Why Morphology Matters for Reading and Spelling Development: A Theoretical and Empirical Perspective in Individuals With and Without Dyslexia
- Estelle Ardanouy University of Geneva
- Pauline Quémart Université de Nantes
Abstract
While phonology is a fundamental component of reading and spelling acquisition, broader language skills, such as morphology, also play a crucial role. At the same time, phonological deficits are widely recognized as a core characteristic of developmental dyslexia, making it difficult for individuals to segment words into phonemes and contributing to challenges in both reading and spelling. However, morphological processing is relatively preserved in this population. This article reviews studies highlighting the role of morphological units in reading and spelling during typical development and in individuals with dyslexia. Studies showing that training in morphological awareness can improve written language skills in individuals with dyslexia are also presented. Throughout the manuscript, we draw on the psycholinguistic grain size theory, which offers a valuable theoretical framework for understanding the factors that may influence the processing of morphological units when reading and spelling. Concrete examples of interventions based on morphological training for clinicians are also provided.
Downloads
References
Aghababian, V., & Nazir, T. A. (2000). Developing normal reading skills: Aspects of the visual processes underlying word recognition. Journal of Experimental Child Psychology, 76(2), 123‑150. https://doi.org/10.1006/jecp.1999.2540
Angelelli, P., Marinelli, C. V., & Burani, C. (2014). The effect of morphology on spelling and reading accuracy: A study on Italian children. Frontiers in Psychology, Article 5, 1373‑1373.
Angelelli, P., Marinelli, C. V., De Salvatore, M., & Burani, C. (2017). Morpheme-based reading and spelling in Italian children with developmental dyslexia and dysorthography: Morpheme-based reading and spelling. Dyslexia, 23(4), 387‑405. https://doi.org/10.1002/dys.1554
Ardanouy, E., & Quémart, P. (under review). Spelling morphology and its relationship with morphological awareness in French-speaking adults with developmental dyslexia.
Ardanouy, E., Zesiger, P., & Delage, H. (2023). Intensive and explicit derivational morphology training in school-aged children: An effective way to improve morphological awareness, spelling and reading? Reading and Writing. https://doi.org/10.1007/s11145-023-10454-y
Ardanouy, E., Zesiger, P., & Delage, H. (2025). Derivational morphology training in French-speaking, 9- to 14- year-old children and adolescents with developmental dyslexia: Does it improve morphological awareness, reading and spelling outcome measures? Journal of Learning Disabilities, 58(1), 62-77. https://doi.org/10.1177/00222194231223526
Ardanouy, E., Zesiger, P., & Delage, H. (in prep). Morphological intervention in French-speaking university adults with developmental dyslexia: Effects on morphological awareness, reading, and spelling.
Ballot, C., & Zesiger, P. (2024). Effects of word length and frequency on word identification in second- and fifth-grade children as a function of language skills. Journal of Experimental Child Psychology, 243, 105912. https://doi.org/10.1016/j.jecp.2024.105912
Bar-Kochva, I. (2016). An examination of an intervention program designed to enhance reading and spelling through the training of morphological decomposition in word recognition. Scientific Studies of Reading, 20(2), 163‑172. https://doi.org/10.1080/10888438.2015.1108321
Bar-Kochva, I., Korinth, S. P., & Hasselhorn, M. (2020). Effects of a morpheme-based training procedure on the literacy skills of readers with a reading disability. Applied Psycholinguistics, 41(5), 1061‑1082. https://doi.org/10.1017/S0142716420000120
Berthiaume, R., & Daigle, D. (2014). Are dyslexic children sensitive to the morphological structure of words when they read? The case of dyslexic readers of French: Are dyslexic children sensitive to the morphological structure of words when they read? Dyslexia, 20(3), 241‑260. https://doi.org/10.1002/dys.1476
Beyersmann, E., Mousikou, P., Schroeder, S., Javourey-Drevet, L., Ziegler, J. C., & Grainger, J. (2021). The dynamics of morphological processing in developing readers: A cross-linguistic masked priming study. Journal of Experimental Child Psychology, 208, 105140. https://doi.org/10.1016/j.jecp.2021.105140
Bourassa, D. C., Bargen, M., Delmonte, M., & Deacon, S. H. (2019). Staying rooted: Spelling performance in children with dyslexia. Applied Psycholinguistics, 40(2), 427‑444. https://doi.org/10.1017/S0142716418000632
Bourassa, D. C., & Treiman, R. (2008). Morphological constancy in spelling: A comparison of children with dyslexia and typically developing children. Dyslexia, 14(3), 155‑169. https://doi.org/10.1002/dys.368
Bourassa, D. C., Treiman, R., & Kessler, B. (2006). Use of morphology in spelling by children with dyslexia and typically developing children. Memory & Cognition, 34(3), 703‑714. https://doi.org/10.3758/BF03193589
Bowers, P. N., Kirby, J. R., & Deacon, S. H. (2010). The effects of morphological instruction on literacy skills: A systematic review of the literature. Review of Educational Research, 80(2), 144‑179. https://doi.org/10.3102/0034654309359353
Brady, S., & Mason, L. H. (2024). A literature review of morphological awareness interventions and the effects on literacy outcomes. Learning Disability Quarterly, 47(1), 16‑29. https://doi.org/10.1177/07319487231171388
Breadmore, H. L., & Deacon, S. H. (2019). Morphological processing before and during children’s spelling. Scientific Studies of Reading, 23(2), 178‑191. https://doi.org/10.1080/10888438.2018.1499745
Burani, C. (2009). Reading fluency and morpho-lexical processing: Developmental studies in Italian. Revista de Logopedia, Foniatría y Audiología, 29(2), 97‑103. https://doi.org/10.1016/S0214-4603(09)70147-0
Burani, C., Marcolini, S., & Stella, G. (2002). How early does morpholexical reading develop in readers of a shallow orthography? Brain and Language, 81(1), 568‑586. https://doi.org/10.1006/brln.2001.2548
Byrne, B., & Fielding-Barnsley, R. (1989). Phonemic awareness and letter knowledge in the child’s acquisition of the alphabetic principle. Journal of Educational Psychology, 81(3), 313‑321. https://doi.org/10.1037/0022-0663.81.3.313
Caravolas, M. (2006). Learning to spell in different languages : How orthographic variables might affect early literacy. In R. M. Joshi & P. G. Aaron (Éds.), Handbook of Orthography and Literacy (p. 497‑511). Lawrence Erlbaum Associates.
Caravolas, M., Lervåg, A., Defior, S., Seidlová Málková, G., & Hulme, C. (2013). Different patterns, but equivalent predictors of growth in reading in consistent and inconsistent orthographies. Psychological Science, 24(8), 1398‑1407. https://doi.org/10.1177/0956797612473122
Carlisle, J. F. (2000). Awareness of the structure and meaning of morphologically complex words : Impact on reading. Reading and Writing, 12 (3-4), 169-190. https://doi.org/10.1007/s11145-005-5766-2
Carlisle, J. F., & Katz, L. (2006). Effects of word and morpheme familiarity on reading of derived words. Reading and Writing, 19(7), 669‑693.
Carlisle, J. F., & Stone, C. A. (2003). The effects of morphological structure on children’s reading of derived words in English. In E. Assink & D. Sandra (Éds.), Reading Complex Words : Cross-Language Studies (p. 27‑52). Kluwer Academic.
Carlisle, J. F., & Stone, C. A. (2005). Exploring the role of morphemes in word reading. Reading Research Quarterly, 40(4), 428‑449. https://doi.org/10.1598/RRQ.40.4.3
Carlisle, J. F., Stone, C., & Katz, L. (2001). The effects of phonological transparency on reading derived words. Annals of Dyslexia, 51(1), 249‑274. https://doi.org/10.1007/s11881-001-0013-2
Carroll, J. M., Holden, C., Kirby, P., Thompson, P. A., Snowling, M. J., & Panel, the D. D. (2025). Toward a consensus on dyslexia: Findings from a Delphi study. Journal of Child Psychology and Psychiatry. https://doi.org/10.1111/jcpp.14123
Casalis, S., & Colé, P. (2009). On the relationship between morphological and phonological awareness: Effects of training in kindergarten and in first-grade reading. First Language, 29(1), 113‑142. https://doi.org/10.1177/0142723708097484
Casalis, S., Colé, P., & Sopo, D. (2004). Morphological awareness in developmental dyslexia. Annals of Dyslexia, 54(1), 114‑138. https://doi.org/10.1007/s11881-004-0006-z
Casalis, S., Pacton, S., Lefevre, F., & Fayol, M. (2018). Morphological training in spelling: Immediate and long-term effects of an interventional study in French third graders. Learning and Instruction, 53, 89‑98. https://doi.org/10.1016/j.learninstruc.2017.07.009
Casalis, S., Quémart, P., & Duncan, L. G. (2015). How language affects children’s use of derivational morphology in visual word and pseudoword processing: Evidence from a cross-language study. Frontiers in Psychology, 6, Article 752. https://doi.org/10.3389/fpsyg.2015.00452
Catts, H. W., Terry, N. P., Lonigan, C. J., Compton, D. L., Wagner, R. K., Steacy, L. M., Farquharson, K., & Petscher, Y. (2024). Revisiting the definition of dyslexia. Annals of Dyslexia, 74(3), 282‑302. https://doi.org/10.1007/s11881-023-00295-3
Cavalli, E., Duncan, L. G., Elbro, C., El Ahmadi, A., & Colé, P. (2017). Phonemic—Morphemic dissociation in university students with dyslexia: An index of reading compensation? Annals of Dyslexia, 67(1), 63‑84. https://doi.org/10.1007/s11881-016-0138-y
Colé, P., Bouton, S., Leuwers, C., Casalis, S., & Sprenger-Charolles, L. (2012). Stem and derivational-suffix processing during reading by French second and third graders. Applied Psycholinguistics, 33(01), 97‑120. https://doi.org/10.1017/S0142716411000282
Colenbrander, D., von Hagen, A., Kohnen, S., Wegener, S., Ko, K., Beyersmann, E., Behzadnia, A., Parrila, R., & Castles, A. (2024). The effects of morphological instruction on literacy outcomes for children in English-speaking countries : A systematic review and meta-analysis. Educational Psychology Review, 36(4), Article 119. https://doi.org/10.1007/s10648-024-09953-3
Commissaire, E., Besse, A.-S., Demont, E., & Casalis, S. (2018). Grapheme coding during sublexical processing in French third and fifth graders. Journal of Experimental Child Psychology, 173, 78‑84. https://doi.org/10.1016/j.jecp.2018.03.006
Crystal, D. (2003). The Cambridge encyclopedia of the English language (2nd ed.). Cambridge University Press.
Cuetos, F., & Suárez-Coalla, P. (2009). From grapheme to word in reading acquisition in Spanish. Applied Psycholinguistics, 30(4), 583‑601. https://doi.org/10.1017/S0142716409990038
D’Alessio, M. J., Jaichenco, V., & Wilson, M. A. (2018). The role of morphology in word naming in Spanish-speaking children. Applied Psycholinguistics, 39(5), 1065‑1093.
Deacon, S. H., & Bryant, P. (2005). What young children do and do not know about the spelling of inflections and derivations. Developmental Science, 8(6), 583‑594. https://doi.org/10.1111/j.1467-7687.2005.00449.x
Deacon, S. H., & Bryant, P. (2006a). Getting to the root : Young writers’ sensitivity to the role of root morphemes in the spelling of inflected and derived words. Journal of Child Language, 33(2), 401‑417. doi: 10.1017/s0305000906007409.
Deacon, S. H., & Bryant, P. (2006b). This turnip’s not for turning: Children’s morphological awareness and their use of root morphemes in spelling. British Journal of Developmental Psychology, 24(3), 567‑575. https://doi.org/10.1348/026151005X50834
Deacon, S. H., & Dhooge, S. (2010). Developmental stability and changes in the impact of root consistency on children’s spelling. Reading and Writing, 23(9), 1055‑1069. https://doi.org/10.1007/s11145-009-9195-5
Deacon, S. H., Parrila, R., & Kirby, J. R. (2008). A review of the evidence on morphological processing in dyslexics and poor readers: A strength or weakness? In The SAGE Handbook of Dyslexia (p. 212‑238). SAGE Publications Ltd. https://doi.org/10.4135/9780857020987
Defior, S., Alegría, J., Titos, R., & Martos, F. (2008). Using morphology when spelling in a shallow orthographic system: The case of Spanish. Cognitive Development, 23(1), 204‑215. https://doi.org/10.1016/j.cogdev.2007.01.003
Desrochers, A., Manolitsis, G., Gaudreau, P., & Georgiou, G. K. (2018). Early contribution of morphological awareness to literacy skills across languages varying in orthographic consistency. Reading and Writing, 31(8), 1695‑1719.
Diamanti, V., Mouzaki, A., Ralli, A., Antoniou, F., Papaioannou, S., & Protopapas, A. (2017). Preschool phonological and morphological awareness as longitudinal predictors of early reading and spelling development in Greek. Frontiers in Psychology, 8, 2039. doi: 10.3389/fpsyg.2017.02039
Duncan, L. G., Casalis, S., & Colé, P. (2009). Early meta-linguistic awareness of derivational morphology: Some observations from a comparison of English and French. Applied Psycholinguistics, 30, 405‑440. doi: https://doi.org/10.1017/S0142716409090213
Elbro, C., & Arnbak, E. (1996). The role of morpheme recognition and morphological awareness in dyslexia. Annals of Dyslexia, 46, 31‑31. doi: 10.1007/BF02648177.
Galuschka, K., Görgen, R., Kalmar, J., Haberstroh, S., Schmalz, X., & Schulte-Körne, G. (2020). Effectiveness of spelling interventions for learners with dyslexia: A meta-analysis and systematic review. Educational Psychologist, 55(1), 1‑20. https://doi.org/10.1080/00461520.2019.1659794
Georgiou, G. K., Vieira, A. P. A., Rothou, K. M., Kirby, J. R., Antoniuk, A., Martinez, D., & Guo, K. (2022). A meta-analysis of morphological awareness deficits in developmental dyslexia. Scientific Studies of Reading, 1‑19. https://doi.org/10.1080/10888438.2022.2155524
Gerber, P. J. (2012). The impact of learning disabilities on adulthood : A review of the evidenced-based literature for research and practice in adult education. Journal of Learning Disabilities, 45(1), 31‑46. https://doi.org/10.1177/0022219411426858
Giazitzidou, S., & Padeliadu, S. (2022). Contribution of morphological awareness to reading fluency of children with and without dyslexia: Evidence from a transparent orthography. Annals of Dyslexia, 72(3), 509‑531. https://doi.org/10.1007/s11881-022-00267-z
Gingras, M., & Sénéchal, M. (2017). Silex: A database for silent-letter endings in French words. Behavior Research Methods, 49(5), 1894‑1904. https://doi.org/10.3758/s13428-016-0832-z
Goodwin, A. P., & Ahn, S. (2010). A meta-analysis of morphological interventions: Effects on literacy achievement of children with literacy difficulties. Annals of Dyslexia, 60(2), 183‑208. https://doi.org/10.1007/s11881-010-0041-x
Goodwin, A. P., & Ahn, S. (2013). A meta-analysis of morphological interventions in English : Effects on literacy outcomes for school-age children. Scientific Studies of Reading, 17(4), 257‑285. https://doi.org/10.1080/10888438.2012.689791
Gray, S. H., Ehri, L. C., & Locke, J. L. (2018). Morpho-phonemic analysis boosts word reading for adult struggling readers. Reading and Writing, 31(1), 75‑98. https://doi.org/10.1007/s11145-017-9774-9
Grigorakis, I., & Manolitsis, G. (2021). Longitudinal effects of different aspects of morphological awareness skills on early spelling development. Reading and Writing, 34(4), 945‑979. https://doi.org/10.1007/s11145-020-10098-2
Horn, L. J., & Berktold, J. (1999). Students with disabilities in postsecondary education : A profile of preparation, participation, and outcomes. Education Statistics Quarterly. Retrieved from https://www.semanticscholar.org/paper/Students-with-Disabilities-in-Postsecondary-A-of-Horn-Berktold/5f45359dfc97b76a4d06a3b32fd73b0d69bb7caa
Kearns, D. M., Steacy, L. M., Compton, D. L., Gilbert, J. K., Goodwin, A. P., Cho, E., Lindstrom, E. R., & Collins, A. A. (2016). Modeling polymorphemic word recognition: Exploring differences among children with early-emerging and late-emerging word reading difficulty. Journal of Learning Disabilities, 49(4), 368‑394. https://doi.org/10.1177/0022219414554229
Kemp, N. (2006). Children’s spelling of base, inflected, and derived words: Links with morphological awareness. Reading and Writing, 19(7), 737‑765. https://doi.org/10.1007/s11145-006-9001-6
Kirby, J. R., & Bowers, P. N. (2017). Morphological instruction and literacy: Binding phonological, orthographic, and semantic features of words. In K. Cain, D. L. Compton, & R. Parrila (Eds.), Theories of Reading Development (p. 437‑462). John Benjamins Publishing Company. https://doi.org/10.1075/swll.15.24kir
Law, J. M., & Ghesquière, P. (2022). Morphological processing in children with developmental dyslexia: A visual masked priming study. Reading Research Quarterly, 57(3), 863‑877. https://doi.org/10.1002/rrq.450
Law, J. M., Veispak, A., Vanderauwera, J., & Ghesquière, P. (2018). Morphological awareness and visual processing of derivational morphology in high-functioning adults with dyslexia: An avenue to compensation? Applied Psycholinguistics, 39(3), 483‑506. https://doi.org/10.1017/S0142716417000467
Law, J. M., Wouters, J., & Ghesquière, P. (2015). Morphological awareness and its role in compensation in adults with dyslexia. Dyslexia, 21(3), 254‑272. https://doi.org/10.1002/dys.1495
Lázaro, M. (2012). A study of base frequency in Spanish skilled and reading‐disabled children: all children benefit from morphological processing in defining complex pseudowords. Dyslexia, 18(2), 130–138. https://doi.org/10.1002/dys.1436
Lázaro, M., Camacho, L., & Burani, C. (2013). Morphological processing in reading disabled and skilled Spanish children. Dyslexia, 19(3), 178–188. doi: 10.1002/dys.1458
Laxon, V., Rickard, M., & Coltheart, V. (1992). Children read affixed words and non-words. British Journal of Psychology, 83(3), 407‑423. https://doi.org/10.1111/j.2044-8295.1992.tb02450.x
Lee, J. won, Wolters, A., & Grace Kim, Y.-S. (2022). The relations of morphological awareness with language and literacy skills vary depending on orthographic depth and nature of morphological awareness. Review of Educational Research, 93(4), 528-558. https://doi.org/10.3102/00346543221123816
Lefèvre, E., Law, J. M., Quémart, P., Anders, R., & Cavalli, E. (2022). What’s morphology got to do with it : Oral reading fluency in adolescents with dyslexia. Journal of Experimental Psychology: Learning, Memory, and Cognition, 49(8), 1345-1360. https://doi.org/10.1037/xlm0001163
Lehtonen, M., & Laine, M. (2003). How word frequency affects morphological processing in monolinguals and bilinguals. Bilingualism: Language and Cognition, 6(3), 213‑225. https://doi.org/10.1017/S1366728903001147
Livingston, L. A., & Happé, F. (2017). Conceptualising compensation in neurodevelopmental disorders : Reflections from autism spectrum disorder. Neuroscience & Biobehavioral Reviews, 80, 729‑742. https://doi.org/10.1016/j.neubiorev.2017.06.005
Mahrer, R. (2017). Phonographie : La représentation écrite de l’oral en français (Vol. 3). Walter de Gruyter GmbH & Co KG.
Manolitsis, G., Grigorakis, I., & Georgiou, G. K. (2017). The longitudinal contribution of early morphological awareness skills to reading fluency and comprehension in Greek. Frontiers in Psychology, 8, Article 1793. doi: 10.3389/fpsyg.2017.01793
Marec-Breton, N., Gombert, J.-E., & Colé, P. (2005). Traitements morphologiques lors de la reconnaissance des mots écrits chez les apprentis lecteurs. L’Année Psychologique, 105, 9‑45. https://doi.org/10.3406/psy.2005.3818
Marinelli, C. V., Romani, C., Burani, C., & Zoccolotti, P. (2015). Spelling acquisition in English and Italian : A cross-linguistic study. Frontiers in Psychology, 6, Article 1843. https://doi.org/10.3389/fpsyg.2015.01843
Martin, J., Frauenfelder, U. H., & Colé, P. (2014). Morphological awareness in dyslexic university students. Applied Psycholinguistics, 35(6), 1213‑1233. https://doi.org/10.1017/S0142716413000167
Martinez, D., Colenbrander, D., Inoue, T., Falcón, A., Rubí, R., Parrila, R., & Georgiou, G. K. (2024). The effects of explicit morphological analysis instruction in early elementary Spanish speakers. Journal of Experimental Child Psychology, 246, 106004. https://doi.org/10.1016/j.jecp.2024.106004
Melby-Lervåg, M., Lyster, S.-A. H., & Hulme, C. (2012). Phonological skills and their role in learning to read : A meta-Analytic Review. Psychological Bulletin, 138(2), 322‑352. https://doi.org/10.1037/a0026744
Mendes, B. B., & Kirby, J. R. (2024). The effects of a morphological awareness intervention on reading and spelling ability of children with dyslexia. Learning Disability Quarterly, 47(4), 222-233. https://doi.org/10.1177/07319487241259775
Míguez-Álvarez, C., Cuevas-Alonso, M., & Saavedra, Á. (2022). Relationships between phonological awareness and reading in Spanish : A meta-analysis. Language Learning, 72(1), 113‑157. https://doi.org/10.1111/lang.12471
Mousikou, P., Beyersmann, E., Ktori, M., Javourey-Drevet, L., Crepaldi, D., Ziegler, J. C., Grainger, J., & Schroeder, S. (2020). Orthographic consistency influences morphological processing in reading aloud : Evidence from a cross-linguistic study. Developmental Science, 23(6), e12952. https://doi.org/10.1111/desc.12952
Ng, M. M. R., Bowers, P. N., & Bowers, J. S. (2022). A promising new tool for literacy instruction: The morphological matrix. PLoS ONE, 17(1), Article e0262260. https://doi.org/10.1371/journal.pone.0262260
Nunes, T., Bryant, P., & Olsson, J. (2003). Learning morphological and phonological spelling rules: An intervention study. Scientific Studies of Reading, 7(3), 289‑307. https://doi.org/10.1207/S1532799XSSR0703_6
Pacton, S., & Casalis, S. (2006). L’utilisation d’informations morphologiques en orthographe rend-elle le cauchemar(d?) des lettres muettes moins cauchemardesque ? Rééducation orthophonique, 225, 129‑144.
Pacton, S., Foulin, J.-N., Casalis, S., & Treiman, R. (2013). Children benefit from morphological relatedness when they learn to spell new words. Frontiers in Psychology, 4. 1-7. https://doi.org/10.3389/fpsyg.2013.00696
Pacton, S., Jaco, A. A., Nys, M., Foulin, J. N., Treiman, R., & Peereman, R. (2018). Children benefit from morphological relatedness independently of orthographic relatedness when they learn to spell new words. Journal of Experimental Child Psychology, 171, 71‑83. doi: 10.1016/j.jecp.2018.02.003
Pacton, S., & Peereman, R. (2023). Morphology as an aid in orthographic learning of new words : The influence of inflected and derived forms in spelling acquisition. Journal of Experimental Child Psychology, 232, 105675. https://doi.org/10.1016/j.jecp.2023.105675
Quémart, P., & Casalis, S. (2015). Visual processing of derivational morphology in children with developmental dyslexia : Insights from masked priming. Applied Psycholinguistics, 36(2), 345‑376. https://doi.org/10.1017/S014271641300026X
Quémart, P., & Casalis, S. (2017). Morphology and spelling in French students with dyslexia : The case of silent final letters. Annals of Dyslexia, 67(1), 85‑98. https://doi.org/10.1007/s11881-016-0133-3
Quémart, P., Casalis, S., & Duncan, L. G. (2012). Exploring the role of bases and suffixes when reading familiar and unfamiliar words : Evidence from French young readers. Scientific Studies of Reading, 16(5), 424‑442. https://doi.org/10.1080/10888438.2011.584333
Quémart, P., & Lambert, E. (2019). The influence of the morphological structure of words on the dynamics of handwriting in adults and fourth and sixth grade children. Reading and Writing, 32(1), 175‑195. https://doi.org/10.1007/s11145-017-9762-0
Rack, J. P., Snowling, M. J., & Olson, R. K. (1992). The nonword reading deficit in developmental dyslexia : A review. Reading Research Quarterly, 27, 29‑53.
Reed, D. K. (2008). A synthesis of morphology interventions and effects on reading outcomes for students in grades K–12. Learning Disabilities Research & Practice, 23(1), 36‑49. https://doi.org/10.1111/j.1540-5826.2007.00261.x
Sangster, L., & Deacon, S. H. (2011). Development in children’s sensitivity to the role of derivations in spelling. Canadian Journal of Experimental Psychology, 65(2), 133‑139. doi: 10.1037/a0018569.
Sénéchal, M. (2000). Morphological effects in children’s spelling of French words. Canadian Journal of Experimental Psychology, 54, 76‑86. doi: 10.1037/h0087331.
Sénéchal, M., Basque, M. T., & Leclaire, T. (2006). Morphological knowledge as revealed in children’s spelling accuracy and reports of spelling strategies. Journal of Experimental Child Psychology, 95, 231‑254. doi: 10.1016/j.jecp.2006.05.003.
Seymour, P. H. K., & Duncan, L. G. (1997). Small versus large unit theories of reading acquisition. Dyslexia, 3, 125‑134. https://doi.org/10.1002/(SICI)1099-0909(199709)
Share, D. L. (1995). Phonological recoding and self-teaching : Sine qua non of reading acquisition. Cognition, 55, 151‑218. doi: 10.1016/0010-0277(94)00645-2.
Snowling, M. (1998). Dyslexia as a phonological deficit : Evidence and implications. Child Psychology and Psychiatry Review, 3(1), 4‑11. https://doi.org/10.1111/1475-3588.00201
Steacy, L. M., Rigobon, V. M., Edwards, A. A., Abes, D. R., Marencin, N. C., Smith, K., Elliott, J. D., Wade-Woolley, L., & Compton, D. L. (2022). Modeling complex word reading: Examining influences at the level of the word and child on mono- and polymorphemic word reading. Scientific Studies of Reading, 26(6), 527‑544. https://doi.org/10.1080/10888438.2022.2077109
Suárez-Coalla, P., & Cuetos, F. (2013). The role of morphology in reading in spanish-speaking children with dyslexia. The Spanish Journal of Psychology, 16, E51. https://doi.org/10.1017/sjp.2013.58
Suárez-Coalla, P., Martínez-García, C., & Cuetos, F. (2017). Morpheme-based reading and writing in Spanish children with dyslexia. Frontiers in Psychology, 8, Article 1952. https://doi.org/10.3389/fpsyg.2017.01952
Suggate, S. P. (2016). A meta-analysis of the long-term effects of phonemic awareness, phonics, fluency, and reading comprehension interventions. Journal of Learning Disabilities, 49(1), 77‑96. https://doi.org/10.1177/0022219414528540
Tiffin-Richards, S. P., & Schroeder, S. (2015). Word length and frequency effects on children’s eye movements during silent reading. Vision Research, 113(Pt A), 33‑43. https://doi.org/10.1016/j.visres.2015.05.008
Traficante, D. (2012). From graphemes to morphemes: An alternative way to improve skills in children with dyslexia. Revista de Investigación En Logopedia, 2(2), 163–185.
Traficante, D., Marcolini, S., Luci, A., Zoccolotti, P., & Burani, C. (2011). How do roots and suffixes influence reading of pseudowords: A study of young Italian readers with and without dyslexia. Language and cognitive processes, 26(4‑6), 777‑793. https://doi.org/10.1080/01690965.2010.496553
Treiman, R., & Kessler, B. (2014). How children learn to spell words. Oxford University Press.
Wagner, R. K., & Torgesen, J. K. (1987). The nature of phonological processing and its causal role in the acquisition of reading skills. Psychological Bulletin, 101(2), 192‑212. https://doi.org/10.1037/0033-2909.101.2.192
Wanzek, J., Stevens, E. A., Williams, K. J., Scammacca, N., Vaughn, S., & Sargent, K. (2018). Current Evidence on the Effects of Intensive Early Reading Interventions. Journal of Learning Disabilities, 51(6), 612‑624. https://doi.org/10.1177/0022219418775110
Ziegler, J. C., & Goswami, U. (2005). Reading acquisition, developmental dyslexia, and skilled reading across languages: A psycholinguistic grain size theory. Psychological Bulletin, 131(1), 3‑29. https://doi.org/10.1037/0033-2909.131.1.3
Crossmark
License
In order to support the global exchange of knowledge, the journal Revista de Investigación en Logopedia is allowing unrestricted access to its content as from its publication in this electronic edition, and as such it is an open-access journal. The originals published in this journal are the property of the Complutense University of Madrid and any reproduction thereof in full or in part must cite the source. All content is distributed under a Creative Commons Attribution 4.0 use and distribution licence (CC BY 4.0). This circumstance must be expressly stated in these terms where necessary. You can view the summary and the complete legal text of the licence.
