Use of morphology in spelling by children with dyslexia and typically developing children

Bourassa, Derrick C.; Treiman, Rebecca; Kessler, Brett

doi:10.3758/bf03193589

Cited by 73 publications

(102 citation statements)

References 31 publications

(47 reference statements)

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“…Indeed, most research on spelling difficulties concerns children with dyslexia who are in the early stages of spelling instruction (Cassar et al, 2005;Bourassa et al, 2006) and the few data that are available seem to be contradictory.…”

Section: Spelling Performance In Students With Dyslexiamentioning

confidence: 99%

“…If adults with dyslexia show a different pattern in their spellings than typically achieving peers, with notable weaknesses in one area and strengths in another, then this could offer new possible insights into the underlying causes of spelling deficits in dyslexia and the way these problems could be treated (Bourassa et al, 2006). Obviously, students with dyslexia are expected to make more errors than students without dyslexia, as spelling impairment is part of the definition of dyslexia and this impairment is known to continue in adulthood (Schatschneider & Torgesen, 2004;Vellutino, Fletcher, Snowling, & Scanlon, 2004).…”

Section: Approach and Aims Of The Present Studymentioning

confidence: 99%

“…Many of these inconsistencies are not arbitrary. They follow a morphological pattern (Fisher et al, 1985) or a language-specific spelling rule that can be used to deal with the inconsistency (Bourassa, Treiman, & Kessler, 2006), or they can be understood on the basis of the language from which the word originated. For instance, with respect to the first principle, knowing in English that health shares a meaning unit (morpheme) with heal, can help one remember that it should be spelled with ea.…”

Section: Dutch Orthographymentioning

confidence: 99%

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Spelling in Adolescents With Dyslexia

et al. 2012

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In this study we focused on the spelling of high-functioning students with dyslexia. We made a detailed classification of the errors in a word and sentence dictation task made by 100 students with dyslexia and 100 matched control students. All participants were in the first year of their bachelor’s studies and had Dutch as mother tongue. Three main error categories were distinguished: phonological, orthographic, and grammatical errors (on the basis of morphology and language-specific spelling rules). The results indicated that higher-education students with dyslexia made on average twice as many spelling errors as the controls, with effect sizes of d ≥ 2. When the errors were classified as phonological, orthographic, or grammatical, we found a slight dominance of phonological errors in students with dyslexia. Sentence dictation did not provide more information than word dictation in the correct classification of students with and without dyslexia.

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Section: Spelling Performance In Students With Dyslexiamentioning

confidence: 99%

Section: Approach and Aims Of The Present Studymentioning

confidence: 99%

Section: Dutch Orthographymentioning

confidence: 99%

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Spelling in Adolescents With Dyslexia

et al. 2012

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“…Bourassa, Treiman, and Kessler (2006) examined the ability of dyslexics (mean age 11; 5 [years; months]) and spelling-level matched controls (mean age 7; 8) to use morphological constancy to resolve the problems involving flaps and interior consonants of final consonant clusters that were mentioned earlier. Bourassa et al found that older children with dyslexia, like typically developing younger children, produced significantly more correct spellings of flaps when they occurred in morphologically complex words like dirty than in morphologically simple words like duty.…”

mentioning

confidence: 99%

Morphological constancy in spelling: a comparison of children with dyslexia and typically developing children

Bourassa

Treiman

2008

Dyslexia

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The spellings of many English words follow a principle of morphological constancy. For example, musician includes the c of music, even though the pronunciation of this letter changes. With other words, such as explanation and explain, the spellings of morphemes are not retained when affixes are added. We asked whether children with dyslexia use root morphemes to aid their spelling of morphologically complex words. If so, they should sometimes produce misspellings such as 'explaination' for explanation. Our results suggest that children with dyslexia adhere to the principle of morphological constancy to the same extent as typically developing younger children of the same spelling level. In this and other ways, the spellings of older dyslexic children are remarkably similar to those of typical younger children.

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“…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).…”

mentioning

confidence: 99%