Morphology and Spelling in French: A Comparison of At‐Risk Readers and Typically Developing Children.

Autor/inn/en	Koh, Poh Wee; Shakory, Sharry; Chen, Xi; Deacon, S. Hélène
Titel	Morphology and Spelling in French: A Comparison of At‐Risk Readers and Typically Developing Children.
Quelle	In: Dyslexia, (2017) 4, S.406-427Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext (2); PDF als Volltext (3) Verfügbarkeit
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1076-9242
DOI	10.1002/dys.1565
Schlagwörter	At‐risk readers; French as an additional language; Morphological awareness; French spelling; Quality; French; Morphological processing; Suffixes; Children; Risk; At risk populations; Reasoning; Spelling; Derivation (Morphology); Morphology; Predictive control; Elementary education; Inflection (Morphology); Reading deficiencies; Phonological awareness
Abstract	We present two studies that examine the role of morphology in French spelling. In Study 1, we examined the concurrent and longitudinal relationships between inflectional awareness and derivational awareness and spelling within a sample of 77 children in a French immersion programme in Canada. Children completed a non‐verbal reasoning measure and French measures of phonological awareness, word reading, vocabulary, morphological awareness, and spelling. Results showed that inflectional morphological awareness in Grade 3 was a predictor of spelling in the same grade. Inflectional awareness in Grade 2 predicted Grade 3 spelling, controlling for reading‐related skills and spelling at Grade 2. These analyses support the role of inflectional morphological awareness in the development of spelling of children of a range of reading and spelling abilities. In contrast, derivational awareness in Grades 2 and 3 did not predict spelling concurrently in both grades respectively. Study 2 contrasted the morphological errors in the spellings of six children at risk for reading difficulties with those of six chronological age‐matched and six reading level‐matched children. Analyses showed that at‐risk children exhibited more difficulties with spelling roots and suffixes in words as compared with their age‐matched peers, although they performed similarly to children matched on reading level. Copyright © 2017 John Wiley & Sons, Ltd.
Erfasst von	OLC
Update	2022/1/02