Past-Tense Morphology and Phonological Deficits in Children with Dyslexia and Children with Language Impairment

Autor/inn/en	Robertson, Erin K.; Joanisse, Marc F.; Desroches, Amy S.; Terry, Alexandra
Titel	Past-Tense Morphology and Phonological Deficits in Children with Dyslexia and Children with Language Impairment
Quelle	In: Journal of Learning Disabilities, 46 (2013) 3, S.230-240 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/0022219412449430
Schlagwörter	Morphemes; Morphology (Languages); Phonology; Language Processing; Dyslexia; Oral Language; Language Impairments; Control Groups; Phonemes; Children; Task Analysis; Reading Difficulties; Foreign Countries; Elementary School Students; Grammar; Language Tests; Measures (Individuals); Verbs; Reading Tests; Intelligence Tests; Language Skills; Canada (London); Peabody Picture Vocabulary Test; Block Design Test; Wechsler Intelligence Scale for Children; Woodcock Reading Mastery Test + Suchen Sie Ihr Suchwort? Morphem; Morphology; Morphologie; Fonologie; Sprachverarbeitung; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Oral interpretation; Mündlicher Sprachgebrauch; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Fonem; Child; Kind; Kinder; Aufgabenanalyse; Reading difficulty; Leseschwierigkeit; Ausland; Grammatik; Language test; Sprachtest; Messdaten; Lesetest; Intelligence test; Intelligenztest; Language skill; Sprachkompetenz
Abstract	The authors investigated past-tense morphology problems in children with dyslexia compared to those classically observed in children with oral language impairment (LI). Children were tested on a past-tense elicitation task involving regulars ("look-looked"), irregulars ("take-took"), and nonwords ("murn-murned"). Phonological skills were also assessed, using tests of nonsense word reading and phoneme elision. Analyses focused on whether children with dyslexia and LI showed overlapping patterns of morphological and phonological difficulties compared to controls with typical reading and language levels. Both the groups with LI and dyslexia had difficulty generating past tenses overall, although the deficit was less pronounced in dyslexia. Both groups also showed similar problems with phonological processing. The results have important implications for the theory that both language and reading problems involve oral language processing deficits. Specifically, our data support the theory that the phonological deficits observed in both dyslexia and LI are related to deficits in morphological processing. However, some important differences between dyslexia and LI are also discussed. (Contains 3 tables and 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10