Morphological and Phonological Analysis by Beginning Readers: Evidence from Serbian and Turkish

Fowler, Anne; Feldman, Laurie Beth; Andjelkovic, Darinka; Oney, Banu

doi:10.1007/978-1-4757-3720-2_3

Cited by 17 publications

(21 citation statements)

References 22 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…(p. 59) Most studies of cross-language transfer have focused on phonological awareness (e.g., Chow, McBride-Chang, & Burgess, 2005;Durgunoglu, Nagy, & Hancin-Bhatt, 1993;Gottardo, Yan, Siegel, & Wade-Wooley, 2001;Lindsey, Manis, & Bailey, 2003;Verhoeven, 1994), whereas transfer of morphological awareness has received less attention. Among cross-language studies of morphological awareness, most have investigated inflectional or derivational morphology (e.g., Fowler, Feldman, Andjelkovic, & Oney, 2003), probably because inflection and derivation are productive word formation processes in Western languages and most language research has been done in the West. In contrast with English and other Western languages, Chinese is highly productive in compound words (Packard, 2000) and contains relatively few inflectional and derivational words.…”

Section: Introductionmentioning

confidence: 99%

Cross-language transfer of insight into the structure of compound words

Zhang

Anderson

et al. 2009

Read Writ

View full text Add to dashboard Cite

Cross-language transfer of awareness of the structure of compound words was investigated among native speakers of Chinese who were learning English as a second language. Chinese fifth graders received instruction in the morphology of four types of compound words in either Chinese or English. They then completed both the Chinese and English versions of a compound word structure analogy task. Compared with children who received no instruction, children who received instruction in Chinese were able to transfer knowledge they had acquired of compound types in Chinese to comparable types in English. Reverse transfer from English to Chinese was found among children with high reading proficiency.

show abstract

Section: Introductionmentioning

confidence: 99%

Cross-language transfer of insight into the structure of compound words

Zhang

Anderson

et al. 2009

Read Writ

View full text Add to dashboard Cite

show abstract

“…Such findings demonstrate how print exposure and vocabulary knowledge are explicitly linked to the development of the person's morphological knowledge. Correlations between the variables of MA and vocabulary have been repeatedly demonstrated across various languages and age groups (Fowler, Feldman, Andjelkovic, & Oney, ; Fowler & Liberman, ; Nagy et al ., ; Singson et al ., ). Such relationships have been shown to exist independent of phonological processing and word reading ability (McBride‐Chang et al , ).…”

mentioning

confidence: 99%

Morphological Awareness and Its Role in Compensation in Adults with Dyslexia

2015

View full text Add to dashboard Cite

This study examines the role of morphological awareness (MA) in literacy achievement and compensation in word reading of adults with dyslexia through an exploration of three questions: (1) Do adult dyslexics demonstrate a deficit in MA, and how is this potential deficit related to phonological awareness (PA)? (2) Does MA contribute independently to literacy skills equally in dyslexics and control readers? and (3) Do MA and PA skills differ in compensated and noncompensated dyslexics? A group of dyslexic and normal reading university students matched for age, education and IQ participated in this study. Group analysis demonstrated an MA deficit in dyslexics; as well, MA was found to significantly predict a greater proportion of word reading and spelling within the dyslexic group compared with the controls. Compensated dyslexics were also found to perform significantly better on the morphological task than noncompensated dyslexics. Additionally, no statistical difference was observed in MA between the normal reading controls and the compensated group (independent of PA and vocabulary). Results suggest that intact and strong MA skills contribute to the achieved compensation of this group of adults with dyslexia. Implications for MA based intervention strategies for people with dyslexia are discussed.

show abstract

“…It is widely accepted that word recognition is mainly founded on these types of phonological processes (e.g. Carlisle, 2000Carlisle, , 2003Fowler, Feldman, Andjelkovic, & Oney, 2003;Kirby et al, 2012;, some of which has investigated populations of struggling readers (e.g. Bosse & Valdois, 2003;Casalis, 2003;Goswami, 2002;de Jong & van der Leij, 2003;Larkin & Snowling, 2008;Manis, Custodio, & Szeszulski, 1993;Snowling, Goulandris, & Defty, 1996;Sprenger-Charolles & Serniclaes, 2003;Sprenger-Charolles, Siegel, Jiménez, & Ziegler, 2011;Ziegler & Goswami, 2005).…”

Section: Ka] and [Do] Instead Of [K] [A] [D] [O]mentioning

confidence: 99%

“…Carlisle, 1995Carlisle, , 2000Carlisle, , 2003Casalis & Louis-Alexandre, 2000;Colé, 2004;Fowler et al, 2003;Lecocq, Leuwers, Casalis, & Watteau, 1996;Mahony et al, 2000). Carlisle, 1995Carlisle, , 2000Carlisle, , 2003Casalis & Louis-Alexandre, 2000;Colé, 2004;Fowler et al, 2003;Lecocq, Leuwers, Casalis, & Watteau, 1996;Mahony et al, 2000).…”

Section: Morphology and Reading Developmentmentioning

confidence: 99%

“…However, a number of studies have recently been conducted on another important aspect of segmentation that occurs when reading, morphological processing (e.g. Carlisle, 2000Carlisle, , 2003Fowler, Feldman, Andjelkovic, & Oney, 2003;Kirby et al, 2012;, some of which has investigated populations of struggling readers (e.g. Burani, Marcolini, De Luca, & Zoccolotti, 2008;Carlisle, Stone, & Katz, 2001;Casalis, Mathiot, Bécavin, & Colé, 2003;Champion, 1997;Service & Tujulin, 2002;Shankweiler et al, 1995;Siegel, 2008).…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Are Dyslexic Children Sensitive to the Morphological Structure of Words When They Read? The Case of Dyslexic Readers of French

Berthiaume

Daigle

2014

Dyslexia

View full text Add to dashboard Cite

Typically, research has cited a deficient use of word recognition procedures mainly caused by a phonological deficit as the source of dyslexic students' reading difficulties. However, recent studies have shown that morphological processing also plays an important part in reading. In the present study, sensitivity to the morphological structure of words was assessed with a plausibility judgment task, where participants determined which of two pseudo-words most resembled a real word in French, and with a decomposition task requiring participants to extract the base forms of morphologically complex words. Dyslexic participants (DYS, n = 26) aged 9-12 years were matched to 26 participants of the same chronological age (CA) and 30 younger participants of the same reading age (RA). Overall, the decomposition task was less successful at demonstrating morphological knowledge than the plausibility judgment task. Results indicate that dyslexic participants demonstrated some morphological sensitivity, particularly on the plausibility task, but were outperformed by both control groups on both tasks. Performance on morphological tasks was significantly correlated to reading comprehension scores. More research needs to be carried out to better comprehend the effects of task characteristics on dyslexic participants' success and before claiming a different or deviant developmental path for morphological knowledge.

show abstract

Morphological and Phonological Analysis by Beginning Readers: Evidence from Serbian and Turkish

Cited by 17 publications

References 22 publications

Cross-language transfer of insight into the structure of compound words

Cross-language transfer of insight into the structure of compound words

Morphological Awareness and Its Role in Compensation in Adults with Dyslexia

Are Dyslexic Children Sensitive to the Morphological Structure of Words When They Read? The Case of Dyslexic Readers of French

Contact Info

Product

Resources

About