What's Morphology Got to Do with It: Oral Reading Fluency in Adolescents with Dyslexia

Autor/inn/en	Lefèvre, Elise; Law, Jeremy M.; Quémart, Pauline; Anders, Royce; Cavalli, Eddy
Titel	What's Morphology Got to Do with It: Oral Reading Fluency in Adolescents with Dyslexia
Quelle	In: Journal of Experimental Psychology: Learning, Memory, and Cognition, 49 (2023) 8, S.1345-1360 (16 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lefèvre, Elise) ORCID (Quémart, Pauline) ORCID (Anders, Royce) ORCID (Cavalli, Eddy)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0278-7393
DOI	10.1037/xlm0001163
Schlagwörter	Morphology (Languages); Oral Reading; Adolescents; Dyslexia; Reading Fluency; Semantics; Orthographic Symbols; Priming; High School Students; Phonological Awareness; Short Term Memory; Intelligence Tests; Wechsler Intelligence Scale for Children + Suchen Sie Ihr Suchwort? Morphology; Morphologie; Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Semantik; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Kurzzeitgedächtnis; Intelligence test; Intelligenztest
Abstract	Individuals with dyslexia often present phonological difficulties, ultimately impacting their reading and writing. Nevertheless, an individual with dyslexia may circumvent these difficulties through a reliance on linguistic units with more consistent spellings, such as morphemes. The increased use of morphological information by individuals with dyslexia has been argued to be a form of compensation. However, the contribution of morphological skills to reading fluency is still unclear. In this study, French adolescents with and without dyslexia were assessed on their morphological awareness and processing skills, along with reading fluency. Morphological awareness was assessed with a suffixation decision task, while a primed lexical decision task was used to assess morphological processing. Primes shared four possible relationships with the targets: morphological, semantic, orthographic, or unrelated. Group differences were not found for morphological awareness. In contrast, the group of adolescents with dyslexia showed a greater benefit of morphological priming. A continuous approach where reading fluency is seen as a broad spectrum was then used for future analyses. Benefits from morphological and orthographic priming were found to be inversely related to reading fluency. Morphological processing was found to be relatively high for individuals with low reading fluency proficiency, which suggests its use as a compensatory strategy in this population. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01