Stem and derivational-suffix processing during reading by French second and third graders

Colé, Pascale; Bouton, Sophie; Leuwers, Christel; Casalis, Severine; Sprenger-charolles, Liliane

Document type :

Article dans une revue scientifique

DOI :

10.1017/s0142716411000282

Permalink :

http://hdl.handle.net/20.500.12210/60171

Title :

Stem and derivational-suffix processing during reading by French second and third graders

Author(s) :

Colé, Pascale [Auteur]
Laboratoire de psychologie cognitive [LPC]
Bouton, Sophie [Auteur]
Institut Charles Viollette (ICV) - ULR 7394
Leuwers, Christel [Auteur]
Université Savoie Mont Blanc [USMB [Université de Savoie] [Université de Chambéry]]
Casalis, Severine [Auteur]

Sciences Cognitives et Sciences Affectives (SCALab) - UMR 9193
Sprenger-charolles, Liliane [Auteur]
Laboratoire psychologie de la perception [LPP]

Journal title :

Applied Psycholinguistics

Abbreviated title :

Applied Psycholinguistics

Volume number :

Pages :

97-120

Publisher :

Cambridge University Press (CUP)

Publication date :

2011-06-01

ISSN :

0142-7164

HAL domain(s) :

Sciences cognitives

English abstract : [en]

ABSTRACTMorphological processing by French children was investigated in two experiments. The first showed that second and third graders read pseudowords such as chat-ure (cat-ish) composed of an illegally combined real ...
Show more >ABSTRACTMorphological processing by French children was investigated in two experiments. The first showed that second and third graders read pseudowords such as chat-ure (cat-ish) composed of an illegally combined real stem and real derivational suffix faster and more accurately than they read matched pseudowords composed of a pseudostem and a real derivational suffix (e.g., chot-ure) or a pseudostem and a pseudosuffix (e.g., chot-ore). More, the chot-ure items were read faster and more accurately than the chot-ore items. These results suggest that beginning French readers are able to use morphological units (both stems and derivational suffixes) to decode new words. The second experiment compared the impact of display format on reading time. Suffixed words were presented in four segmentation formats: syllabic (ma lade), morphological (mal ade), morphological + 1 grapheme (mala de), or unsegmented (malade). For both groups of readers, the morphological + 1 condition generated the longest reading times but there was no difference between the other three conditions. It was concluded that syllables, morphemes, and whole word forms contribute to a similar extent to word reading for low-frequency words. Morphological processing may therefore be used early by French children to identify both new words and low-frequency words.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 :

2022-02-16T21:17:50Z
2022-02-22T10:59:26Z

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2	20.500.12210/60171*	2022-02-22T10:48:15Z
1	20.500.12210/60171.1	2022-02-16T21:17:50Z

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