Morphological Awareness in Developmental Dyslexia

Casalis, Severine; Colé, Pascale; Sopo, Delphine

Type de document :

Article dans une revue scientifique: Article original

DOI :

10.1007/s11881-004-0006-z

URL permanente :

http://hdl.handle.net/20.500.12210/60126

Titre :

Morphological Awareness in Developmental Dyslexia

Auteur(s) :

Casalis, Severine [Auteur]

Unité de Recherche en Sciences Cognitives et Affectives [URECA]
Colé, Pascale [Auteur]
Université Savoie Mont Blanc [USMB [Université de Savoie] [Université de Chambéry]]
Sopo, Delphine [Auteur]
Université de Lille, Sciences Humaines et Sociales

Titre de la revue :

Annals of Dyslexia

Numéro :

Pagination :

114-138

Éditeur :

Springer Link

Date de publication :

2004

ISSN :

0736-9387

Discipline(s) HAL :

Sciences cognitives

Résumé en anglais : [en]

This study examines morphological awareness in developmental dyslexia. While the poor phonological awareness of dyslexic children has been related to their difficulty in handling the alphabetical principle, less is known ...
Lire la suite >This study examines morphological awareness in developmental dyslexia. While the poor phonological awareness of dyslexic children has been related to their difficulty in handling the alphabetical principle, less is known about their morphological awareness, which also plays an important part in reading development. The aim of this study was to analyze in more detail the implications of the phonological impairments of dyslexics in dealing with larger units of language such as morphemes. First, the performance of dyslexic children in a series of morphological tasks was compared with the performance of children matched on reading-level and chronological age. In all the tasks, the dyslexic group performed below the chronological age control group, suggesting that morphological awareness cannot be developed entirely independently of reading experience and~or phonological skills. Comparisons with the reading-age control group indicated that, while the dyslexic children were poorer in the morphemic segmentation tasks, they performed normally for their reading level in the sentence completion tasks. Furthermore, they produced more derived words in the production task. This suggests that phonological impairments prevent the explicit segmentation of affixes while allowing the development of productive morphological knowledge. A second study compared dyslexic subgroups defined by their degree of phonological impairment. Our results suggest that dyslexics develop a certain type of morphological knowledge, which they use as a compensatory reading strategy.Lire moins >

Langue :

Anglais

Comité de lecture :

Oui

Audience :

Internationale

Établissement(s) :

Université de Lille
CNRS
CHU Lille

Collections :

Autres travaux scientifiques

Date de dépôt :

2022-02-16T10:40:16Z
2022-02-16T11:22:47Z
2022-07-07T10:29:53Z
2022-07-13T07:15:33Z

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Historique des modifications

Numéro de version	Lien	Date de modification
4	20.500.12210/60126*	2022-07-13T07:11:49Z
3	20.500.12210/60126.3	2022-07-07T10:29:20Z
2	20.500.12210/60126.2	2022-02-16T11:14:40Z
1	20.500.12210/60126.1	2022-02-16T10:40:16Z

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