This study examined the extent to which textual enhancement incorporated into the post-task stage of task-based reading lessons can promote development in second language (L2) grammatical knowledge. The participants were 49 child language learners who participated in task-based reading lessons in their own classroom contexts. They were randomly…

In this study, we investigated effects of morphological processing on handwriting production in beginning writers of German. Children from Grades 3 and 4 were asked to copy words from a computer screen onto a pen tablet, while we recorded their handwriting with high spatiotemporal resolution. Words involved a syllable-congruent visual disruption…

The goal of the paper was to investigate whether morphological units -- stems and suffixes -- influence orthographic processing by modulating visual attention demands to the task. Orthographic processing was measured with a visual one-back task requiring letters to be detected within pseudowords not including stems/suffixes, or containing real…

Purpose: Speech-language pathologists (SLPs) work with students with specific language impairment and specific learning disorder who are known to have deficits in morphological knowledge and morphological awareness. Thus, it is important that SLPs have explicit knowledge of morphology to classify, elicit, and correct morphological errors to…

We examined the unique contributions of prosodic awareness and morphological awareness to school-aged children's word reading and reading comprehension. A total of 110 elementary-age children from Grades 4 and 5 participated in the current study. To measure prosodic awareness, children were asked to listen to and reflect on the stress patterns of…

Masked priming studies have shown that readers decompose morphologically complex words ("read+er"). Interindividual differences have been suggested to affect this phenomenon. However, its development is poorly understood. We addressed this issue by taking a longitudinal approach that allows greater rigor in establishing the relationship…

Several studies in Spanish and other languages have shown that, in a lexical decision task, children are more likely to accept pseudowords with a known morphological structure as words as compared to non-morphological pseudowords. Morphology also facilitates visual word recognition of actual words in children with reading difficulties. In the…

This study examined morphological processing of inflected and derived words by children in Grades 4, 6, and 8. Participants were shown root forms and inflected, derived, and orthographic control items (e.g., "harm", "harmed", "harmful", or "harmony"), followed by a fragment completion task (e.g., completing "h a_ _"). Participants were equally…