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Influence of Verb and Noun Bases on Reading Aloud Derived Nouns: Evidence from Children with Good and Poor Reading Skills

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Title: Influence of Verb and Noun Bases on Reading Aloud Derived Nouns: Evidence from Children with Good and Poor Reading Skills
Language: English
Authors: Traficante, Daniela, Marelli, Marco, Luzzatti, Claudio, Burani, Cristina
Source: Reading and Writing: An Interdisciplinary Journal. Aug 2014 27(7):1303-1326.
Availability: Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Peer Reviewed: Y
Page Count: 24
Publication Date: 2014
Document Type: Journal Articles
Reports - Research
Education Level: Grade 4
Intermediate Grades
Elementary Education
Grade 5
Middle Schools
Descriptors: Reading Skills, Nouns, Verbs, Children, Grade 4, Grade 5, Word Recognition, Foreign Countries, Inhibition, Morphology (Languages), Oral Reading, Grammar, Elementary School Students
Geographic Terms: Italy
DOI: 10.1007/s11145-013-9488-6
ISSN: 0922-4777
Abstract: Several studies on children and adults with and without linguistic impairment have reported differences between verb and noun processing. The present study assessed whether noun and verb bases affect differently children's reading of derived words. Thirty-six Italian good readers and 18 poor readers, all 4th or 5th graders, were asked to read aloud nouns derived from either a noun base (e.g., "artista", artist) or a verb base (e.g., "punizione", punishment). Word and base frequency affected latencies only for deverbal nouns, while an effect of word length emerged for denominal nouns and an inhibitory effect of suffix length was found for both types of stimuli. A high base frequency and a high whole-word frequency both led to higher levels of accuracy. Verb bases led to higher error rates than noun bases. Poor readers, although slower and less accurate than good readers, showed a pattern of results similar to that of typically developing readers. Data confirm that in 4th and 5th graders morphological decomposition may affect reading aloud of long complex words, and that the grammatical class of the base can modulate this effect.
Abstractor: As Provided
Number of References: 82
Entry Date: 2014
Accession Number: EJ1038935
Database: ERIC
FullText Links:
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IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Influence of Verb and Noun Bases on Reading Aloud Derived Nouns: Evidence from Children with Good and Poor Reading Skills
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  Label: Language
  Group: Lang
  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Traficante%2C+Daniela%22">Traficante, Daniela</searchLink><br /><searchLink fieldCode="AR" term="%22Marelli%2C+Marco%22">Marelli, Marco</searchLink><br /><searchLink fieldCode="AR" term="%22Luzzatti%2C+Claudio%22">Luzzatti, Claudio</searchLink><br /><searchLink fieldCode="AR" term="%22Burani%2C+Cristina%22">Burani, Cristina</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Reading+and+Writing%3A+An+Interdisciplinary+Journal%22"><i>Reading and Writing: An Interdisciplinary Journal</i></searchLink>. Aug 2014 27(7):1303-1326.
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  Data: Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
– Name: PeerReviewed
  Label: Peer Reviewed
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  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 24
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2014
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  Label: Document Type
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Grade+4%22">Grade 4</searchLink><br /><searchLink fieldCode="EL" term="%22Intermediate+Grades%22">Intermediate Grades</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+5%22">Grade 5</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink>
– Name: Subject
  Label: Descriptors
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  Data: <searchLink fieldCode="DE" term="%22Reading+Skills%22">Reading Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Nouns%22">Nouns</searchLink><br /><searchLink fieldCode="DE" term="%22Verbs%22">Verbs</searchLink><br /><searchLink fieldCode="DE" term="%22Children%22">Children</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+4%22">Grade 4</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+5%22">Grade 5</searchLink><br /><searchLink fieldCode="DE" term="%22Word+Recognition%22">Word Recognition</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Inhibition%22">Inhibition</searchLink><br /><searchLink fieldCode="DE" term="%22Morphology+%28Languages%29%22">Morphology (Languages)</searchLink><br /><searchLink fieldCode="DE" term="%22Oral+Reading%22">Oral Reading</searchLink><br /><searchLink fieldCode="DE" term="%22Grammar%22">Grammar</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Italy%22">Italy</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1007/s11145-013-9488-6
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0922-4777
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Several studies on children and adults with and without linguistic impairment have reported differences between verb and noun processing. The present study assessed whether noun and verb bases affect differently children's reading of derived words. Thirty-six Italian good readers and 18 poor readers, all 4th or 5th graders, were asked to read aloud nouns derived from either a noun base (e.g., "artista", artist) or a verb base (e.g., "punizione", punishment). Word and base frequency affected latencies only for deverbal nouns, while an effect of word length emerged for denominal nouns and an inhibitory effect of suffix length was found for both types of stimuli. A high base frequency and a high whole-word frequency both led to higher levels of accuracy. Verb bases led to higher error rates than noun bases. Poor readers, although slower and less accurate than good readers, showed a pattern of results similar to that of typically developing readers. Data confirm that in 4th and 5th graders morphological decomposition may affect reading aloud of long complex words, and that the grammatical class of the base can modulate this effect.
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  Label: Abstractor
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  Data: As Provided
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  Label: Number of References
  Group: RefInfo
  Data: 82
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2014
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1038935
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RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1007/s11145-013-9488-6
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 24
        StartPage: 1303
    Subjects:
      – SubjectFull: Reading Skills
        Type: general
      – SubjectFull: Nouns
        Type: general
      – SubjectFull: Verbs
        Type: general
      – SubjectFull: Children
        Type: general
      – SubjectFull: Grade 4
        Type: general
      – SubjectFull: Grade 5
        Type: general
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        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Inhibition
        Type: general
      – SubjectFull: Morphology (Languages)
        Type: general
      – SubjectFull: Oral Reading
        Type: general
      – SubjectFull: Grammar
        Type: general
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Italy
        Type: general
    Titles:
      – TitleFull: Influence of Verb and Noun Bases on Reading Aloud Derived Nouns: Evidence from Children with Good and Poor Reading Skills
        Type: main
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            NameFull: Traficante, Daniela
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            NameFull: Marelli, Marco
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            NameFull: Luzzatti, Claudio
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            NameFull: Burani, Cristina
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              Value: 0922-4777
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              Value: 27
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              Value: 7
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            – TitleFull: Reading and Writing: An Interdisciplinary Journal
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