Differences on morphological and phonological processing between typically developing children and children with Down syndrome

Lázaro, Miguel; Garayzábal, Elena; Sepúlveda, Esther Moraleda

doi:10.1016/j.ridd.2013.03.027

Cited by 12 publications

(5 citation statements)

References 44 publications

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“…These results are in line with Pérez-Pereira (1989), who found that TD children (aged from three to six years) score significantly lower when the -es allomorph is required. The same pattern has been observed in Spanish children with Down Syndrome (Lázaro, Garayzábal, & Moraleda, 2013). Additionally, we found that children with ta b l e 5.…”

Section: Discussionsupporting

confidence: 87%

“…These results are in line Pérez-Pereira ( 1989 ), who found that TD children (aged from three to six years) score signifi cantly lower when the -es allomorph is required. The same has been observed in children with Down Syndrome (Lázaro, Garayzábal, & Moraleda, 2013 better with real nouns. Again, this is also in line with Pérez-Pereira ( 1989 ), who found that TD children have more problems when they have to pluralize pseudo-words.…”

Section: Discussionsupporting

confidence: 83%

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Morphology in Spanish-speaking children with Williams syndrome

Benítez‐Burraco

Garayzábal²,

Cuetos

2017

Lang. cogn.

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Aims. Morphological skills in Williams syndrome (WS) are a controversial issue, particularly cross-linguistically. Methods. We assessed pluralization patterns of nouns, inflection of verbs in the past, and gender assignment, inflection, and agreement within the noun phrase in a sample of Spanish-speaking children with WS compared to typically developing (TD) children matched on mental age (VA-TD) and on chronological age (CA-TD) age. Results. Children with WS attribute grammatical gender correctly in a production task, but they have problems with inferring the referent’s sex from the gender of the noun in a comprehension task. Additionally, they correctly pluralize nouns and properly inflect regular verbs, but they have problems with irregular verbs. Our findings suggest that they have mastered the productive rules, but they perform like younger children regarding irregular items.

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Section: Discussionsupporting

confidence: 87%

Section: Discussionsupporting

confidence: 83%

Morphology in Spanish-speaking children with Williams syndrome

Benítez‐Burraco

Garayzábal²,

Cuetos

2017

Lang. cogn.

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“…Some studies have shown that children with and without language difficulties (including children with Down syndrome: Lázaro, Moraleda & Garayzábal, ; and Williams syndrome: Burani et al ., ) benefit from the effect of the frequency of morphemic constituents. When confronted with a complex word that has a high‐frequency base, children with reading deficits performed better on definition tasks (Lázaro, ; Lázaro, Schreuder & Aceituno, ) and more quickly and accurately on lexical decision and naming tasks (Carlisle & Katz, ; Lázaro et al ., ; Traficante, Marelli, Luzzatti & Burani, ; Verhoeven & Schreuder, ) than when they processed complex words with a low‐frequency base.…”

Section: Methodsmentioning

confidence: 99%

How orthographic transparency affects morphological processing in young readers with and without reading disability

Lázaro

Garcia

Burani

2015

Scandinavian J Psychology

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This study investigates how orthographic modifications to the stems of complex words affect morphological processing in proficient young Spanish readers and children with reading deficits. In a definition task all children, irrespective of their reading skill, were worse at defining derived words that had an orthographic alteration of the base stem than words with no orthographic alteration. In a go/no-go lexical decision task, an interaction between base frequency and orthographic alteration was found: base frequency affected derived words with no orthographic alteration more than words with alterations, irrespective of reading skill. Overall, results show that all children benefit from a high frequency base, skilled children outperform children with reading deficits and morphological processing is affected by orthographic alterations similarly in proficient and impaired readers.

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“…At about two years of age, these children understand morphosyntactic plural markers (Arias-Trejo, Cantrell, Smith, & Alva Canto, 2014). However, Spanishspeaking children with Down syndrome (DS) have difficulty in producing these markers (Lazaro, Garayzabal, & Moraleda, 2013), and there is indirect evidence suggesting that their comprehension of plural morphology might be impaired: English-speaking children with DS have difficulty comprehending number morphology (Joffe & Varlokosta, 2007). Traditionally, this difficulty has been attributed to the lack of general morphological skills found in children with DS (Abbeduto, Warren, & Conners, 2007;Chapman, Schwartz, & Bird, 1991).…”

Section: Introductionmentioning

confidence: 99%

“…Little is known about the mastery of Spanish plural morphosyntax by children with DS. Spanish-speaking children with DS have difficulty pluralizing nouns in a Berko-like production task, and, like typically developing children (Arias-Trejo, Abreu-Mendoza et al, 2014;Pérez-Pereira, 1989), they have more difficulty with words requiring the allomorph /-es/ than with those that require /-s/, the predominant Spanish grammatical plural marker (Lazaro et al, 2013). To date, there are no studies investigating the comprehension of Spanish plural markers in children with DS.…”

Section: Introductionmentioning

confidence: 99%

Receptive number morphosyntax in children with Down syndrome

et al. 2020

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This study investigated the comprehension of plural morphosyntactic markers and its relationship with numerical comparison abilities in children with Down syndrome (DS). It evaluated 16 Spanish-speaking children with DS (mean verbal mental age = 3;6) and 16 typically developing children with similar receptive vocabulary (mean chronological age = 3;5). Children participated in two preferential looking tasks assessing their abilities to map singular and plural markers to their visual referents and to distinguish one object from more than one. Results showed that both groups of children correctly mapped plural markers to their referents but failed to map singular ones. Furthermore, results also indicated that both groups also looked at collections of more than one object with four objects but not at those with two. The eye movement patterns of children who looked at collections of more than one object suggest a counting-like strategy. These results indicate that comprehension of plural markers of children with DS is similar to that of their typically developing peers; however, it is not related to their numerical abilities.

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Differences on morphological and phonological processing between typically developing children and children with Down syndrome

Cited by 12 publications

References 44 publications

Morphology in Spanish-speaking children with Williams syndrome

Morphology in Spanish-speaking children with Williams syndrome

How orthographic transparency affects morphological processing in young readers with and without reading disability

Receptive number morphosyntax in children with Down syndrome

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