Morpheme-based reading aloud: Evidence from dyslexic and skilled Italian readers

Burani, Cristina; Marcolini, Stefania; Luca, Maria De; Zoccolotti, Pierluigi

doi:10.1016/j.cognition.2007.12.010

Cited by 126 publications

(217 citation statements)

References 41 publications

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“…Nunes et al 1997Nunes et al , 2006Kemp 2006; however, studies are only just beginning to examine in detail how morphology maps to orthography in the development of orthographic representations. For example, Burani et al (2008) found that children were faster to read psuedowords that were made up of root and suffix morphemes (for example, womanist is a pseudoword but is made from two morphemes, namely womanþist) than pseudowords that did not contain embedded morphemes. Interestingly, younger children (and poorer readers) also showed a processing advantage for words that contained morphological structure, suggesting that they were relying on morphological parsing to a greater extent than more skilled readers (see Reichle & Perfetti (2003) and Verhoeven & Perfetti (2003) for further preliminary work in this area).…”

Section: Form -Meaning Connections and Learning To Readmentioning

confidence: 99%

Form–meaning links in the development of visual word recognition

Nation

2009

Phil. Trans. R. Soc. B

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Learning to read takes time and it requires explicit instruction. Three decades of research has taught us a good deal about how children learn about the links between orthography and phonology during word reading development. However, we have learned less about the links that children build between orthographic form and meaning. This is surprising given that the goal of reading development must be for children to develop an orthographic system that allows meanings to be accessed quickly, reliably and efficiently from orthography. This review considers whether meaning-related information is used when children read words aloud, and asks what we know about how and when children make connections between form and meaning during the course of reading development.

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Section: Form -Meaning Connections and Learning To Readmentioning

confidence: 99%

Form–meaning links in the development of visual word recognition

Nation

2009

Phil. Trans. R. Soc. B

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Section: 1 Reading Fluency Intervention In Transparent Orthographiesmentioning

confidence: 99%

“…Thus, it is suggested that a reading intervention should have an additional focus on teaching "sub-word 29 orthographic-phonological connections relating to larger units" (Stainthorp, 2014, p. 2). Third, the previous studies with sublexical items, such as consonant clusters , syllables , and morphemes (Burani, Marcolini, De Luca, & Zoccolotti, 2008), have been shown to be effective in promoting reading skill in transparent languages, and such efforts have also been reported to be fruitful in English (for a review, see Stainthorp, 2014).One of the best candidates proposed for reading fluency training in Finnish is the syllable, justified for instance by the polysyllabic nature and clear syllable structure of the language (see also the introduction in . It is also proposed that multisyllabic words, or nonwords that cannot be recognized as a whole, be analyzed and broken down into syllables (multiple-trace memory model; Ans, Carbonnel, & Valdois, 1998), which supports the use of syllables as training units in languages characterized by polysyllabic words.…”

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confidence: 99%

Does Training in Syllable Recognition Improve Reading Speed? A Computer-Based Trial With Poor Readers From Second and Third Grade

Heikkilä

Aro

Närhi

et al. 2013

Scientific Studies of Reading

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This research evaluated the ability to retrieve and fluently name serially presented familiar items, known as rapid automatized naming (RAN), as an underlying skill in reading disability and its role in a reading fluency intervention. The specificity of RAN on reading was examined in two studies among children with learning difficulties. These two studies showed that RAN was most strongly related to reading disabilities (RD), and less clearly related to math or attention deficits. This was especially true when RD was defined as reading speed or fluency. The association between RAN and RD was also examined within the framework of the double-deficit hypothesis (DDH), in which RAN is assumed to contribute independently to RD along with phonological awareness. The results among children with learning difficulties supported the DDH in that RAN was not related to phonological awareness but had a unique connection with reading fluency and speed. Children with double-deficit performed poorer in reading and spelling skills compared to the groups with a single deficit or controls. The reading fluency intervention, conducted among children with poor reading skill, showed significant effects on the repeated recognition of sublexical units (syllables). Moreover, a wordlevel transfer effect, which was also the strongest syllable-level intervention effect, was found for infrequent syllables. Reading fluency gains were greatest for the children with the lowest pre-intervention reading skills. The results showed that although RAN was associated with initial reading speed, it did not have an effect on the intervention gains. These studies strengthen the role of RAN as an independent skill underlying reading disabilities in a transparent language (Finnish) where reading disabilities are most strongly manifested as dysfluent reading. While comorbid learning problems were common and should be acknowledged in the assessment and intervention of reading, the slow naming speed found here indicated deficits specific to reading fluency. Despite the persistent nature of naming and reading fluency deficits, reading fluency does not seem to be resistant to intervention even when accompanied with naming speed deficits.Keywords: rapid automatized naming, reading disabilities, reading fluency, reading speed, learning disability, comorbidity, reading intervention Tämän tutkimuksen keskiössä olivat lukemisen sujuvuus sekä nopea sarjallinen nimeäminen (rapid automatized naming, RAN), kyky hakea mielestä ja nimetä sujuvasti sarjallisessa muodossa esitettyjä tuttuja nimikkeitä. Tässä tutkimuksessa arvioitiin erityisesti RAN:n roolia lukemisvaikeuksien taustataitona sekä sen yhteyttä lukemisen sujuvuuden kuntouttamiseen. RAN:n spesifiä yhteyttä lukemiseen tutkittiin kahdessa osatutkimuksessa, joiden kohderyhmänä olivat kouluikäiset oppimisvaikeuksiset lapset. Tulokset osoittivat, että RAN oli matematiikan ja tarkkavuuden ongelmia vahvemmin yhteydessä lukemisvaikeuksiin, erityisesti kun lukemisvaikeus oli määritelty lukemisen nopeuden tai suj...

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“…An implicit awareness of morphology should enable more efficient processing during reading (since number markers are redundant), while an explicit understanding will improve writing by enabling deaf children to prevent and to correct mistakes appropriately. Previous intervention studies have demonstrated the effectiveness of morphological awareness training on the literacy skills of hearing children (Nunes, Bryant, & Olsson, 2003) including those with dyslexia and SLI (Burani, Marcolini, De Luca, & Zoccolotti, 2008;Elbro & Arnbak, 1996;Pawlowska, Leonard, Camarata, Brown, & Camarata, 2008;Tsesmeli & Seymour, 2009). …”

Section: Discussionmentioning

confidence: 99%

Agreeing to Disagree: Deaf and Hearing Children's Awareness of Subject–Verb Number Agreement

Breadmore

Krott

Olson

2014

Quarterly Journal of Experimental Psychology

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This study investigated deaf adolescents' implicit and explicit awareness of subject–verb number agreement. In Experiment 1, a self-paced reading task, the reading times of deaf and hearing children (matched for reading and chronological age, mean = 8;3 and 13;10 years) increased when sentences contained disagreeing subject–verb number markers. However, deaf adolescents' slowing occurred later in the sentence than it did in both groups of hearing children. The same deaf adolescents were unable to detect and correct subject–verb agreement errors in Experiment 2, whereas both groups of hearing children performed well on this task. Thus, deaf adolescents demonstrated implicit awareness of agreement in the absence of explicit knowledge. Moreover, this nascent awareness was below that expected on the basis of their (substantially delayed) reading ability. Therefore, grammatical difficulties could be a significant impediment to deaf children's literacy. Future research should examine whether this is a result of late or incomplete learning of English, bilingualism, or another factor.

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Morpheme-based reading aloud: Evidence from dyslexic and skilled Italian readers

Cited by 126 publications

References 41 publications

Form–meaning links in the development of visual word recognition

Form–meaning links in the development of visual word recognition

Does Training in Syllable Recognition Improve Reading Speed? A Computer-Based Trial With Poor Readers From Second and Third Grade

Agreeing to Disagree: Deaf and Hearing Children's Awareness of Subject–Verb Number Agreement

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