On the role of stems and prefixes in reading complex nonwords: Evidence from individuals with and without acquired dyslexia.
Saved in:
| Title: | On the role of stems and prefixes in reading complex nonwords: Evidence from individuals with and without acquired dyslexia. |
|---|---|
| Authors: | Beyersmann, Elisabeth (AUTHOR), Arrow, Tara (AUTHOR), Behzadnia, Ali (AUTHOR), Fischer-Baum, Simon (AUTHOR) |
| Source: | Cognitive Neuropsychology. Oct-Dec2024, Vol. 41 Issue 7/8, p332-358. 27p. |
| Subjects: | Dyslexia, Suffixes & prefixes (Grammar), Morphemics, Oral reading, Reading, Morphology |
| Abstract: | The role of stems and prefixes in complex nonword reading was investigated in unimpaired readers and five individuals with acquired dyslexia. All participants completed a reading aloud task (and the reading impaired individuals also completed a repetition task) with four different types of nonwords: prefix + stem (refront), non-prefix + stem (tefront), prefix + non-stem (refrint), non-prefix + non-stem (tefrint); and prefixed and non-prefixed filler words. The unimpaired readers responded fastest to nonwords containing two morphemes (prefix + stem), slower to nonwords with one morpheme (non-prefix + stem; prefix + non-stem), and slowest in the non-morphemic control condition (non-prefix + non-stem), providing evidence for the added benefit of prefixes and stems during reading. The five reading impaired individuals showed facilitatory morpheme effects across both tasks, but stem-effects were more robust than affix-effects. There was no difference between the prefixed and non-prefixed words in any of the data. The impact of morphological structure on nonword reading and repetition points to the important role of morphemes across different modalities.. [ABSTRACT FROM AUTHOR] |
| Copyright of Cognitive Neuropsychology is the property of Taylor & Francis Ltd 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 |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | The role of stems and prefixes in complex nonword reading was investigated in unimpaired readers and five individuals with acquired dyslexia. All participants completed a reading aloud task (and the reading impaired individuals also completed a repetition task) with four different types of nonwords: prefix + stem (refront), non-prefix + stem (tefront), prefix + non-stem (refrint), non-prefix + non-stem (tefrint); and prefixed and non-prefixed filler words. The unimpaired readers responded fastest to nonwords containing two morphemes (prefix + stem), slower to nonwords with one morpheme (non-prefix + stem; prefix + non-stem), and slowest in the non-morphemic control condition (non-prefix + non-stem), providing evidence for the added benefit of prefixes and stems during reading. The five reading impaired individuals showed facilitatory morpheme effects across both tasks, but stem-effects were more robust than affix-effects. There was no difference between the prefixed and non-prefixed words in any of the data. The impact of morphological structure on nonword reading and repetition points to the important role of morphemes across different modalities.. [ABSTRACT FROM AUTHOR] |
|---|---|
| ISSN: | 02643294 |
| DOI: | 10.1080/02643294.2025.2505531 |
