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The Contribute of the Word Roots in Reading among Normal and Dyslexic Readers

Year 2019, Volume: 13, 140 - 147, 31.08.2019

Abstract

The
aim of the present work is to stress the contribute of the word roots in
reading among normal and dyslexic readers. The lexical status of the root
morphemes were examines using two priming paradigms: the masked priming; and
the cross-modal immediate repetition task among regular and dyslexic readers:
Grades sixth, eighth and tenth. The hypothesis was that the roots of words are
lexical entities which have a role in organizing the lexicon, and facilitate
the access to a wide countenance of verbs among regular and dyslexic readers
from ages of elementary to high school. It was also assumed that the effect of
visual morphological priming and effect of auditory morphological priming will
be stronger among those who have a reading disability and among young readers,
compared to more skilled readers. Further, it was assumed that the manner of
representation of morphologically complex words and how to access them is
similar among the all readers in reading Arabic. In addition, it was assumed
that the pace of building a mental lexicon among dyslexic readers is slow, but
the lexicon itself is similar to that of regular readers.
The findings confirmed the first hypothesis
about the roots.  It was also found that
regarding readers with dyslexia, the manner of representation of the words that
are morphologically complex is different compared to regular readers. It was concluded
that this difference is a result of a deficit in the initial processing process
among these readers, and that they are apparently relying on other channels
except the morphological one when identifying verbs, which emphasizes the
uniqueness of the Arabic language, its morphological density and its
phonological and lexical richness.

References

  • Abu-Rabia, S. (2007). The role of morphology and short vowelization in reading Arabic among normal and dyslexic readers in grades 3, 6, 9, and 12. Journal of Psycholinguistic Research, 36(2), 89-106.‏ Abu-Rabia, S., & Abu-Rahmoun, N. (2012). The role of phonology and morphology in the development of basic reading skills of dyslexic and normal native Arabic readers. Creative Education, 3(7), 1259.‏ Abu-Rabia, S., & Awwad, J.S. (2004). Morphological structures in visual word recognition: The case of Arabic. Journal of Research in Reading, 27, 321-326. Abu-Rabia, S., & Saliba, F. (2008). The lexical status of basic Arabic verb morphemes among dyslexic children. Australian Journal of Learning Difficulties, 13(2), 115-144.‏ Abu-Rabia, S., Share, D., & Mansour, M.S. (2003). Word recognition and basic cognitive processes among reading-disabled and normal readers in Arabic. Reading and writing, 16(5), 423-442.‏ Abu-Rabia, S., & Taha, H. (2004). Reading and spelling error analysis of native. Reading and Writing, 17(7-8), 651-690.‏ Ben-Dror, I., Bentin, S., & Frost, R. (1995). Semantic, phonological, and morphological skills in reading disabled and normal children: Evidence from perception and production of spoken Hebrew. Reading Research Quarterly, 30(4), 876-893. Berninger, V.W., Abbott, R.D., Nagy, W., & Carlisle, J. (2010). Growth in phonological, orthographic, and morphological awareness in grades 1 to 6. Journal of Psycholinguistic Research, 39(2), 141-163.‏ Boudelaa, S. (2014). Is the Arabic mental lexicon morpheme-based or stem-based? Implications for spoken and written word recognition. In E. Saiegh-Haddad & R.M. Joshi (Eds.), Handbook of Arabic literacy: Insights and perspectives (pp. 31-54). Netherlands: Springer.‏ Bybee, J. (1995). Diachronic and typological properties of morphology and their implication for representation. In L.B. Feldman (Ed.), Morphological aspects of language processing (pp. 225-246). Hillsdale, NJ: Lawrence Erlbaum Associates Carlisle, J.F. (1987). The use of morphological knowledge in spelling derived forms by learning-disabled and normal students. Annals of Dyslexia, 37(1), 90-108.‏ Carlisle, J.F. (1995). Morphological awareness and early reading achievement. In L. B. Feldman (Ed), Morphological aspects of language processing (pp. 189-209). Hillsdale, NJ: Lawrence Erlbaum Associates. Carlisle, J.F. (2000). Awareness of structure and meaning of morphologically complex words: Impact on reading. Reading and Writing, 12, 169-190. Deacon, S.H., & Kirby, J.R. (2004). Morphological awareness: Just “more phonological”? The roles of morphological and phonological awareness in reading development. Applied Psycholinguistics, 25(2), 223-238.‏ Elbro, C., & Arnbak, E. (1996). The role of morpheme recognition and morphological awareness in dyslexia. Annals of Dyslexia, 46(1), 209-240. Forster, K.I. (1999). The microgenesis of priming effects in lexical access. Brain and Language, 68(1), 5-15.‏ Forster, K.I., & Davis, C. (1984). Repetition priming and frequency attenuation in lexical access. Journal of Experimental Psychology: Learning, Memory, and Cognition, 10(4), 680. Frost, R., Deutsch, A. & Forster, K.I. (2000). Decomposing morphologically complex words in a nonlinear morphology. Journal of Experimental Psychology: Learning, Memory and Cognition, 26(3), 751-765. Joanisse, M.F., Manis, F.R., Keating, P., & Seidenberg, M.S. (2000). Language deficits in dyslexic children: Speech perception, phonology, and morphology. Journal of Experimental Child Psychology, 77(1), 30-60.‏ Katz, L., Rexer, K., & Lukatela, G. (1991). The processing of inflected words. Psychological Research, 53(1), 25-32. Raveh, M., & Schiff, R. (2008). Visual and auditory morphological priming in adults with developmental dyslexia. Scientific Studies of Reading, 12(3), 221-252.‏ Ravid, D., & Schiff, R. (2006). Roots and patterns in Hebrew language development: Evidence from written morphological analogies. Reading and Writing, 19(8), 789-818.‏ Rueckl, J.G. & Galantucci, B. (2005). The locus and time course of long-term morphological priming. Language and Cognitive Processes, 20(1/2), 115-138. Schiff, R., & Ravid, D. (2004). Representing written vowels in university students with dyslexia compared with normal Hebrew readers. Annals of Dyslexia, 54(1), 39-64.‏ Siegel, L.S., & Ryan, E.B. (1984). Reading disability as a language disorder. Remedial and Special Education, 5(3), 28-33.‏ Taha, H., & Saiegh-Haddad, E. (2016). The role of phonological versus morphological skills in the development of Arabic spelling: An intervention study. Journal of Psycholinguistic Research, 45(3), 507-535.‏ Tsesmeli, S.N., & Seymour, P.H. (2006). Derivational morphology and spelling in dyslexia. Reading and Writing, 19(6), 587-625. Tyler, A., & Nagy, W. (1990). Use of derivational morphology during reading. Cognition, 36(1), 17-34. Wright, W. (1995). A grammar of the Arabic language. Cambridge, UK: Cambridge University Press.
Year 2019, Volume: 13, 140 - 147, 31.08.2019

Abstract

References

  • Abu-Rabia, S. (2007). The role of morphology and short vowelization in reading Arabic among normal and dyslexic readers in grades 3, 6, 9, and 12. Journal of Psycholinguistic Research, 36(2), 89-106.‏ Abu-Rabia, S., & Abu-Rahmoun, N. (2012). The role of phonology and morphology in the development of basic reading skills of dyslexic and normal native Arabic readers. Creative Education, 3(7), 1259.‏ Abu-Rabia, S., & Awwad, J.S. (2004). Morphological structures in visual word recognition: The case of Arabic. Journal of Research in Reading, 27, 321-326. Abu-Rabia, S., & Saliba, F. (2008). The lexical status of basic Arabic verb morphemes among dyslexic children. Australian Journal of Learning Difficulties, 13(2), 115-144.‏ Abu-Rabia, S., Share, D., & Mansour, M.S. (2003). Word recognition and basic cognitive processes among reading-disabled and normal readers in Arabic. Reading and writing, 16(5), 423-442.‏ Abu-Rabia, S., & Taha, H. (2004). Reading and spelling error analysis of native. Reading and Writing, 17(7-8), 651-690.‏ Ben-Dror, I., Bentin, S., & Frost, R. (1995). Semantic, phonological, and morphological skills in reading disabled and normal children: Evidence from perception and production of spoken Hebrew. Reading Research Quarterly, 30(4), 876-893. Berninger, V.W., Abbott, R.D., Nagy, W., & Carlisle, J. (2010). Growth in phonological, orthographic, and morphological awareness in grades 1 to 6. Journal of Psycholinguistic Research, 39(2), 141-163.‏ Boudelaa, S. (2014). Is the Arabic mental lexicon morpheme-based or stem-based? Implications for spoken and written word recognition. In E. Saiegh-Haddad & R.M. Joshi (Eds.), Handbook of Arabic literacy: Insights and perspectives (pp. 31-54). Netherlands: Springer.‏ Bybee, J. (1995). Diachronic and typological properties of morphology and their implication for representation. In L.B. Feldman (Ed.), Morphological aspects of language processing (pp. 225-246). Hillsdale, NJ: Lawrence Erlbaum Associates Carlisle, J.F. (1987). The use of morphological knowledge in spelling derived forms by learning-disabled and normal students. Annals of Dyslexia, 37(1), 90-108.‏ Carlisle, J.F. (1995). Morphological awareness and early reading achievement. In L. B. Feldman (Ed), Morphological aspects of language processing (pp. 189-209). Hillsdale, NJ: Lawrence Erlbaum Associates. Carlisle, J.F. (2000). Awareness of structure and meaning of morphologically complex words: Impact on reading. Reading and Writing, 12, 169-190. Deacon, S.H., & Kirby, J.R. (2004). Morphological awareness: Just “more phonological”? The roles of morphological and phonological awareness in reading development. Applied Psycholinguistics, 25(2), 223-238.‏ Elbro, C., & Arnbak, E. (1996). The role of morpheme recognition and morphological awareness in dyslexia. Annals of Dyslexia, 46(1), 209-240. Forster, K.I. (1999). The microgenesis of priming effects in lexical access. Brain and Language, 68(1), 5-15.‏ Forster, K.I., & Davis, C. (1984). Repetition priming and frequency attenuation in lexical access. Journal of Experimental Psychology: Learning, Memory, and Cognition, 10(4), 680. Frost, R., Deutsch, A. & Forster, K.I. (2000). Decomposing morphologically complex words in a nonlinear morphology. Journal of Experimental Psychology: Learning, Memory and Cognition, 26(3), 751-765. Joanisse, M.F., Manis, F.R., Keating, P., & Seidenberg, M.S. (2000). Language deficits in dyslexic children: Speech perception, phonology, and morphology. Journal of Experimental Child Psychology, 77(1), 30-60.‏ Katz, L., Rexer, K., & Lukatela, G. (1991). The processing of inflected words. Psychological Research, 53(1), 25-32. Raveh, M., & Schiff, R. (2008). Visual and auditory morphological priming in adults with developmental dyslexia. Scientific Studies of Reading, 12(3), 221-252.‏ Ravid, D., & Schiff, R. (2006). Roots and patterns in Hebrew language development: Evidence from written morphological analogies. Reading and Writing, 19(8), 789-818.‏ Rueckl, J.G. & Galantucci, B. (2005). The locus and time course of long-term morphological priming. Language and Cognitive Processes, 20(1/2), 115-138. Schiff, R., & Ravid, D. (2004). Representing written vowels in university students with dyslexia compared with normal Hebrew readers. Annals of Dyslexia, 54(1), 39-64.‏ Siegel, L.S., & Ryan, E.B. (1984). Reading disability as a language disorder. Remedial and Special Education, 5(3), 28-33.‏ Taha, H., & Saiegh-Haddad, E. (2016). The role of phonological versus morphological skills in the development of Arabic spelling: An intervention study. Journal of Psycholinguistic Research, 45(3), 507-535.‏ Tsesmeli, S.N., & Seymour, P.H. (2006). Derivational morphology and spelling in dyslexia. Reading and Writing, 19(6), 587-625. Tyler, A., & Nagy, W. (1990). Use of derivational morphology during reading. Cognition, 36(1), 17-34. Wright, W. (1995). A grammar of the Arabic language. Cambridge, UK: Cambridge University Press.
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Details

Primary Language English
Journal Section Articles
Authors

Haneen Wattad This is me

Publication Date August 31, 2019
Published in Issue Year 2019 Volume: 13

Cite

APA Wattad, H. (2019). The Contribute of the Word Roots in Reading among Normal and Dyslexic Readers. The Eurasia Proceedings of Educational and Social Sciences, 13, 140-147.