The effects of training of morphological structure on spelling derived words by dyslexic adolescents
Bibliographic Data
| ID | 5266960 |
|---|---|
| Authors | Styliani N Tsesmeli, Styliani Ν Tsesmeli (0000-0002-2689-9064, University of the Aegean, corresponding author), Philip H K Seymour (0009-0004-5012-8114, University of Dundee) |
| Year | 2009 |
| Volume | 100 |
| Issue | 3 |
| Pages | 565-592 |
| Publication date | 2009-08-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | British Journal of Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0007-1269 • E-ISSN: 2044-8295 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1348/000712608x371915 |
| PMID | 19026109 |
| OpenAlex | W2053679662 |
| Language | EN |
| Citations received | 2 |
| References cited | 41 |
This exploratory study aimed to determine the effects of explicit instruction about morphological structure on the spelling of derived words. A cross-sectional ability level-design was employed in order to determine differences in response to instruction between dyslexic students aged 13+years and age-matched and spelling level matched control groups. The study was based on the word-pair paradigm (a base and derived word) and combined oral instruction with written materials. The intervention had a substantial impact in enhancing the spelling of derivations by the dyslexic adolescents. Their gains were appropriate for their spelling level, stable two months after the intervention, and generalized to untrained but analogous items in terms of structure and suffixation. Non-dyslexic younger participants matched in terms of spelling level also showed training and generalisation effects of the same size as their dyslexic counterparts, while the age-matched controls did not improve so much because of ceiling effects. It is proposed that morphological awareness constitutes a positive asset for dyslexic adolescents that can be used efficiently to counterbalance their severe phonological deficiencies
Audiology · Cognitive psychology · Developmental psychology · Dyslexia · Linguistics · Reading (process) · Spelling · Educational Methods and Media Use · Psychology · Reading and Literacy Development · Writing and Handwriting Education
Morphology
Categorizing sounds and learning to read—a causal connection
The use of morphological knowledge in spelling derived forms by learning-disabled and normal students
The role of morpheme recognition and morphological awareness in dyslexia
Beyond phonics
Spelling errors and reading fluency in compensated adult dyslexics
Processing of derived forms in high-functioning dyslexics
Productive knowledge of derivational rules in poor readers
Morpheme recognition and the learning of rules for derivational morphology
No difference represents a significant finding
No difference represents a significant finding
Effects of an Extensive Program for Stimulating Phonological Awareness in Preschool Children
How Many Words Are There in Printed School English
Deriving Word Meanings through Morphological Generalization
Morphological Knowledge and Early Writing Ability
Persistence of dyslexics' phonological awareness deficits
Reading level design
| Unique citing works | 2 |
|---|---|
| Citations per year | 0,15 |
| Citation span | 2013 - 2016 (4) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 2 |