Exploring the Relations of Morphological Awareness with Phonological Awareness and Vocabulary: The Case of the Greek Language.

Although relations between morphological awareness, phonological awareness, and vocabulary have been widely observed, questions remain about their precise associations. The purpose of the present study was to explore the relations of morphological awareness with two highly related linguistic skills (phonological awareness and vocabulary) in a transparent orthography with rich morphology. The study sample consisted of 121 (58 males, Mean age = 93.

Contribution of morphological awareness to reading fluency of children with and without dyslexia: evidence from a transparent orthography.

The goal of this study was to investigate the contribution of morphological awareness to reading fluency of children with and without dyslexia in a transparent orthography, such as the Greek one. The sample consisted of 256 Greek-speaking children (2 grade: 32 dyslexic and 105 typical readers, 5 grade: 28 dyslexic and 91 typical readers). Morphological awareness was assessed with three tasks, examining inflectional, derivational, and compounding morphology.

Morphological processing influences on dyslexia in Greek-speaking children.

The study explored the inflectional morphological awareness of Greek-speaking children with dyslexia in grade 3. The sample consisted of 24 dyslexic children and 32 chronological age-matched typically developing readers. All participants completed two oral experimental tasks of inflectional morphological awareness (i.

Creating a brief rating scale for the assessment of learning disabilities using reliability and true score estimates of the scale's items based on the Rasch model.

The purpose of the present studies was to provide the means to create brief versions of instruments that can aid the diagnosis and classification of students with learning disabilities and comorbid disorders (e.g., attention-deficit/hyperactivity disorder).

Predicting LD on the basis of motivation, metacognition, and psychopathology: an ROC analysis.

We examined how strongly motivation, metacognition, and psychopathology acted as predictors of learning disabilities (LD). The results from five studies suggested that level of motivation (as shown through self-efficacy, motivational force, task avoidance, goal commitment, or self-concept) was highly accurate in classifying students with or at risk for LD. Metacognition and psychopathology were also strong predictors.