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Morpheme-based Reading and Spelling in Italian Children with Developmental Dyslexia and Dysorthography.

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Title: Morpheme-based Reading and Spelling in Italian Children with Developmental Dyslexia and Dysorthography.
Authors: Angelelli, Paola, Marinelli, Chiara Valeria, De Salvatore, Marinella, Burani, Cristina
Source: Dyslexia (10769242). Nov2017, Vol. 23 Issue 4, p387-405. 19p.
Subjects: Reading ability testing, Spelling ability testing, Morphemics, Children with dyslexia, Italians, School children, Elementary education, Dyslexia, Reading, Writing, Case-control method, Psychology
Geographic Terms: Italy
Abstract: Italian sixth graders, with and without dyslexia, read pseudowords and low-frequency words that include high-frequency morphemes better than stimuli not including any morpheme. The present study assessed whether morphemes affect (1) younger children, with and without dyslexia; (2) spelling as well as reading; and (3) words with low-frequency morphemes. Two groups of third graders (16 children with dyslexia and dysorthography and 16 age-matched typically developing children) read aloud and spelt to dictation pseudowords and words. Pseudowords included (1) root + suffix in not existing combinations (e.g. lampadista, formed by lampad-, 'lamp', and -ista, '-ist') and (2) orthographic sequences not corresponding to any Italian root or suffix (e.g. livonosto). Words had low frequency and included: (1) root + suffix, both of high frequency (e.g. bestiale, 'beastly'); (2) root + suffix, both of low frequency (e.g. asprigno, 'rather sour'); and (3) simple words (e.g. insulso, 'vapid'). Children with dyslexia and dysorthography were less accurate than typically developing children. Root + suffix pseudowords were read and spelt more accurately than non-morphological pseudowords by both groups. Morphologically complex (root + suffix) words were read and spelt better than simple words. However, task interacted with morphology: reading was not facilitated by low-frequency morphemes. We conclude that children acquiring a transparent orthography exploit morpheme-based reading and spelling to face difficulties in processing long unfamiliar stimuli. Copyright © 2017 John Wiley & Sons, Ltd. [ABSTRACT FROM AUTHOR]
Copyright of Dyslexia (10769242) is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Morpheme-based Reading and Spelling in Italian Children with Developmental Dyslexia and Dysorthography.
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  Data: <searchLink fieldCode="AR" term="%22Angelelli%2C+Paola%22">Angelelli, Paola</searchLink><br /><searchLink fieldCode="AR" term="%22Marinelli%2C+Chiara+Valeria%22">Marinelli, Chiara Valeria</searchLink><br /><searchLink fieldCode="AR" term="%22De+Salvatore%2C+Marinella%22">De Salvatore, Marinella</searchLink><br /><searchLink fieldCode="AR" term="%22Burani%2C+Cristina%22">Burani, Cristina</searchLink>
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  Data: <searchLink fieldCode="JN" term="%22Dyslexia+%2810769242%29%22">Dyslexia (10769242)</searchLink>. Nov2017, Vol. 23 Issue 4, p387-405. 19p.
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  Data: Italian sixth graders, with and without dyslexia, read pseudowords and low-frequency words that include high-frequency morphemes better than stimuli not including any morpheme. The present study assessed whether morphemes affect (1) younger children, with and without dyslexia; (2) spelling as well as reading; and (3) words with low-frequency morphemes. Two groups of third graders (16 children with dyslexia and dysorthography and 16 age-matched typically developing children) read aloud and spelt to dictation pseudowords and words. Pseudowords included (1) root + suffix in not existing combinations (e.g. lampadista, formed by lampad-, 'lamp', and -ista, '-ist') and (2) orthographic sequences not corresponding to any Italian root or suffix (e.g. livonosto). Words had low frequency and included: (1) root + suffix, both of high frequency (e.g. bestiale, 'beastly'); (2) root + suffix, both of low frequency (e.g. asprigno, 'rather sour'); and (3) simple words (e.g. insulso, 'vapid'). Children with dyslexia and dysorthography were less accurate than typically developing children. Root + suffix pseudowords were read and spelt more accurately than non-morphological pseudowords by both groups. Morphologically complex (root + suffix) words were read and spelt better than simple words. However, task interacted with morphology: reading was not facilitated by low-frequency morphemes. We conclude that children acquiring a transparent orthography exploit morpheme-based reading and spelling to face difficulties in processing long unfamiliar stimuli. Copyright © 2017 John Wiley & Sons, Ltd. [ABSTRACT FROM AUTHOR]
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  Label:
  Group: Ab
  Data: <i>Copyright of Dyslexia (10769242) is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=126316677
RecordInfo BibRecord:
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      – Type: doi
        Value: 10.1002/dys.1554
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 19
        StartPage: 387
    Subjects:
      – SubjectFull: Reading ability testing
        Type: general
      – SubjectFull: Spelling ability testing
        Type: general
      – SubjectFull: Morphemics
        Type: general
      – SubjectFull: Children with dyslexia
        Type: general
      – SubjectFull: Italians
        Type: general
      – SubjectFull: School children
        Type: general
      – SubjectFull: Elementary education
        Type: general
      – SubjectFull: Dyslexia
        Type: general
      – SubjectFull: Reading
        Type: general
      – SubjectFull: Writing
        Type: general
      – SubjectFull: Case-control method
        Type: general
      – SubjectFull: Psychology
        Type: general
      – SubjectFull: Italy
        Type: general
    Titles:
      – TitleFull: Morpheme-based Reading and Spelling in Italian Children with Developmental Dyslexia and Dysorthography.
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            NameFull: Angelelli, Paola
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            NameFull: Marinelli, Chiara Valeria
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            NameFull: De Salvatore, Marinella
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            NameFull: Burani, Cristina
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            – D: 01
              M: 11
              Text: Nov2017
              Type: published
              Y: 2017
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              Value: 23
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