Phonemic—Morphemic dissociation in university students with dyslexia: an index of reading compensation?

Cavalli, Eddy; Duncan, Lynne G.; Elbro, Carsten; Ahmadi, Abdessadek El; Colé, Pascale

doi:10.1007/s11881-016-0138-y

Cited by 74 publications

(75 citation statements)

References 60 publications

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“…Quémart and Casalis (2017), for example, have shown that French speaking children (ages 10–15) with dyslexia benefited from certain morphological structures of words in spelling. Results by Cavalli et al (2017) who examined university students with dyslexia, also suggested that morphological skills may serve as a compensating skill in dyslexia. As far as morphological training is concerned, Taha and Saiegh-Haddad (2016) showed that poor readers of Arabic responded more strongly to a morphological intervention than skilled readers.…”

Section: Discussionmentioning

confidence: 99%

The Training of Morphological Decomposition in Word Processing and Its Effects on Literacy Skills

Bar-Kochva

Hasselhorn

2017

Front. Psychol.

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This study set out to examine the effects of a morpheme-based training on reading and spelling in fifth and sixth graders (N = 47), who present poor literacy skills and speak German as a second language. A computerized training, consisting of a visual lexical decision task (comprising 2,880 items, presented in 12 sessions), was designed to encourage fast morphological analysis in word processing. The children were divided between two groups: the one underwent a morpheme-based training, in which word-stems of inflections and derivations were presented for a limited duration, while their pre- and suffixes remained on screen until response. Another group received a control training consisting of the same task, except that the duration of presentation of a non-morphological unit was restricted. In a Word Disruption Task, participants read words under three conditions: morphological separation (with symbols separating between the words’ morphemes), non-morphological separation (with symbols separating between non-morphological units of words), and no-separation (with symbols presented at the beginning and end of each word). The group receiving the morpheme-based program improved more than the control group in terms of word reading fluency in the morphological condition. The former group also presented similar word reading fluency after training in the morphological condition and in the no-separation condition, thereby suggesting that the morpheme-based training contributed to the integration of morphological decomposition into the process of word recognition. At the same time, both groups similarly improved in other measures of word reading fluency. With regard to spelling, the morpheme-based training group showed a larger improvement than the control group in spelling of trained items, and a unique improvement in spelling of untrained items (untrained word-stems integrated into trained pre- and suffixes). The results further suggest some contribution of the morpheme-based training to performance in a standardized spelling task. The morpheme-based training did not, however, show any unique effect on comprehension. These results suggest that the morpheme-based training is effective in enhancing some basic literacy skill in the population examined, i.e., morphological analysis in word processing and the access to orthographic representations in spelling, with no specific effects on reading fluency and comprehension.

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Section: Discussionmentioning

confidence: 99%

The Training of Morphological Decomposition in Word Processing and Its Effects on Literacy Skills

Bar-Kochva

Hasselhorn

2017

Front. Psychol.

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“…These findings suggest that MA deficits are not causal to dyslexic's reading struggles and may be a consequence of poor reading experience or a more primary deficit, like the phonological deficit often associated with dyslexia. Alternatively, several studies have proposed that morphological awareness may be a relative strength in individuals with dyslexia, offering means of achieving some level of compensation (Burani et al, 2008;Cavalli, Duncan, Elbro, El Ahmadi, 2016;Elbro & Arnbak, 1996;Law, Wouters & Ghesquiere, 2015). Although MA and dyslexia have been investigated across various ages, research examining the presence of MA deficits in children with dyslexia or literacy impairments prior to or during the early years of literacy acquisition are lacking, thus limiting our understanding of early MA development and its relation to early literacy difficulties.…”

Section: Morphological Awarenessmentioning

confidence: 99%

“…divide and division, invade and invasion), while gains in PA and an increased sensitivity to the phonemic structure of language aid in the learning of morphophonemic rules, thus furthering morphological learning (Carlisle & Nomanbhoy, 1993). (Cavalli et al, 2016;Law et al, 2015).…”

Section: Impact Of Phonological Awareness On Early Morphological Awarmentioning

confidence: 99%

Early development and predictors of morphological awareness: Disentangling the impact of decoding skills and phonological awareness

Law

Ghesquière

2017

Research in Developmental Disabilities

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Early development and predictors of morphological awareness: disentangling the impact of decoding skills and phonological awareness. AbstractBackground: Morphological Awareness (MA) has been demonstrated to be influential on the reading outcomes of children and adults. Yet, little is known regarding MA's early development. Aim: The aim of this study is to better understand MA at different stages of development and its association with Phonological Awareness (PA) and reading. Methods and Procedures:In a longitudinal design the development of MA was explored in a group of pre-reading children with a family risk of dyslexia and agematched controls from kindergarten up to and including grade 2. Outcomes and Results: MA deficits were observed in the group with literacy difficulties at all time points. PA was only found to make a significant contribution to MA development at the early stages of formal reading instruction. While first-grade decoding skills were found to contribute significantly to MA in second grade. Conclusions:Evidence supporting a bidirectional relation was found and supports the need for adequate MA intervention and explicit instruction for "at risk" children in the early stages of literacy instruction.

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“…Recently, a study showed that the dissociation between good morphological and poor phonological skills was highly predictive of reading skills in university students with dyslexia (Cavalli, Duncan, Elbro, El Ahmadi, & Colé, 2017), which was taken to suggest that adults with dyslexia may capitalize on the semantic dimension of morphology to compensate for the well-documented phonological impairments. In addition, Elbro and Arnbak (1996) found that M A N U S C R I P T A C C E P T E D ACCEPTED MANUSCRIPT 4 dyslexics tend to use a reading strategy based on morphemes rather than graphemes and phonemes.…”

Section: Introductionmentioning

confidence: 99%

Spatiotemporal reorganization of the reading network in adult dyslexia

Cavalli

Colé

Pattamadilok

et al. 2017

Cortex

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Developmental dyslexia is characterized by impairments in reading fluency and spelling that persist into adulthood. Here, we hypothesized that high-achieving adult dyslexics (i.e., university students with a history of dyslexia) manage to cope with these deficits by relying to a greater extent on morphological information than do non-impaired adult readers. We used magnetoencephalography (MEG) in a primed lexical decision task, in which we contrasted orthographic, morphological and semantic processing. Behavioral results confirmed that adult dyslexics did indeed rely to a greater extent on the semantic properties of morphemes than controls. In line with this, MEG results showed early morphological effects (100-200 msec) in a frontal network, which reflected the contribution of semantic processing. The same effects occurred much later in controls (∼400 msec). In contrast, controls showed early orthographic priming effects in posterior left inferior temporal gyrus (LITG) at around 130 msec, which were not seen in dyslexics. In the LITG, dyslexics showed only late activation of semantic and orthographic information. The present results suggest a spatiotemporal reorganization of the reading network, in which morphological information located in frontal regions is activated earlier in high-achieving adults dyslexics than controls.

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Phonemic—Morphemic dissociation in university students with dyslexia: an index of reading compensation?

Cited by 74 publications

References 60 publications

The Training of Morphological Decomposition in Word Processing and Its Effects on Literacy Skills

The Training of Morphological Decomposition in Word Processing and Its Effects on Literacy Skills

Early development and predictors of morphological awareness: Disentangling the impact of decoding skills and phonological awareness

Spatiotemporal reorganization of the reading network in adult dyslexia

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