Topic > Morphological use as an indicator of reading disability

Introduction Children with reading disabilities differ from children who typically read in their use of morphological forms. This view has been supported by numerous studies examining the relationship between reading and morphology (Carlisle, J., & Stone, C. 2005; Nagy, W., Berninger, V., & Abbott, R. 2006; Reed, D. 2008; L. & Anderson, R. 2006). For many years, morphology has been linked to reading ability, as has phonology. Traditionally reading ability, or disability, is captured by the student's strength with phonology (Crisp, J. & Lambon Ralph, M. 2006; Marshall, C. & van der Lely, H. 2007;), however many studies recent studies have indicated that morphological awareness may play a key role in the identification and intervention of reading disability, especially as the student ages (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 using morphological form as an indicator of reading ability. Finally, we will discuss the focus of this research, its purpose, significance, and research questions. Because decreased 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 have no meaning without attachment to a word. For example –ed can transform a verb into its past tense, while adding dis- at the beginning of...... middle of the paper ......i:10.1017/S0305000907008525Reed, DK (2008). A summary 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), 15–27Tsesmeli, S., & Seymour, P. (2006). Derivative morphology and spelling in dyslexia. Reading and Writing, 19(6), 587-625. doi:10.1007/s11145-006-9011-4van der Lely, H. J., & Marshall, C. R. (2010). Assessing component language deficits in early detection of risk for reading difficulties. Journal of Learning Disabilities, 43(4), 357-368. doi:10.1177/0022219410369078Deacon, S., Parrila, R., & Kirby, J. R. (2006). Processing of derived forms in high-functioning dyslexics. Annals of dyslexia-, 56(1), 103-128.