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The role of morphology in reading in Spanish-speaking children with dyslexia
Suárez-Coalla, Paz; Cuetos, Fernando.
Afiliação
  • Suárez-Coalla, Paz; Universidad de Oviedo. Spain
  • Cuetos, Fernando; Universidad de Oviedo. Spain
Span. j. psychol ; 16: e51.1-e51.7, 2013.
Artigo em Inglês | IBECS | ID: ibc-116279
Biblioteca responsável: ES1.1
Localização: BNCS
ABSTRACT
Morphemes facilitate visual word recognition, leading to greater accuracy and fluency in reading morphologically complex words. In children with dyslexia, the morphological structure might be useful to reduce difficulties caused by phonological deficits. The aim of this study was to determine whether Spanish-speaking children with dyslexia benefit from morphemes when reading. A group of children with dyslexia of different ages (7 to 10 years) and a group of children without reading disabilities, matched on chronological age and gender, participated in a task of reading isolated words and pseudowords in which morphological complexity was manipulated. Half of the stimuli were morphologically simple and half morphologically complex. Children with dyslexia benefit from morphology since they have better performance with the morphologically complex stimuli. These results indicate that they are able to develop representations of units larger than the grapheme, what suggests that Spanish-speaking children with dyslexia use the morphological structure to overcome their difficulties in phonological recoding. These results have important implications for the rehabilitation of children with dyslexia (AU)
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Coleções: Bases de dados nacionais / Espanha Base de dados: IBECS Assunto principal: Dislexia / Fonoaudiologia / Deficiências da Aprendizagem Limite: Criança / Feminino / Humanos / Masculino Idioma: Inglês Revista: Span. j. psychol Ano de publicação: 2013 Tipo de documento: Artigo Instituição/País de afiliação: Universidad de Oviedo/Spain
Buscar no Google
Coleções: Bases de dados nacionais / Espanha Base de dados: IBECS Assunto principal: Dislexia / Fonoaudiologia / Deficiências da Aprendizagem Limite: Criança / Feminino / Humanos / Masculino Idioma: Inglês Revista: Span. j. psychol Ano de publicação: 2013 Tipo de documento: Artigo Instituição/País de afiliação: Universidad de Oviedo/Spain
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