scholarly journals The roles of morphology, phonology, and prosody in reading and spelling multisyllabic words

2021 ◽  
pp. 1-21
Author(s):  
Jodie L. Enderby ◽  
Julia M. Carroll ◽  
M. Luisa Tarczynski-Bowles ◽  
Helen L. Breadmore
Keyword(s):  
Middle Childhood ◽  
Short Term Memory ◽  
Word Reading ◽  
Morphological Awareness ◽  
Short Term ◽  
Monosyllabic Words ◽  
Prosodic Sensitivity ◽  
Early Acquisition ◽  
Derivational Morphemes ◽  
Reading And Spelling

Abstract While most English words are multisyllabic, research on literacy acquisition has tended to focus on early acquisition of monosyllabic words. The processes involved in multisyllabic word reading and spelling in middle childhood are likely to differ from those in monosyllabic reading and spelling. The current paper examines the contributions of morphological awareness (MA; awareness of derivational morphemes), prosodic sensitivity (sensitivity to lexical stress), and phonological awareness (PA; awareness of phonemes) for multisyllabic word reading and spelling, after accounting for background variables (age, vocabulary, nonverbal IQ, short-term memory). Seventy 7–10-year-old children completed a battery of tasks. MA and prosodic sensitivity were independent predictors of multisyllabic reading, while MA and PA were independent predictors of multisyllabic spelling. These results contrast with previous research, which instead found that PA plays a more prominent role while prosodic sensitivity appears to demonstrate only an indirect influence. However, those studies largely examined reading of shorter, one to three syllable words. These findings indicate when words are longer and multisyllabic, prosodic sensitivity, PA, and MA have differing direct influences on literacy. MA and prosodic sensitivity relate to word reading, while MA and PA are important for spelling.

scholarly journals Examining the independent contribution of prosodic sensitivity to word reading and spelling in early readers

2016 ◽  
Vol 30 (3) ◽  
pp. 509-521 ◽  
Author(s):  
A. J. Holliman ◽  
N. Gutiérrez Palma ◽  
S. Critten ◽  
C. Wood ◽  
H. Cunnane ◽  
...  
Keyword(s):  
Word Reading ◽  
Independent Contribution ◽  
Early Readers ◽  
Prosodic Sensitivity ◽  
Reading And Spelling

Lexical Capture: A Developmental Disorder of Reading and Spelling

1989 ◽  
Vol 41 (3) ◽  
pp. 471-487 ◽  
Author(s):  
Elaine Funnell ◽  
Margaret Davison
Keyword(s):  
Developmental Disorder ◽  
Short Term Memory ◽  
Learning Difficulties ◽  
Current Evidence ◽  
Short Term ◽  
Impaired Performance ◽  
International Phonetic Alphabet ◽  
History Of ◽  
Specific Difficulty ◽  
Reading And Spelling

We report a case of a 35-year-old teacher, Louise, with a history of learning difficulties and current evidence of developmental phonological dyslexia and dysgraphia. Her reading, spelling, and remembering of novel stimuli written in conventional alphabetic script was poor, but she performed significantly better when the same items were written in the International Phonetic Alphabet, a system that she learned when studying linguistics. Her impaired performance in tasks of phonemic segmentation and short-term memory, which are generally associated with impaired reading and spelling of unfamiliar material, could not account for her specific difficulty with alphabetic stimuli. Instead, her problems appear to result from a lexical strategy, which we have called “lexical capture”.

scholarly journals Intervention Targeting Reading and Working Memory among Struggling Readers in Primary School

2021 ◽  
Vol 9 (11) ◽  
Author(s):  
Linda Fälth ◽  
Irma Brkovic
Keyword(s):  
Working Memory ◽  
Struggling Readers ◽  
Short Term Memory ◽  
Word Reading ◽  
Intervention Group ◽  
Memory Training ◽  
Control Group ◽  
Specific Information ◽  
Short Term ◽  
Term Memory

Working memory is one of our core cognitive functions. It allows us to keep information in mind for shorter periods of time, allowing us to process and work with that specific information. In this randomized control trial, the effects of a training program that combine reading training and working memory training among struggling readers aged 8-9 were investigated. 30 pupils were included in the intervention group and 17 were assigned to the control group. The intervention group received a total of 60 training sessions divided into two eight-week training periods with a four-week pause in between. The results show that children in the intervention group improved significantly better than children in the control group on eight tests: Reading comprehension, Word decoding, Nonsense-word reading, Short-term memory, Working memory, Visuospatial short-term memory, Visuospatial working memory and Working memory for words. The effect was not confirmed for Sight word seeing.

scholarly journals Longitudinal predictors of Chinese word reading and spelling among elementary grade students

2012 ◽  
Vol 34 (6) ◽  
pp. 1245-1277 ◽  
Author(s):  
PUI-SZE YEUNG ◽  
CONNIE SUK-HAN HO ◽  
YAU-KAI WONG ◽  
DAVID WAI-OCK CHAN ◽  
KEVIN KIEN-HOA CHUNG ◽  
...  
Keyword(s):  
Predictive Power ◽  
Word Reading ◽  
Morphological Awareness ◽  
Rapid Naming ◽  
Chinese Word ◽  
Spelling Development ◽  
Phonological Skills ◽  
Elementary Grade ◽  
Word Spelling ◽  
Reading And Spelling

ABSTRACTThe longitudinal predictive power of four important reading-related skills (phonological skills, rapid naming, orthographic skills, and morphological awareness) to Chinese word reading and writing to dictation (i.e., spelling) was examined in a 3-year longitudinal study among 251 Chinese elementary students. Rapid naming, orthographic skills, and morphological awareness assessed in Grade 1 were significant longitudinal predictors of Chinese word reading in Grades 1 to 4. As for word spelling, rapid naming was the only significant predictor across grades. Morphological awareness was a robust predictor of word spelling in Grade 1 only. Phonological skills and orthographic skills significantly predicted word spelling in Grades 2 and 4. After controlling for autoregressive effects, morphological awareness and orthographic skills were the significant longitudinal predictors of Chinese word reading and word spelling, respectively. These findings reflected the impacts of the Chinese orthography on children's reading and spelling development.

scholarly journals Reading and Non-word Repetition Skills in Bilingual Developmental Dyslexia: The Case of a Greek - Italian Bilingual Dyslexic Adult

2020 ◽  
Vol 12 (2) ◽  
pp. 30
Author(s):  
Ioanna Talli ◽  
Polyxeni Emmanouil
Keyword(s):  
Developmental Dyslexia ◽  
Reading Skills ◽  
Short Term Memory ◽  
Word Reading ◽  
Typically Developing ◽  
Short Term ◽  
Decoding Skills ◽  
Learning To Read ◽  
Word Repetition ◽  
Positive Effect

Studies of bilinguals with developmental dyslexia learning to read in two alphabetic orthographies have shown that they demonstrate similar reading and phonological short-term memory (STM) deficits in both their languages. The present study aimed at exploring whether dyslexia in adults affects similarly decoding skills in two transparent languages, Greek and Italian, whether there are similar deficits in phonological STM and whether the dominance of one of the two languages affects the manifestation of the deficits. We compared the performance of a young Greek-Italian bilingual dyslexic adult (exposed to Italian from birth, L1: Greek) to that of a young monolingual Greek dyslexic adult, a young Greek-Italian typically developing (TD) bilingual adult (exposed to Italian from birth, L1: Greek) and a young Greek monolingual TD adult. We assessed them in word and non-word reading and non-word repetition. Results showed that bilingual dyslexic adult performed significantly poorer than the bilingual TD adult on all tasks in both languages, suggesting that dyslexia affects similarly decoding and phonological STM across languages. On reading, bilingual outperformed monolingual dyslexic, while monolingual outperformed bilingual TD adult. On phonological STM, both bilinguals outperformed monolinguals. A positive effect of bilingualism was found for reading skills only for dyslexics, while it was found for phonological STM for both dyslexic and TD adults. Finally, the dominance of L1 affected bilinguals' performance in reading but not in non-word repetition, where they showed better performance in Italian, perhaps due to the phonotactic complexity of the Greek orthography compared to Italian.

scholarly journals Assessing Direct Contributions of Morphological Awareness and Prosodic Sensitivity to Children’s Word Reading and Reading Comprehension

2018 ◽  
Vol 22 (6) ◽  
pp. 527-534 ◽  
Author(s):  
Storm Héléne Deacon ◽  
Andrew John Holliman ◽  
Graeme John Dobson ◽  
Emily Charlotte Jane Harrison
Keyword(s):  
Reading Comprehension ◽  
Word Reading ◽  
Morphological Awareness ◽  
Prosodic Sensitivity

Impairment in Processing Meaningless Verbal Material in Several Modalities: The Relationship between Short-term Memory and Phonological Skills

1989 ◽  
Vol 41 (2) ◽  
pp. 293-319 ◽  
Author(s):  
Patrizia S. Bisiacchi ◽  
Lisa Cipolotti ◽  
Gianfranco Denes
Keyword(s):  
Phonological Processing ◽  
Short Term Memory ◽  
Word Reading ◽  
Verbal Material ◽  
Short Term ◽  
Term Memory ◽  
Immediate Memory ◽  
Processing Abilities ◽  
The Relationship

Phonological processing abilities were studied in a patient who, following focal brain damage, showed selective impairment in non-word reading, writing, and repetition and also a severe short-term memory (STM) deficit specific for auditorily presented verbal material. The patient could execute tasks involving phonemic manipulation and awareness perfectly. Our data, in contrast with earlier observations in a case of developmental phonological dyslexia, show that acquired impairment in non-word reading, writing, repetition, and immediate memory may occur despite good phonological processing abilities. The role of STM in processing meaningless verbal material is discussed.

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