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

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

Type de document :

Article dans une revue scientifique

DOI :

10.1017/s0142716411000282

URL permanente :

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

Titre :

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

Auteur(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]

Titre de la revue :

Applied Psycholinguistics

Nom court de la revue :

Applied Psycholinguistics

Numéro :

Pagination :

97-120

Éditeur :

Cambridge University Press (CUP)

Date de publication :

2011-06-01

ISSN :

0142-7164

Discipline(s) HAL :

Sciences cognitives

Résumé en anglais : [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 ...
Lire la suite >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.Lire moins >

Langue :

Anglais

Audience :

Internationale

Vulgarisation :

Non

Établissement(s) :

Université de Lille
CNRS
CHU Lille

Collections :

Sciences Cognitives et Sciences Affectives (SCALab) - UMR 9193

Équipe(s) de recherche :

Équipe Langage

Date de dépôt :

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

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Cole_et_al_AP_2011.pdf
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Numéro de version	Lien	Date de modification
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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