Inflectional spelling deficits in developmental dyslexia

Egan, Joanne; Tainturier, Marie-Josèphe

doi:10.1016/j.cortex.2011.05.013

Cited by 31 publications

(45 citation statements)

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“…Understanding that the “end state” of the written production system involves orthographic representations and processes sensitive to the morphological structure of words is relevant for literacy instruction and rehabilitation. Considerable research has examined the relationship between general morphological skills and literacy development (Nagy, Beninger & Abbott, 2006), while less has specifically examined the development of morpho-orthography (but see, Egan & Tainturier, 2011; Treiman & Cassar, 1996). Learning and rehabilitation experiences that target orthographic morphological structures and processes may contribute to developing the type and level of expertise of the adult writer.…”

Section: Discussionmentioning

confidence: 99%

Modality and Morphology

2015

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Written language is an evolutionarily recent human invention whose neural substrates cannot, therefore, be determined by the genetic code. How, then, does the brain incorporate skills of this type? One possibility is that written language is parasitic on evolutionarily older skills such as spoken language, while another is that dedicated substrates develop with expertise. If written language is parasitic on spoken language, then acquired deficits of spoken and written language should necessarily co-occur. Alternatively, if there are at least some dedicated written language substrates, these deficits may (doubly) dissociate. We report on five individuals with aphasia, documenting a double dissociation in which the production of affixes (e.g., jumping) is disrupted in writing but not speaking, or vice versa. The findings reveal considerable independence of the written and spoken language systems in terms of morpho-orthographic operations. Understanding these properties of the adult orthographic system has implications for the education and rehabilitation of written language.

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Section: Discussionmentioning

confidence: 99%

Modality and Morphology

2015

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“…In the English orthography, there are at least five relatively distinct sources of knowledge that contribute to accurate spelling (e.g. Bourassa & Treiman, 2001;Egan & Tainturier, 2011;Joshi, Treiman, Carreker, & Moats, 2008;Kemp, Parrila, & Kirby, 2009;Moats, 2009): (1) knowing how to translate sounds into letters (spelling phonics, or "non-lexical spelling"), (2) orthographic memory (sight word knowledge, or "lexical spelling"), (3) semantic principles, (4) morphology and (5) etymology.…”

mentioning

confidence: 99%

Assessment of lexical and non-lexical spelling in students in Grades 1–7

Kohnen

Colenbrander

Krajenbrink

et al. 2015

Australian Journal of Learning Difficulties

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“…To examine whether children with dyslexia show atypical morphological processing given their level of literacy skills, a better comparison is against younger, reading-ability-matched peers. For the most part, children with dyslexia perform similarly to reading-ability-matched children on oral measures of morphological awareness (Casalis et al, 2004;Egan & Pring, 2004;Egan & Tainturier, 2011;Robertson, Joanisse, Desroches, & Terry, 2012;Tsesmeli & Seymour, 2006). However, the picture for morphological processing is less clear.…”

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confidence: 99%

“…However, the picture for morphological processing is less clear. Some have found weaknesses in morphological spelling (Carlisle, 1987;Egan & Pring, 2004;Egan & Tainturier, 2011;Hauerwas & Walker, 2003;Tsesmeli & Seymour, 2006) whereas others have found no difference compared to ability matches (Bourassa, Treiman, & Kessler, 2006;. However, it is worth noting that very few studies have examined morphological processing in dyslexic children using a reading-ability-match design (Deacon et al, in press).…”

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confidence: 99%

“…Children with dyslexia have been shown to perform below chronological-age-(CA-) matched peers on morphological awareness measures in many languages (Berthiaume & Daigle, 2014;Carlisle, 1987;Casalis et al, 2004;Duranovic, Tinjak, & Turbic-Hadzagic, 2014;Egan & Pring, 2004;Egan & Tainturier, 2011;Joanisse, Manis, Keating, & Seidenberg, 2000;Leong, 1999;McBride-Chang et al, 2008;McBride-Chang, Liu, Wong, Wong, & Shu, 2012;Shu, McBride-Chang, Wu, & Liu, 2006;Siegel, 2008;Tsesmeli & Seymour, 2006;Vogel, 1977). They have also been shown to use morphological processes (in reading and spelling) less than age-matched peers Carlisle, Stone, & Katz, 2001;Fisher, Shankweiler, & Liberman, 1985;Hauerwas & Walker, 2003;Leong, 1989).…”

mentioning

confidence: 99%

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