Visual morphological knowledge among children with developmental dyslexia

Visual morphological knowledge among children with developmental dyslexia

First Author: Miki Cohen -- David Yellin College, The Hebrew University of Jerusalem
Additional authors/chairs: 
Dorit Ravid; Ayelet Sasson; Rachel Schiff
Keywords: Morphological processing, Morphological Awareness, Dyslexia, Implicit Learning, Orthographic Knowledge
Abstract / Summary: 

Little attention has been devoted to the study of morphological processing in individuals with developmental dyslexia. The aim of the present study is to examine the implicit and explicit visual morphological abilities of readers with dyslexia compared to chronological age and reading level matched controls, characterize and describe the errors dyslexics make and their metalinguistic morphological skills. Participants included 31 seventh graders with development dyslexia and two matched control groups of normal readers: 34 seventh graders matched for chronological age and 32 third graders matched for reading age. Two tasks were administered via the visual modality - morphological priming and morphological analogies. We also performed error analysis and a metalinguistic interview. Our analyses reveal that the dyslexics perform better on the explicit task compared to the implicit task, yet on both tasks they are lower than the reading matched controls. Furthermore, their errors and metacognitive knowledge are qualitatively different. Taken together, this study makes an important contribution in elucidating the distinction between implicit and explicit visual morphological knowledge in readers with developmental dyslexia.