Introduction
Children with reading disabilities differ from children that read typically in their use of morphological forms. This view has been supported by multiple studies that review the relationship between reading and morphology (Carlisle, J., & Stone, C. 2005; Nagy, W., Berninger, V., & Abbott, R. 2006; Reed, D. 2008; Kuo, L. & Anderson, R. 2006). Morphology has been linked to reading ability, as has phonology, for many years. Traditionally reading ability, or disability, is detected by the student’s strength with phonology(Crisp, J.& Lambon Ralph, M. 2006; Marshall, C. & van der Lely, H. 2007;), yet many recent studies have indicated that morphological awareness can play a key role in the detection and intervention of reading disability, especially as the student gets older (Nagy, W., Berninger, V., & Abbott, R. 2006; McCutchen, D., Green, L., & Abbott, R.2008; Rabin, J., & Deacon, H.2008). In this literature review, we will discuss morphological use and its connection to reading ability, the connection between phonology and reading, and the importance of morphological form usage as an indicator of reading ability. Finally, we will discuss the focus of this research, its purpose, significance, and research questions.
Since lower use of morphological forms can be an indicator of reading disability, it is important to understand what morphological forms are. A morpheme is a single unit of meaning, and a form in morphology can refer to a suffix or prefix, otherwise known as bound morphemes (Deacon, S., Parrila, R., &Kirby, J. 2006). These forms can change the meaning of a word but do not have meaning without attachment to a word. For instance –ed can change a verb into its past tense, while adding dis- to the beginning o...
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Reed, D. K. (2008). A synthesis of morphology interventions and effects on reading outcomes for students in grades K-12. Learning Disabilities Research and Practice, 23(1), 36–49
*Siegel, L. S. (2008). Morphological awareness skills of English language learners and children with dyslexia. Topics in Language Disorders, 28(1), 15–27
Tsesmeli, S., & Seymour, P. (2006). Derivational morphology and spelling in dyslexia. Reading & Writing, 19(6), 587-625. doi:10.1007/s11145-006-9011-4
van der Lely, H. J., & Marshall, C. R. (2010). Assessing component language deficits in the early detection of reading difficulty risk. Journal of Learning Disabilities, 43(4), 357-368. doi:10.1177/0022219410369078
Deacon, S., Parrila, R., & Kirby, J. R. (2006). Processing of Derived Forms in High-Functioning Dyslexics. Annals of Dyslexia-, 56(1), 103-128.
Reading Methods and Learning Disabilities. (1998, April). Learning Disabilities Association Newsbrief, 38(4). Retrieved December 18, 2013
The specific language based disorder of dyslexia is a learning “disability” or “syndrome” that creates an imbalance of reading, writing and comprehension skills in children and adults (Lucid Research, 2006; Shaywitz, 1998). Around 4 percent of the population are affected by the specific language based disorder (Lucid Research, 2006), as well as 80 percent of people with a learning disorder are reported to be dyslexic (Shaywitz, 1998). Dyslexia is not connected to low levels of intelligence, inadequate schooling and education or social circumstances, rather, an individual who is deficit in the phonological process, the breaking down of a word, and the auditory process, taking in sound and interpreting correctly (Lucid Research, 2006; Shaywitz, 1998; Wang and Yang, 2014). Since dyslexia is reported to be a life-long learning disability and symptoms are varied for each person, large amounts of research have been conducted in attempts to understand the severity and the impairments associated with
In order to understand the specific reading problems associated with dyslexia, it is important to know how the brain conceptualizes language. The brain recognizes language in a hierarchical order. The upper levels of the hierarchy deal with semantics (the meaning of words), syntax (grammatical structure), and discourse (connected sentences). The lowest levels of the hierarchy deal with breaking words into separate small units of sound called phonemes. Thus, before words can be comprehended ...
Too frequently dyslexia, dyscalculia, and dysgraphia are clumped together and thought to be the same problem. In reality, the three issues are similar but also constitute many of their own distinct complications. Dyslexia is manifested not only in seeing letters backwards and upside down but is the inability to decipher sounds and letters or shapes. “Dyslexia reflects a deficiency in the processing of the distinctive linguistic units, called phonemes, that make up all spoken and written words.” (Shaywitz pg98) This makes it difficult for the child to sound out words phonetically to read fluently; they might also struggle with remembering
To begin with, dyslexia is not a something that can be seen right away. People do not have symptoms like nausea or congestion to show that have dyslexia. Dyslexia is a disability that happens in the brain. Even though it can not always be physically seen, there are a few ways to tell if someone has dyslexia. If a child has dyslexia, it can be shown by the child reading with pauses or reading the words incorrectly by placing another word in instead of the one written down. An example would be by confusing the word ‘cat’ with bat or word like “fell/fall and who/how” (Dyslexia) There can be many possible reasons for misreading these words, one reason would be because the brain is just too tired to be able to connect what it sees to what it is supposed to sound like. Non dyslexic people can tell how words are supposed to sound by dividing the word into “individual phonemes” (V., Nathan). Phonemes are similar to syllables. Except there can be many phonemes in a one syllable words. Phonemes are the units of sounds words. An example is the words ‘bag.’ If divided by phon...
The FLaRE (Florida Literacy and Reading Excellence) Center has published a professional paper entitled “Phonemic Awareness” of which I will be presenting a critical review. Phonemic awareness is one of the five essential components of reading identified by the National reading Panel (Learning Point Associates, 2004). Phonemic awareness can be defined as a person’s understanding that each word we speak is comprised of individual sounds called phonemes and that these sounds can be blended to form different words (Learning Point Associates, 2004). The article was intended to give a synopsis of phonemic awareness and the vital role it plays in a literacy program. I found the article to be very clear and concise presenting valuable tactics that can be applied in the classroom.
Hugh, W. C., Fey, E. M., & Zhang, J. B. (2002). A Longitudinal Investigation of Reading Outcomes in Children With Language Impairments. Journal of Speech, Language & Hearing Research, 1142-1157.
Dyslexia is one of several distinct learning disabilities. It is a specific language based disorder of constitutional origin characterized by difficulties in single word decoding, usually reflecting insufficient phonological processing abilities. These difficulties in single word decoding are often unexpected in relation to age and other cognitive and academic abilities; they are not the result of generalized developmental disability or sensory impairment. Dyslexia is manifest by ...
The common learning disability in reading is called dyslexia. Reading problems occur in a student when they have difficulty unders...
Phonological awareness (PA) involves a broad range of skills; This includes being able to identify and manipulate units of language, breaking (separating) words down into syllables and phonemes and being aware of rhymes and onset and rime units. An individual with knowledge of the phonological structure of words is considered phonologically aware. A relationship has been formed between Phonological awareness and literacy which has subsequently resulted in Phonological awareness tasks and interventions.This relationship in particular is seen to develop during early childhood and onwards (Lundberg, Olofsson & Wall 1980). The link between PA and reading is seen to be stronger during these years also (Engen & Holen 2002). As a result Phonological awareness assessments are currently viewed as both a weighted and trusted predictor of a child's reading and spelling and ability.
Witton, C., Talcott, J., Hansen, P., Richardson, A., Griffiths, T., Rees, A., Stein, J. and Green, G. (1998) Sensitivity to dynamic auditory and visual stimuli predicts nonword reading ability in both dyslexic and normal readers, Current Biology, 8, pp.791-797
These skills are an important core separating normal and disabled readers. According to Hill (2006, p.134), phonemic awareness is a skill that focus’ on the small units of sound that affect meaning in words. For example, the following phoneme has three syllables, /c/, /a/ and /n/. These letters make three different small units of sound that can impact the meaning of words. Seely Flint, Kitson and Lowe (2014, p. 191), note that even the Australian Curriculum recognises the importance of phonemic awareness in the Foundation year, due to the ‘sound and knowledge’ sub-strand. This sub strand recognises syllables, rhymes and sound (phonemes) in spoken language. Rich discussions about topics of interest to children as well as putting attention to the sounds of language can help encourage phonemic awareness as well as improve students vocabulary and comprehension development. It is important to make awareness of phonemes engaging and interesting in preschool and in the early years so children can learn these skills early and become successful
Diane Pedrotty Bryant, J. E. (2001). Iris. Retrieved April 1, 2011, from Secondary Students with Learning Disabilities in Reading" Vocanulary Development: http://iris.peabody.vanderbilt.edu/infoBriefs_local/cld/cld_vocabulary
According to dyslexic researchers, Emma Sumner, Vincent Connelly, and Anna L. Barnett dyslexia shows it itself via, “ …significant difficulties with acquiring orthographic knowledge and [children with dyslexia] show poor phonological skills” (Sumner, Connelly, and Barnett, 2013). Owen Barden, another dyslexia researcher states, “Dyslexia is a specific learning difficulty which mainly affects the development of literacy and language related skills… It is characterized by difficulties with phonological processing, rapid naming, working memory, processing speed, and the automatic development of skills that may not match up to an individual’s other cognitive abilities” (Barden, 2014). Finally, according to the International Dyslexia Association the formal definition of dyslexia is, “Dyslexia is a specific learning disability that is neurological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction” (International Dyslexia Association). Another definition for dyslexia, according to Emma Sumner et la, dyslexic researchers, is, “ Children with dyslexia have significant
It brings component parts together in order to make words. The learners, as it is shown by many studies, know the order of pieces and are able to construct words (Arnoff & Fudeman, 2005, Mc-Bride-Chang et al., 2005). Morphological awareness whether used analytically or synthetically has been reported by many studies to account for significant variance in different skills such as reading, writing, vocabulary acquisition and spelling development(e.g., Carlisle, 2000; Champion, 1997; Tyler & Nagy, 1990; Freyd & Baron, 1982; Mahony, 1994; Deacon, Wade-Woolley & Kirby, 2007; Mann, 1986; Leong, 2000; Deacon & Kirby, 2004; Deacon & Bryant, 2006). Among all these researches done, it seems that it is vocabulary learning and reading comprehension which has attracted too much attention to