What is it about?
We found that regardless of the language in which they are learning to read, dyslexic readers understand word structure (e.g., "slow" + "-ly" = "slowly") as well as their peers with a similar reading level. Furthermore, dyslexic readers learning to read alphabetic languages such as English tend to use word structure and meaning (e.g., the context provided by a sentence) more than their peers with a similar reading level to help them read.
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Why is it important?
Difficulty in understanding word structure is unlikely to be a causal factor behind dyslexia. On the opposite, the use of word structure and meaning should be encouraged among dyslexic readers as it might act as a compensatory mechanism to help them read.
Perspectives
Writing part of this chapter made me discover the world of dyslexia. It was a great addition to my expertise in typical language and reading development. Knowing about both typical and atypical development is definitely an advantage in pursuing my research.
Dr Catherine Mimeau
Université TÉLUQ
Read the Original
This page is a summary of: Morphological and Semantic Processing in Developmental Dyslexia, October 2019, Cambridge University Press,
DOI: 10.1017/9781108553377.015.
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