Access the full text.
Sign up today, get DeepDyve free for 14 days.
M Shani, D Lachman, Z Shalem, A Bahat, T Zeiger (2006)
Alef ad Taf. Ma’arexet le’ivhum likuyim betahalixei kri’a vektiva (Aleph-Taf. Diagnostic test battery for written language disorders)
S. Abu-Rabia, D. Share, Maysaloon Mansour (2003)
Word recognition and basic cognitive processes among reading-disabled and normal readers in ArabicReading and Writing, 16
R. Frost, L. Katz, S. Bentin (1987)
Strategies for visual word recognition and orthographical depth: a multilingual comparison.Journal of experimental psychology. Human perception and performance, 13 1
L. Menn, N. Ratner (1999)
Methods for studying language production
Lynne Duncan, R. Johnston (1999)
How does phonological awareness relate to nonword reading skill amongst poor readers?Reading and Writing, 11
Avital Deutsch, R. Frost (2003)
9. Lexical organization and lexical access in a non-concatenated morphology
C. Leong, M. Parkinson (1995)
Processing of English Morphological Structure by Poor Readers
I. Berent, J. Shimron (1997)
The representation of Hebrew words: Evidence from the obligatory contour principleCognition, 64
H. Wimmer (1996)
The early manifestation of developmental dyslexia: Evidence from German childrenReading and Writing, 8
JC Raven (1959)
Colored progressive matrices
D. Share (2008)
Orthographic learning, phonological recoding, and self-teaching.Advances in child development and behavior, 36
J. González, I. Valle (2000)
Word Identification and Reading Disorders in the Spanish LanguageJournal of Learning Disabilities, 33
H Wimmer, H Mayringer (2001)
Dyslexia, fluency and brain
Doris Johnson, James Grant (1989)
Written narratives of normal and learning disabled childrenAnnals of Dyslexia, 39
S. Casalis, Marie-France Louis-Alexandre (2000)
Morphological analysis, phonological analysis and learning to read French: a longitudinal studyReading and Writing, 12
D. Ravid, Rachel Schiff (2006)
Morphological abilities in Hebrew-speaking gradeschoolers from two socioeconomic backgrounds: An analogy taskFirst Language, 26
L. Siegel (2008)
Morphological Awareness Skills of English Language Learners and Children With DyslexiaTopics in Language Disorders, 28
DL Share (2008)
Advances in child development and behavior
U. Goswami, J. Gombert, Lucía Barrera (1998)
Children's orthographic representations and linguistic transparency: Nonsense word reading in English, French, and SpanishApplied Psycholinguistics, 19
A. Silver, R. Hagin (1964)
Specific reading disability: Follow-up studiesBulletin of the Orton Society, 14
William Nagy, V. Berninger, R. Abbott (2006)
Contributions of morphology beyond phonology to literacy outcomes of upper elementary and middle-school students.Journal of Educational Psychology, 98
B. Pennington, C. Cardoso-Martins, P. Green, D. Lefly (2001)
Comparing the phonological and double deficit hypotheses for developmental dyslexiaReading and Writing, 14
D. Ravid, Adina Malenky (2001)
Awareness of linear and nonlinear morphology in Hebrew: a developmental studyFirst Language, 21
S Bolozky (1999)
Measuring productivity in word formation: The sase of Israeli Hebrew
M. Raveh, Rachel Schiff (2008)
Visual and Auditory Morphological Priming in Adults With Developmental DyslexiaScientific Studies of Reading, 12
S Defior (2004)
Handbook on children’s literacy
S. Deacon, R. Parrila, J. Kirby (2006)
Processing of derived forms in high-functioning dyslexicsAnnals of Dyslexia, 56
C. Elbro, Elisabeth Arnbak (1996)
The role of morpheme recognition and morphological awareness in dyslexiaAnnals of Dyslexia, 46
M Singson, D Mahony, V Mann (2000)
The relation between reading ability and morphological skillsReading and Writing: An Interdisciplinary Journal, 12
Ilana Ben-Dror, R. Frost, S. Bentin (1995)
Orthographic Representation and Phonemic Segmentation in Skilled Readers: A Cross-Language ComparisonPsychological Science, 6
D. Ravid (2001)
Learning to spell in Hebrew: Phonological and morphological factorsReading and Writing, 14
Zohra Mimouni, E. Kehayia, G. Jarema (1998)
The Mental Representation of Singular and Plural Nouns in Algerian Arabic as Revealed through Auditory Priming in Agrammatic Aphasic PatientsBrain and Language, 61
JF Carlisle (1995)
Morphological aspects and early reading achievement
CA Perfetti (1985)
Reading ability
R. Sternberg (1977)
Component Processes in Analogical Reasoning.Psychological Review, 84
L. Moats (1996)
Phonological spelling errors in the writing of dyslexic adolescentsReading and Writing, 8
D. Ravid, D. Hanauer (1998)
A prototype theory of rhyme: Evidence from Hebrew, 9
S. Deacon, J. Kirby (2004)
Morphological awareness: Just “more phonological”? The roles of morphological and phonological awareness in reading developmentApplied Psycholinguistics, 25
J. Worthy, Neva Viise (1996)
Morphological, phonological, and orthographic differences between the spelling of normally achieving children and basic literacy adultsReading and Writing, 8
S. Boudelaa, W. Marslen-Wilson (2001)
Morphological units in the Arabic mental lexiconCognition, 81
P. Foltz, W. Kintsch, T. Landauer (1998)
The Measurement of Textual Coherence with Latent Semantic Analysis.Discourse Processes, 25
K. Landerl, H. Wimmer, U. Frith (1997)
The impact of orthographic consistency on dyslexia: A German-English comparisonCognition, 63
M. Joanisse, F. Manis, P. Keating, Mark Seidenberg (2000)
Language deficits in dyslexic children: speech perception, phonology, and morphology.Journal of experimental child psychology, 77 1
D. LaBerge, S. Samuels (1974)
Toward a theory of automatic information processing in readingCognitive Psychology, 6
Styliani Tsesmeli, P. Seymour (2006)
Derivational morphology and spelling in dyslexiaReading and Writing, 19
K. Müller, S. Brady (2001)
Correlates of early reading performance in a transparent orthographyReading and Writing, 14
C. Leong, R. Joshi (1995)
Developmental and acquired dyslexia : neuropsychological and neurolinguistic perspectives
VA Mann, M Singson (2003)
Morphology and reading: A cross-linguistic perspective
L. Feldman (1997)
Morphological aspects of language processing.Language, 73
D. Brizzolara, A. Chilosi, P. Cipriani, G. Filippo, F. Gasperini, S. Mazzotti, C. Pecini, P. Zoccolotti (2006)
Do Phonologic and Rapid Automatized Naming Deficits Differentially Affect Dyslexic Children With and Without a History of Language Delay? A Study of Italian Dyslexic ChildrenCognitive and Behavioral Neurology, 19
D. Ravid, Amalta Bar-On (2005)
Manipulating Written Hebrew Roots Across Development: The Interface of Semantic, Phonological and Orthographic FactorsReading and Writing, 18
F. Manis (2004)
Introduction to Volume 8 , of Scientific Studies of ReadingScientific Studies of Reading, 8
M. Pressley, Vera Woloshyn (1990)
Cognitive Strategy Instruction that Really Improves Children's Academic Performance. Cognitive Strategy Training Series. Second Edition.
B. Porter (1973)
Let's Read.Reading Horizons, 14
Anne Fowler, I. Liberman (1995)
The role of phonology and orthography in morphological awareness.
C. Porpodas (1999)
Patterns of Phonological and Memory Processing in Beginning Readers and Spellers of GreekJournal of Learning Disabilities, 32
C. Perfetti (2007)
Reading Ability: Lexical Quality to ComprehensionScientific Studies of Reading, 11
H. Wimmer (1993)
Characteristics of developmental dyslexia in a regular writing systemApplied Psycholinguistics, 14
V. Mann (2000)
Introduction to special issue on morphology and the acquisition of alphabetic writing systemsReading and Writing, 12
T. Landauer, S. Dumais (1997)
A Solution to Plato's Problem: The Latent Semantic Analysis Theory of Acquisition, Induction, and Representation of Knowledge.Psychological Review, 104
J. Egan, L. Pring (2004)
The Processing of Inflectional Morphology: A Comparison of Children with and without DyslexiaReading and Writing, 17
M. Bruck (1992)
Persistence of dyslexics' phonological awareness deficits.Developmental Psychology, 28
G Ortar (1987)
“Hava Nikra”. Mivhan lehavant hanikra (“Let’s Read”. A reading comprehension test)
J. Anglin (1994)
Vocabulary Development: A Morphological Analysis
Sylvia Defior (2004)
Phonological Awareness and Learning to Read: A Cross-Linguistic Perspective
R. Berman (1999)
Children’s Innovative Verbs Versus Nouns: Structured Elicitations and Spontaneous Coinages
J. Carlisle (1987)
The use of morphological knowledge in spelling derived forms by learning-disabled and normal studentsAnnals of Dyslexia, 37
MB First, A Frances, HA Pincus, GT Massana Montejo, MR Valdes Miyar (2002)
DSM-IV-RT. Differential diagnosis manual
J. Carlisle (1995)
Morphological awareness and early reading achievement.
E. Clark, R. Berman (1987)
Types of linguistic knowledge: interpreting and producing compound nounsJournal of Child Language, 14
Michael Kieffer, Nonie Lesaux (2008)
The role of derivational morphology in the reading comprehension of Spanish-speaking English language learnersReading and Writing, 21
C. Elbro, Mette Jensen (2005)
Quality of phonological representations, verbal learning, and phoneme awareness in dyslexic and normal readers.Scandinavian journal of psychology, 46 4
Rachel Schiff, M. Raveh (2007)
Deficient morphological processing in adults with developmental dyslexia: another barrier to efficient word recognition?Dyslexia, 13 2
S. Casalis, P. Colé, D. Sopo (2004)
Morphological awareness in developmental dyslexiaAnnals of Dyslexia, 54
(1995)
Cognitive strategy instruction that really improves children’s academic performance
MJ Kieffer, NK Lesaux (2008)
The role of derivational morphological awareness in the reading comprehension of Spanish-speaking English language learnersReading and Writing: An Interdisciplinary Journal, 21
F. Vellutino, J. Fletcher, M. Snowling, D. Scanlon (2004)
Specific reading disability (dyslexia): what have we learned in the past four decades?Journal of child psychology and psychiatry, and allied disciplines, 45 1
Marilyn Ransby, H. Swanson (2003)
Reading Comprehension Skills of Young Adults with Childhood Diagnoses of DyslexiaJournal of Learning Disabilities, 36
Sylvia Defior, Francisco Martos, Luz Cary (2002)
Differences in reading acquisition development in two shallow orthographies: Portuguese and SpanishApplied Psycholinguistics, 23
K. Stanovich (1988)
Explaining the Differences Between the Dyslexic and the Garden-Variety Poor ReaderJournal of Learning Disabilities, 21
R Schiff, S Kahta, T Katzir (2008)
Mivhan bekri’at milim: Kri’at milim menukadot velo menukadot (Single-word reading test: Pointed and unpointed word reading)
Z Shalem, D Lachman (1998)
Ma’arexet le’ivhun tahalixei kri’a be’ivrit (Diagnostic battery for reading processes in the Hebrew language)
M. Singson, D. Mahony, V. Mann (2000)
The relation between reading ability and morphological skills: Evidence from derivational suffixesReading and Writing, 12
Rachel Schiff, D. Ravid (2007)
Morphological Analogies in Hebrew-Speaking University Students with Dyslexia Compared with Typically Developing GradeschoolersJournal of Psycholinguistic Research, 36
R. Berman (2003)
13. Children’s lexical innovations: Developmental perspectives on Hebrew verb structure
OR Schwarzwald (2001)
Modern Hebrew
J. Ziegler, U. Goswami (2005)
Reading acquisition, developmental dyslexia, and skilled reading across languages: a psycholinguistic grain size theory.Psychological bulletin, 131 1
C. Leong (1989)
Productive knowledge of derivational rules in poor readersAnnals of Dyslexia, 39
F. Serrano, Sylvia Defior (2008)
Dyslexia speed problems in a transparent orthographyAnnals of Dyslexia, 58
S. Curtin, F. Manis, Mark Seidenberg (2001)
Parallels between the reading and spelling deficits of two subgroups of developmental dyslexicsReading and Writing, 14
D. Mahony (1994)
Using sensitivity to word structure to explain variance in high school and college level reading abilityReading and Writing, 6
Rachel Schiff, D. Ravid (2004)
Vowel representation in written Hebrew: Phonological, orthographic and morphological contextsReading and Writing, 17
Li-Jen Kuo, Richard Anderson (2006)
Morphological Awareness and Learning to Read: A Cross-Language PerspectiveEducational Psychologist, 41
RW Woodcock (1987)
Woodcock reading mastery tests—Revised
M. Leikin (2002)
Processing Syntactic Functions of Words in Normal and Dyslexic ReadersJournal of Psycholinguistic Research, 31
K. Stanovich, L. Siegel (1994)
Phenotypic performance profile of children with reading disabilities: A regression-based test of the phonological-core variable-difference model.Journal of Educational Psychology, 86
D. Orr, Victor Small (1966)
A READING COMPREHENSION TEST.
J. Shimron (2003)
Language processing and acquisition in languages of semitic, root-based, morphology
Che Leong (1999)
Phonological and morphological processing in adult students with learning/reading disabilities.Journal of learning disabilities, 32 3
D. Ravid (1990)
INTERNAL STRUCTURE CONSTRAINTS ON NEW-WORD FORMATION DEVICES IN MODERN HEBREW, 24
KE Stanovitch (1988)
Explaining the differences between the dyslexic and the garden variety poor reader: The phonological-core variable-difference modelJournal of Learning Disabilities, 21
J. Carlisle (2000)
Awareness of the structure and meaning of morphologically complex words: Impact on readingReading and Writing, 12
D. Shankweiler, S. Crain, L. Katz, Anne Fowler, A. Liberman, S. Brady, Rosalind Thornton, Eric Lundquist, Lois Dreyer, J. Fletcher, K. Stuebing, S. Shaywitz, B. Shaywitz (1995)
Cognitive Profiles of Reading-Disabled Children: Comparison of Language Skills in Phonology, Morphology, and SyntaxPsychological Science, 6
This research explored phonological and morphological awareness among Hebrew-speaking adolescents with reading disabilities (RD) and its effect on reading comprehension beyond phonological and word-reading abilities. Participants included 39 seventh graders with RD and two matched control groups of normal readers: 40 seventh graders matched for chronological age (CA) and 38 third graders matched for reading age (RA). We assessed phonological awareness, word reading, morphological awareness, and reading comprehension. Findings indicated that the RD group performed similarly to the RA group on phonological awareness but lower on phonological decoding. On the decontextualized morphological task, RD functioned on par with RA, whereas in a contextualized task RD performed above RA but lower than CA. In reading comprehension, RD performed as well as RA. Finally, results indicated that for normal readers contextual morphological awareness uniquely contributed to reading comprehension beyond phonological and word-reading abilities, whereas no such unique contribution emerged for the RD group. The absence of an effect of morphological awareness in predicting reading comprehension was suggested to be related to a different recognition process employed by RD readers which hinder the ability of these readers to use morphosemantic structures. The lexical quality hypothesis was proposed as further support to the findings, suggesting that a low quality of lexical representation in RD students leads to ineffective reading skills and comprehension. Lexical representation is thus critical for both lexical as well as comprehension abilities.
Annals of Dyslexia – Springer Journals
Published: Oct 7, 2010
Read and print from thousands of top scholarly journals.
Already have an account? Log in
Bookmark this article. You can see your Bookmarks on your DeepDyve Library.
To save an article, log in first, or sign up for a DeepDyve account if you don’t already have one.
Copy and paste the desired citation format or use the link below to download a file formatted for EndNote
Access the full text.
Sign up today, get DeepDyve free for 14 days.
All DeepDyve websites use cookies to improve your online experience. They were placed on your computer when you launched this website. You can change your cookie settings through your browser.