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The Effects of Phonological Transparency on Reading Derived Words.
Peer reviewed Peer reviewed
Carlisle, Joanne F.; Stone, C. Addison; Katz, Lauren A. – Annals of Dyslexia, 2001
A study involving 18 children with reading difficulties (grades 4- 9), 33 children controls, and 19 adult controls found that poor readers have less difficulty reading words whose forms are phonologically and orthographically transparent than reading words the base forms of which undergo a phonological shift when a suffix is added. (Contains…
Descriptors: Children, Performance Factors, Phoneme Grapheme Correspondence, Phonetics
The Use of Morphological Knowledge in Spelling Derived Forms by Learning-Disabled and Normal Students.
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Carlisle, Joanne F. – Annals of Dyslexia, 1987
Normal students (N=65) in fourth, sixth, and eighth grades were compared to 17 learning-disabled ninth graders on learning derivational morphology and spelling derived forms. Disabled students' knowledge of derivational morphology was equivalent to that of normal sixth graders, but spelling of derived forms was equivalent to that of fourth…
Descriptors: Intermediate Grades, Junior High Schools, Language Patterns, Learning Disabilities
Knowledge of Derivational Morphology and Spelling Ability in Fourth, Sixth, and Eighth Graders.
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Carlisle, Joanne F. – Applied Psycholinguistics, 1988
Investigation of fourth-, sixth-, and eighth-graders' knowledge of derivational morphology and the relationship between that knowledge and their ability to spell derived words, found that, while there was a strong developmental trend in both the mastery of derivational morphology and the spelling of derived words, spelling performances lagged…
Descriptors: Cognitive Objectives, Elementary Education, English, Grade 4