The development of morphological representations in young readers: a cross‐modal priming study

Quémart, Pauline; Gonnerman, Laura M.; Downing, Jennifer; Deacon, S. Hélène

doi:10.1111/desc.12607

Cited by 17 publications

(27 citation statements)

References 48 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The graded approach to morphology fits well with models of the lexicon in which words form a network based on overlapping semantic, orthographic, and phonological features. This model has been articulated in considerable detail by Bybee (, , ) and Eddington (, ), but is also consistent with the connectionist approach described by Seidenberg and Gonnerman (), and the distributed account in Quémart, Gonnerman, Downing, and Deacon (). The central premise is that morphologically complex words are stored in the lexicon, forming a set of connections based on shared phonology and semantics.…”

Section: Morphological Structuresupporting

confidence: 76%

Creativity and Conventionality in Heritage Speaker Bilingualism

Zyzik

2019

Language Learning

View full text Add to dashboard Cite

This article examines the performance of heritage speakers on a bimodal acceptability judgment task that targeted morphologically complex words. A major goal of the study was to compare participants’ acceptance of conventional and creative words. Data were collected from 57 adult heritage speakers of Spanish who were subsequently divided into two groups based on language dominance; 18 monolingual native speakers served as a control group. The data were analyzed with a mixed‐effects logistic regression model, which showed that item type (conventional vs. creative) had a very strong effect on participants’ performance. In addition, there were differences between Spanish‐dominant and English‐dominant heritage speakers, but only on the creative items. The results are discussed in relation to the Principle of Contrast (Clark, 1987) proposed for first language acquisition and the role of analogy in making acceptability judgments.

show abstract

Section: Morphological Structuresupporting

confidence: 76%

Creativity and Conventionality in Heritage Speaker Bilingualism

Zyzik

2019

Language Learning

View full text Add to dashboard Cite

show abstract

“…The studies report robust facilitation for words but varying results for nonwords. Hasenäcker, Beyersmann and Schröder (2020) also observe this tendency and suggest that morphological segmentation is affected not only by morphological structure but additionally by the words' full‐form semantic properties (Quémart, Gonnerman, Downing, & Deacon, 2017).…”

Section: Discussionmentioning

confidence: 89%

Morphological decomposition supports word recognition in primary school children learning to read: evidence from masked priming of German derived words

Fleischhauer

Bruns

Grosche

2021

Journal Research in Reading

View full text Add to dashboard Cite

Background: When reading a word, skilled adult readers automatically decompose the word into its separate morphemes by processing the word's morphoorthography. In children, however, it still remains unclear when and how they start to automatically decompose words into morphemes. Methods: To better understand how primary school children learn and integrate automatic morphological processes into their reading, we conducted a masked priming experiment with n = 218 first to fourth graders and a control group of 36 adult readers. Participants saw prime words on a computer screen for 67 ms, followed by a lexical decision task. For each target word, we constructed three prime words: an unrelated control prime, a semantic control prime and a test prime. The test prime was either morpho-semantically, morpho-orthographically or purely orthographically related to the target word. We analysed error rates and reaction times with linear mixed-effects models and linear combinations. Results: The error analysis revealed one significant interaction in the morpho-semantic condition for fourth graders. The reaction time analysis revealed different priming effects depending on age group: first and second graders showed no priming effects, while third graders showed priming in the morpho-semantic condition, and fourth graders and adults showed priming both in the morpho-semantic and morpho-orthographic condition. Conclusions: We conclude that (i) fourth graders automatically decompose written words into morphemes based on the words' morpho-orthography, (ii) third graders automatically detect stems in morphologically complex forms but do not rely on morpho-orthographic representations while (iii) first and second graders show no indication of either of these processes. Our results are theoretically consistent with the 'semantic view' within a localist account and can be explained by edge-aligned embedded word activation. This is an open access article under the terms of the Creative Commons Attribution-NonCommercial License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited and is not used for commercial purposes.

show abstract

“…Later processing of morphemes incorporates semantic information – morpho‐semantic processing (Rastle & Davis, 2008). A point of debate lies in whether children's fast segmentation of morphologically complex words incorporates semantic information (Beyersmann et al, 2012) or not (Quémart, Casalis, & Colé, 2011) or is best explained by graded convergence of both codes (Quémart, Gonnerman, Downing, & Deacon, 2018). Developmental changes in the time course of these processes might also be at play.…”

Section: The Role Of Morphology In Theories Of Word Reading and Spellingmentioning

confidence: 99%

How morphology impacts reading and spelling: advancing the role of morphology in models of literacy development

Levesque

Breadmore

Deacon

2020

Journal Research in Reading

Self Cite

111

103

View full text Add to dashboard Cite

A defining feature of language lies in its capacity to represent meaning across oral and written forms. Morphemes, the smallest units of meaning in a language, are the fundamental building blocks that encode meaning, and morphological skills enable their effective use in oral and written language. Increasing evidence indicates that morphological skills are linked to literacy outcomes, including word reading, spelling and reading comprehension. Despite this evidence, the precise ways in which morphology influences the development of children's literacy skills remain largely underspecified in theoretical models of reading and spelling development. In this paper, we draw on the extensive empirical evidence base in English to explicitly detail how morphology might be integrated into models of reading and spelling development. In doing so, we build on the perspective that morphology is multidimensional in its support of literacy development. The culmination of our efforts is the Morphological Pathways Framework – an adapted framework that illuminates precise mechanisms by which morphology impacts word reading, spelling and reading comprehension. Through this framework, we bring greater clarity and specificity on how the use of morphemes in oral and written language supports the development of children's literacy skills. We also highlight gaps in the literature, revealing important areas to focus future research to improve theoretical understanding. Furthermore, this paper provides valuable theoretical insight that will guide future empirical inquiries in identifying more precise morphological targets for intervention, which may have widespread implications for informing literacy practices in the classroom and educational policies more broadly.

show abstract

The development of morphological representations in young readers: a cross‐modal priming study

Cited by 17 publications

References 48 publications

Creativity and Conventionality in Heritage Speaker Bilingualism

Creativity and Conventionality in Heritage Speaker Bilingualism

Morphological decomposition supports word recognition in primary school children learning to read: evidence from masked priming of German derived words

How morphology impacts reading and spelling: advancing the role of morphology in models of literacy development

Contact Info

Product

Resources

About