The Role of Morphology in Reading in Spanish-Speaking Children with Dyslexia

Suárez‐Coalla, Paz; Cuetos, Fernando

doi:10.1017/sjp.2013.58

Cited by 19 publications

(28 citation statements)

References 32 publications

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“…However, morpheme-based reading affected reading speed on all types of stimuli, whereas it had a positive effect on accuracy in the case of pseudowords only. A morphological facilitation in reading both lexical and non-lexical stimuli was also described in Spanish children with dyslexia (Suárez-Coalla & Cuetos, 2013).…”

Section: Discussionmentioning

confidence: 72%

“…A replication of the findings obtained in Italian came from a study on Spanishspeaking children (Suárez-Coalla & Cuetos, 2013): 7-to 10-year old children with dyslexia read isolated words and pseudowords with morphological structure faster than simple ones. However, no significant differences in accuracy were found between complex and simple stimuli.…”

Section: Introductionmentioning

confidence: 84%

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Morpheme‐based Reading and Spelling in Italian Children with Developmental Dyslexia and Dysorthography

et al. 2017

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Italian sixth graders, with and without dyslexia, read pseudowords and low-frequency words that include high-frequency morphemes better than stimuli not including any morpheme. The present study assessed whether morphemes affect (1) younger children, with and without dyslexia; (2) spelling as well as reading; and (3) words with low-frequency morphemes. Two groups of third graders (16 children with dyslexia and dysorthography and 16 age-matched typically developing children) read aloud and spelt to dictation pseudowords and words. Pseudowords included (1) root + suffix in not existing combinations (e.g. lampadista, formed by lampad-, 'lamp', and -ista, '-ist') and (2) orthographic sequences not corresponding to any Italian root or suffix (e.g. livonosto). Words had low frequency and included: (1) root + suffix, both of high frequency (e.g. bestiale, 'beastly'); (2) root + suffix, both of low frequency (e.g. asprigno, 'rather sour'); and (3) simple words (e.g. insulso, 'vapid'). Children with dyslexia and dysorthography were less accurate than typically developing children. Root + suffix pseudowords were read and spelt more accurately than non-morphological pseudowords by both groups. Morphologically complex (root + suffix) words were read and spelt better than simple words. However, task interacted with morphology: reading was not facilitated by low-frequency morphemes. We conclude that children acquiring a transparent orthography exploit morpheme-based reading and spelling to face difficulties in processing long unfamiliar stimuli. Copyright © 2017 John Wiley & Sons, Ltd.

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Section: Discussionmentioning

confidence: 72%

Section: Introductionmentioning

confidence: 84%

Morpheme‐based Reading and Spelling in Italian Children with Developmental Dyslexia and Dysorthography

et al. 2017

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“…For Spanish, the morphological knowledge that has an influence on the lexicon (i.e., decoding) is tacit morphological processing. The fact that tacit morphological processing allows for a faster and more accurate word decoding has been found in several studies in Spanish and Italian (Burani et al ., ; D'Alessio et al ., ; Jaichenco & Wilson, ; Marcolini et al ., ; Suárez‐Coalla & Cuetos, ; Suárez‐Coalla, Martínez‐García & Cuetos, ). On the other hand, the morphological knowledge that seems to influence the linguistic system is morphological awareness.…”

Section: Discussionmentioning

confidence: 99%

The relationship between morphological awareness and reading comprehension in Spanish‐speaking children

D’Alessio

Jaichenco

Wilson

2019

Scandinavian J Psychology

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In the last decades, a series of studies has explored the role of morphological awareness on reading comprehension. Path analysis studies performed in English have shown that morphological awareness benefits reading comprehension both directly and indirectly, through word decoding. This issue has seldom been explored in Spanish. The aim of this study was to replicate in Spanish the results previously found in English. We used path analysis to assess three alternative models of the relationship between morphological awareness, word decoding and reading comprehension in 4th grade Spanish‐speaking children. Contrary to English, we found that morphological awareness benefits reading comprehension only directly. We conclude that in Spanish, in which accurate and fluent pronunciation of written words can be achieved through grapheme‐to‐phoneme conversion rules, morphological awareness does not help the correct pronunciation of words. Thus, morphological awareness is not relevant for word decoding in Spanish but is related to reading comprehension since this type of morphological knowledge provides access to the semantic and syntactic information of new words.

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“…It is worth recalling that all the studies in Spanish conducted using naming and lexical decisions find that derivational suffixes play a significant role in lexical recognition (e.g., Lázaro, Acha, de la Rosa, García & Sainz, ; Lázaro, Acha, Illera, Escalonilla, García & Sainz, ; Lázaro, Illera & Sainz, ; Suárez‐Coalla & Cuetos, ; Suárez‐Coalla; Martínez‐García & Cuetos, ). Hence, this study draws on the notion that, in Spanish, derivational suffixes play a role in the recognition of the words of which they form part, and aims to determine to what extent certain characteristics of these suffixes, primarily their perceptual salience, contribute to the visual recognition of complex words.…”

Section: Introductionmentioning

confidence: 99%

Perceptual salience of derivational suffixes in visual word recognition

Lázaro

Pérez

Martínez

2020

Scandinavian J Psychology

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L azaro, M., P erez, E.& Mart ınez, R. (2020). Perceptual salience of derivational suffixes in visual word recognition. Scandinavian Journal of Psychology, 61,[348][349][350][351][352][353][354][355][356][357][358][359][360] This study analyzes the role of derivational suffixes in visual word recognition, tracking the eye movements of 31 participants in a sentence-reading task in Spanish. Perceptual salience of suffixes was operationalized as the proportion of letters represented by the suffixes with respect to the full words, that is, we relate the number of letters comprising the suffixes to the number of letters in the words in which they appear. The results reveal a significant role in first fixation duration of both word frequencythe more frequent the word, the shorter the fixations, and perceptual saliencethe more salient the suffix, the longer the fixations. Moreover, in gaze duration, our results show a main effect of word lengththe longer the word, the longer the fixations; word frequency; and significant interactions between word frequency and perceptual salience of suffixes on the one handthe effect of word frequency is only significant when perceptual salience of suffixes is high, and between word frequency and word length on the other handthe frequency effect decreases as word length increases. Overall results are interpreted in the light of the dual route models by which full-form and morphological processing interactively cooperate in visual word recognition.

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The Role of Morphology in Reading in Spanish-Speaking Children with Dyslexia

Cited by 19 publications

References 32 publications

Morpheme‐based Reading and Spelling in Italian Children with Developmental Dyslexia and Dysorthography

Morpheme‐based Reading and Spelling in Italian Children with Developmental Dyslexia and Dysorthography

The relationship between morphological awareness and reading comprehension in Spanish‐speaking children

Perceptual salience of derivational suffixes in visual word recognition

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