Morpheme-based Reading and Spelling in Italian Children with Developmental Dyslexia and Dysorthography.
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.
Department of History, Society and Human Studies, Lab of Applied Psychology and Intervention, University of Salento, Lecce, Italy.
Paola
http://orcid.org/0000-0001-9870-6009
P
Angelelli
Department of History, Society and Human Studies, Lab of Applied Psychology and Intervention, University of Salento, Lecce, Italy.|IRCCS Foundation Santa Lucia, Rome, Italy.
Chiara Valeria
http://orcid.org/0000-0002-8806-5655
CV
Marinelli
Department of History, Society and Human Studies, Lab of Applied Psychology and Intervention, University of Salento, Lecce, Italy.
Marinella
M
De Salvatore
Institute of Cognitive Sciences and Technologies, CNR, Rome, Italy.|Department of Life Sciences, University of Trieste, Trieste, Italy.
Cristina
C
Burani
D016022:Case-Control Studies; D002648:Child; D004410:Dyslexia / Q000523:psychology*; D005260:Female; D006801:Humans; D007558:Italy; D008297:Male; D011932:Reading; D014956:Writing
dyslexia; dysorthography; morphology; orthography; spelling