The Impact of Morphological Intervention on Literacy Knowledge and Reading Motivation: A Cluster-Randomized Comparison Trial in Diverse Socioeconomic Status Kindergartens.

Purpose: This study investigated the effectiveness of a storytelling-based morphological intervention program on the language and literacy knowledge and reading motivation of kindergarten children from low and mid socioeconomic status (SES) backgrounds. It also explored how these groups compared in change scores against a non-intervened high SES group.

Method: Employing a cluster randomization approach, this study included 158 kindergarten children, comprising intervention and comparison groups from low and mid SES backgrounds, as well as a non-intervened high SES group.

The impact of morphological density on reading comprehension in Arabic: A comparison between typically developing and children with reading disabilities.

This study examined the influence of morphological density on reading comprehension in Arabic and whether this influence differs between typical and children with reading disabilities. Morphological density in Arabic is a text feature that refers to using bound morphemes, creating dense words with more morphemes. The participants were 182 fifth-graders, both typical and children with reading disabilities.

Perpetuating the Gaps: 21st-Century Skills in Students With Learning Disabilities and Their Typically Developing Peers.

This study examined whether there are differences between Israeli students with learning disabilities (LD) and their typically developing peers with regard to their 21st-century skills according to their self-report and whether the differences between the two groups are greater in postsecondary education than in high school-an aim that had not been examined in depth in previous research. Findings suggest that overall (beyond type of learner), in most skills, postsecondary education students reported higher scores than high school students on questionnaires designed for self-assessment of 21st-century skills. Second, students with LD exhibited lower scores in most 21st-century skills than their peers.

The Role of Morphological Decomposition in Reading Complex Words in Arabic in Elementary School Years.

We examined the role of morphological processing in the reading of inflections and derivations in Arabic, a morphologically-rich language, among 228 first-graders and 230 second-graders. All words were morphologically complex, with differences in number of morphemes and morphological transparency. Inflections consisted of three morphemes, with high transparency of the root morpheme, while derivations consisted of two morphemes with lower transparency of the root.

The double identity of doubling: Evidence for the phonology-morphology split.

Duality of patterning, is, by hypothesis, a universal design feature of language. Every language constructs words from meaningful units (morphemes), which, in turn, are comprised of meaningless phonological elements (e.g.

The double identity of linguistic doubling.

Does knowledge of language consist of abstract principles, or is it fully embodied in the sensorimotor system? To address this question, we investigate the double identity of doubling (e.g., slaflaf, or generally, XX; where X stands for a phonological constituent).

Phonological generalizations in dyslexia: the phonological grammar may not be impaired.

Dyslexia is commonly attributed to a phonological deficit, but whether it effectively compromises the phonological grammar or lower level systems is rarely explored. To address this question, we gauge the sensitivity of dyslexics to grammatical phonological restrictions on spoken onset clusters (e.g.

Dyslexia impairs speech recognition but can spare phonological competence.

Dyslexia is associated with numerous deficits to speech processing. Accordingly, a large literature asserts that dyslexics manifest a phonological deficit. Few studies, however, have assessed the phonological grammar of dyslexics, and none has distinguished a phonological deficit from a phonetic impairment.

How linguistic chickens help spot spoken-eggs: phonological constraints on speech identification.

It has long been known that the identification of aural stimuli as speech is context-dependent (Remez et al., 1981). Here, we demonstrate that the discrimination of speech stimuli from their non-speech transforms is further modulated by their linguistic structure.

The importance of vowel diacritics for the temporary retention of high and low frequency Hebrew words of varying syllabic length.

This study investigates the importance of vowel diacritics for the retention of Hebrew word lists, with word lists being manipulated along the dimension of word frequency and syllabic length. Eighty university students participated in the study. Half of the participants (40) were tested with the word lists presented in fully-pointed (voweled) Hebrew while the other half (40) were given the word lists in unpointed Hebrew (with vowel diacritics removed).

Phonological universals constrain the processing of nonspeech stimuli.

Domain-specific systems are hypothetically specialized with respect to the outputs they compute and the inputs they allow (Fodor, 1983). Here, we examine whether these 2 conditions for specialization are dissociable. An initial experiment suggests that English speakers could extend a putatively universal phonological restriction to inputs identified as nonspeech.