2002
DOI: 10.3758/bf03196309
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Morphological analysis by child readers as revealed by the fragment completion task

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Cited by 44 publications
(60 citation statements)
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References 28 publications
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“…Students with normal reading ability demonstrated a strong morphological priming effect, consistent with the morphological priming effects reported elsewhere in the fragment completion task (Feldman et al, 2002;Raveh & Rueckl, 2000;Rueckl, et al, 1997;Weldon, 1991). Using an orthographic baseline and the long-term priming method allowed us to rule out formal similarity or semantic similarity as a source for the observed priming.…”
Section: Discussionsupporting
confidence: 63%
See 1 more Smart Citation
“…Students with normal reading ability demonstrated a strong morphological priming effect, consistent with the morphological priming effects reported elsewhere in the fragment completion task (Feldman et al, 2002;Raveh & Rueckl, 2000;Rueckl, et al, 1997;Weldon, 1991). Using an orthographic baseline and the long-term priming method allowed us to rule out formal similarity or semantic similarity as a source for the observed priming.…”
Section: Discussionsupporting
confidence: 63%
“…on the subsequent extraction of morphological information. Recent results with normal adult readers suggest that morphological processing is influenced by orthographic and phonological factors (Feldman, Rueckl, DiLiberto, Pastizzo, & Vellutino, 2002;Rueckl, Mikolinski, Raveh, Miner, & Mars, 1997). For example, Rueckl et al (1997) demonstrated stronger morphological priming for morphological relatives that are more similar in surface form (e.g.…”
Section: Morphological Processing and Dyslexiamentioning
confidence: 99%
“…It is possible that the learning environment in which these bilinguals acquired their L2 encouraged a version of dual route processing because second language learners who learn their L2 in a school setting often are instructed to memorize irregular verbs and to use a rule for regular verbs. Alternatively, an interpretation based on the convergence of form and semantic similarity would emphasize greater reliance on the contributions of form overlap favoring regulars over irregulars (Feldman, Rueckl, Pastizzo, Diliberto & Vellutino, 2002;Rueckl et al, 1997); an effect that would be exaggerated with impoverished semantic elaboration due to limited experience in L2.…”
Section: Discussionmentioning
confidence: 99%
“…To the best of our knowledge, only two recent studies have examined morphological priming in elementary school children. Feldman, Rueckl, DiLiberto, Pastizzo and Vellutino (2002) found morphological priming effects in fifth-grade English-speaking children. Using the word fragment completion task, phonologically transparent (e.g., turned) as well as phonologically opaque morphological relatives (e.g., ridden) primed their base morpheme (e.g., turn and ride, respectively).…”
mentioning
confidence: 92%