Morphology and spelling in French students with dyslexia: the case of silent final letters

Quémart, Pauline; Casalis, Severine

Document type :

Article dans une revue scientifique

DOI :

10.1007/s11881-016-0133-3

PMID :

27553683

Permalink :

http://hdl.handle.net/20.500.12210/4049

Title :

Morphology and spelling in French students with dyslexia: the case of silent final letters

Author(s) :

Quémart, Pauline [Auteur]
Centre de recherches sur la cognition et l'apprentissage [UMR 7295] [CeRCA [Poitiers, Tours]]
Casalis, Severine [Auteur]

Sciences Cognitives et Sciences Affectives (SCALab) - UMR 9193
Laboratoire Sciences Cognitives et Sciences Affectives - UMR 9193 [SCALab]

Journal title :

Annals of Dyslexia

Abbreviated title :

Ann Dyslexia

Volume number :

Pages :

85-98

Publisher :

Springer

Publication date :

2017-04

ISSN :

1934-7243

English keyword(s) :

Dyslexia
Morphology
Silent letters
Spelling

HAL domain(s) :

Sciences cognitives

English abstract : [en]

Spelling is a challenge for individuals with dyslexia. Phoneme-to-grapheme correspondence rules are highly inconsistent in French, which make them very difficult to master, in particular for dyslexics. One recurrent ...
Show more >Spelling is a challenge for individuals with dyslexia. Phoneme-to-grapheme correspondence rules are highly inconsistent in French, which make them very difficult to master, in particular for dyslexics. One recurrent manifestation of this inconsistency is the presence of silent letters at the end of words. Many of these silent letters perform a morphological function. The current study examined whether students with dyslexia (aged between 10 and 15 years) benefit from the morphological status of silent final letters when spelling. We compared, their ability to spell words with silent final letters that are either morphologically justified (e.g., tricot, "knit," where the final "t" is pronounced in morphologically related words such as tricoter, "to knit" and tricoteur "knitter") or not morphologically justified (e.g., effort, "effort") to that of a group of younger children matched for reading and spelling level. Results indicated that the dyslexic students' spelling of silent final letters was impaired in comparison to the control group. Interestingly, morphological status helped the dyslexics improve the accuracy of their choice of final letters, contrary to the control group. This finding provides new evidence of morphological processing in dyslexia during spelling.Show less >

Language :

Anglais

Audience :

Internationale

Popular science :

Non

Administrative institution(s) :

Université de Lille
CNRS
CHU Lille

Collections :

Sciences Cognitives et Sciences Affectives (SCALab) - UMR 9193

Research team(s) :

Équipe Langage

Submission date :

2019-02-13T14:21:41Z
2020-04-02T12:59:14Z
2021-01-25T13:58:37Z
2023-01-13T11:09:11Z

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Quémart-Casalis_AnnalsOfDyslexia-2016.pdf
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Version history

Version	Link	Modification date
4	20.500.12210/4049*	2023-01-13T11:08:34Z
3	20.500.12210/4049.3	2021-01-25T13:49:47Z
2	20.500.12210/4049.2	2020-04-02T12:55:16Z
1	20.500.12210/4049.1	2019-02-13T14:21:41Z

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