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Vender, Maria; Hu, Shenai; Mantione, Federica; Savazzi, Silvia; Delfitto, Denis; Melloni, Chiara – International Journal of Bilingual Education and Bilingualism, 2021
It has been shown that morphological skills are particularly enhanced in bilingual children, whereas they are compromised in dyslexics. The aim of this work is that of investigating how bilingualism interacts with dyslexia in a task measuring the subject's morphological abilities, to verify if the advantage typically found in bilingualism arises…
Descriptors: Morphology (Languages), Bilingualism, Dyslexia, Task Analysis
Wattad, Haneen; Abu Rabia, Salim – Reading Psychology, 2020
This article presents a review of studies that investigated the advantage of morphological awareness and knowledge of basic morphemes that comprise verbs in Arabic among normal and dyslexic native Arabic readers, and discusses the role of Arabic morphology in reading. The review included studies on Arabic as well as some studies on Hebrew, since…
Descriptors: Semitic Languages, Reading Processes, Dyslexia, Morphemes
Layes, Smail; Bouakkaz, Torkia – British Journal of Special Education, 2022
The present study explored whether phonological awareness (PA), morphological awareness (MA) and visual attention (VA) independently predict word and pseudoword reading accuracy in native Arabic-speaking children from grades 4 and 5. A total of 141 participants took part in the study, and were divided into two groups of readers with (n = 30) and…
Descriptors: Reading Processes, Semitic Languages, Syllables, Accuracy
Layes, Smail; Kaddouri, Amel; Lalonde, Robert; Rebai, Mohamed – Journal of International Special Needs Education, 2021
We examined the effects of a morphological awareness (MA) training program on the enhancement of word and pseudo-word reading and phonological awareness in Arabic-speaking children with dyslexia. We compared two groups of children with dyslexia from Grade 3, an experimental group (n = 12; mean age = 112.4 months) with a control group (n = 13; mean…
Descriptors: Morphology (Languages), Metalinguistics, Comparative Analysis, Phonological Awareness
Pittman, Ramona T.; Chang, Heesun; Lindner, Amanda; Binks-Cantrell, Emily; Joshi, Malt – Annals of Dyslexia, 2023
The ability to encode (spell) is an integral writing skill needed to communicate effectively. The ability to spell, also, enhances decoding as spelling and decoding are reciprocal skills that rely on knowledge of the same subskills. Spelling can also be particularly difficult for students with literacy and phonological-processing difficulties such…
Descriptors: Spelling, Spelling Instruction, Teaching Methods, English
Tribushinina, Elena; Berg, Zoë op ten; Karman, Sonja – Language Awareness, 2022
There is growing evidence that dyslexia may involve difficulty with implicit learning, which may hinder learners with dyslexia to acquire spelling skills in a foreign language through implicit instruction. Paradoxically, this is exactly how Dutch students with dyslexia learn English spelling at school. This research aims to determine if…
Descriptors: Native Language, Second Language Learning, Second Language Instruction, English (Second Language)