung; Cognitive process; Kognitiver Prozess; Indoeuropäisch; Semantik
Abstract	This study examined the processing of derivational morphology and its association with early phonological skills of 24 Dutch-speaking children with dyslexia and 46 controls matched for age. A masked priming experiment was conducted where the semantic overlap between morphologically related pairs was manipulated as part of a lexical decision task. Results suggest that morphological processing is intact in children with dyslexia when compared to age-matched controls. Significant priming effects were found in each group. Children with dyslexia were found to solely benefit from the morpho-semantic information, while the morpho-orthographic form the properties of morphemes-influenced controls. Due to the longitudinal nature of the data set, an examination of early phonological awareness's role in the later development of morphological processing skills was possible. In line with the psycholinguistic grain-size theory, fifth-grade morphological processing in children with dyslexia was found to be negatively correlated to earlier second-grade PA skills. A similar relation was not found among the controls. Results indicate a potential shift in the cognitive processes involved during reading to compensate for the observed phonological deficits of children with dyslexia. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01