23/06/2016
Structure
Could morphological knowledge
improve literacy in dyslexic children?
Professor Julia Carroll
Coventry University
1. Background – what is dyslexia?
2. Is morphological awareness a strength or a weakness in
dyslexic children?
– Are morphological difficulties associated with phonological
difficulties?
3. Is use of morphological strategies in literacy associated
with literacy success?
– Do other children with phonological difficulties use morphological
strategies?
4. Are morphological approaches successful with dyslexic
children?
The Phonological Deficit View of
Dyslexia
1. Dyslexia is caused by a deficit in phonological
awareness
– Evidence from reading age controls and training studies
– Bryant & Bradley (1985)
2. The phonological core – variable difference model
– Stanovich (1988)
– All* poor readers show a phonological deficit, but their
broader cognitive and intellectual skills affect how the
deficit manifests itself
Recent theories
• Pennington – multiple deficits view
– Specific disorders (such as dyslexia) occur when multiple
cognitive difficulties combine
– Explains high levels of comorbidity
– Dyslexia = phonological deficit + executive deficit
• Ramus & Svenkovits – deficits in phonological
awareness, but not underlying representation
– Difficulties in meta-phonological skill
Why might morphology help?
• If difficulties are specifically with phonological aspects
of language, maybe focus on the non-phonological
aspects will help.
• Deaf children use morphology to guide spelling
Principle of root constancy
Knowledge of affix spellings
“this bus is going to
Leamington. If you
want to buy
lemons, go to
Leamington
(Lemon-town)”
3 year old speech
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What do young children know
about morphology?
Structure
1. Background – what is dyslexia?
2. Is morphological awareness a strength or a weakness
in dyslexic children?
– Are morphological difficulties associated with phonological
difficulties?
“Eyecoat: a coat that is shapt like an eye”
“Dishdog: a dog that helps you with dishis”
Understands how words can combine to give new meanings
Doesn’t understand how spelling represents morphology
Testing Morphological Awareness
• Test understanding and production of morphologically
complex words:
–
–
–
–
Here is one cat, here are two ______
Here is one wug, here are two _____
Today the dog jumps over the fence, yesterday he ________
The cat was the most gringy, it was the _________ cat.
3. Do children with dyslexia use morphological
strategies in reading and writing?
4. Are morphological approaches successful with
dyslexic children?
Dynamic Morphological Awareness
Q: This man’s job is to zib. What do you call someone whose job
is to zib?
Prompt 1: This woman’s job is to bake. What do you call
someone whose job is to bake? She is a .......?
Prompt 2: She is a baker
Prompt 3: When people do something as their job, we add a
sound to end of the word – what sound do we add?
Prompt 4: This woman bakes. She is a baker . What sound did
we add?
Prompt 5: We add an ‘er’ sound
Prompt 6: ‘baker’ and ‘zibber’
Coventry and Warwick Morphology
and Phonology Project
• A comparison of children with dyslexia and children
with otitis media (repeated ear infections)
– Do they both show reading difficulties?
– Do they both show phonological difficulties?
– Could morphology help either of these groups to progress?
Children with a history of
Otitis Media
• Ear infections common in pre-school years (~80% of
children have one)
• Some children suffer repeated ear infections:
–
–
–
–
Glue ear
Grommets
Scar tissue
A minority have long-term hearing loss
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The Sample
Static and Dynamic
Phonological Awareness
36 dyslexic/poor readers, matched to 36 CA and RA controls
29 children with a history of Otitis Media, matched to CA and RA controls
8-10 year old children
70
80
60
Nonverb
al IQ
(Tscore)
Text
reading
accurac
y
Text
reading
comp.
Spelling
70
50
60
Dyslexic
109.1
86.9
38.7
45.4
88.0
97.0
84.7
Dys-CA
109.1
127.7
46.8
54.4
110.0
108.9
106.3
Dys-RA
88.6
87.8
47.7
52.1
105.8
106.8
101.2
50
Total Prompts (/170)
Word
Verbal
reading IQ
age
(Tscore)
static PA (/85)
Age
40
30
40
30
20
20
10
10
0
0
dyslexic
dys-RA
dys-CA
dyslexic
dys-RA
dys-CA
For dyslexic children: lower than CA but not RA
controls
Static and Dynamic Morphological
Awareness
What’s the relation between
phonology skill and
morphological skill?
30
70
25
60
50
Total Prompts (/84)
Static MA (/30)
20
15
10
40
30
20
10
5
0
0
dyslexic
dyslexic
dys-RA
dys-RA
dys-CA
dys-CA
More impaired than CA but not RA controls
The Warwick Speech and Literacy
Project:
• Recruit a varied, high risk sample at school entry
• Including children with family risk of dyslexia and
children with speech sound disorder
• Contrast outcomes for children with different early
profiles
– Good vs. poor phonological processing
– Good vs. poor language
– NB correlation of 0.40 between two factors
Carroll, Mundy & Cunningham (2014).
Developmental Science, 17, 727-742
Children with low PP at T1 had significantly poorer PA at T3, F(1) = 5.2, p <.05,
irrespective of language group, F(1) = .27, p = .61. Interaction F(1) = .37, p = .55
Cunningham & Carroll (2015).
Applied Psycholinguistics 36, 509-531
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Summary so far…
• We shouldn’t assume that morphological awareness is
unimpaired in dyslexia
• Children with dyslexia have morphological
impairments similar to their phonological impairments
• Children with weaknesses in phonological processing
tend to have weaker morphological awareness later in
development
Children with poor PP at T1 had poorer morphological awareness at T3
No effect of language group on morphological awareness at T3
Cunningham & Carroll (2015).
Applied Psycholinguistics 36, 509-531
Structure
Short-term memory probe task
1. What is morphology?
2. Is morphological awareness a strength or a weakness
in dyslexic children?
Word
Bees
Garden
Carpet
Pencil
Word
Sock
Boat
Hats
Bee
?
– Are morphological difficulties associated with phonological
difficulties?
3. Do children with dyslexia use morphological
strategies in reading and writing?
4. Are morphological approaches successful with
dyslexic children?
Design
Short Term Memory
Hypothesis:
Overlap condition
Target
lure
Probe
M O&P
S
Morphological
Post
Postal
X
X
Pseudo-morphological
Met
Metal
Semantic
All
Everyone
Younger children treat the
pseudo-morphemes like
morphemes, dyslexic and
CA children don’t
2
X
X
Little
Less
Confusable
Are the different groups sensitive to shared morphology,
beyond shared phonology?
2.5
sensitivity (d')
Unrelated
X
More
confusable
Overlap p = 0.013
Group p = 0.047
Interaction p < 0.001
morph (post-postal)
1.5
psuedo (met-metal)
semantic (all-everyone)
1
unrelated (post-everyone)
0.5
0
dyslexic
RA
CA
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Short Term Memory
Dyslexic children find the
morphemic overlap VERY
confusing
2.5
2
sensitivity (d')
Short Term Memory Probe
Overlap p = 0.013
Group p = 0.047
Interaction p < 0.001
morph (post-postal)
1.5
psuedo (met-metal)
semantic (all-everyone)
1
unrelated (post-everyone)
• Children develop sensitivity to true morphemes slowly
over time
• Dyslexic children are sensitive to the difference
between true morphemes and pseudo-morphemes
• However, they also find the true morphemes very
confusing in memory!
0.5
0
dyslexic
RA
CA
Structure
Nonword Spelling
1. What is morphology?
2. Is morphological awareness a strength or a weakness
in dyslexic children?
– Are morphological difficulties associated with phonological
difficulties?
3. Do children with dyslexia use morphological
strategies in reading and writing?
4. Are morphological approaches successful with
dyslexic children?
• Prior work looked at awareness of morphology. But to what extent
do children use morphological clues when writing?
– Compare words matched on phonological structure
– Sentence context gave clues as to morphological structure and therefore
spelling:
Control:
•
•
The two girls ____(hax) in the park.
She called her pet rat ____________(Poama)
Morphological
•
•
The two girls dack in the park, one has to go home so the other girl _________
alone. (dacks)
A person who soams is a _____________(soamer)
Breadmore & Carroll (in press). Applied
Psycholinguistics
Inflection
Derivation
Pree-prees
Whilp-whilps’
Dreep-dreeped
Gringy-gringiest
Deaver-deaverous
Fomb-fombless
Saughty-saughtiness
Lagic-lagician
+s
+’s,
+s’
+ed
+est
+er
The two girls dack in the park,
one has to go home so the other
girl _________ alone.
+ous
+less
+ness
+cian
+tion
+sion
+able
The man tried to kice the bird. It
could be kiced. It was
________________.
The first one was quite ghend
but the next was even
_________________.
She wouldn’t jorse it with him.
There was not point having the
____________.
Phonetic spelling score
80
70
% phonetically plausible
Nonword Spelling Stimuli
60
50
dyslexic
40
dys-RA
30
dys-CA
20
10
0
dyslexic
dys-RA
dys-CA
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Nonword Spelling: Suffix use
Do children with dyslexia use morphological
strategies in literacy?
90
• Yes, they do.
80
% use of suffix
70
60
control inflection (hax)
50
complex inflection (dacks)
40
control derivation (Poama)
30
complex derivation (soamer)
20
• Find morphology confusing in a word memory task (must be
using it in memory)
• Their use of morphology in spelling is at the level expected for
their reading age, less than CA controls
– Dyslexics and RA controls show little sensitivity to derivations in spelling
10
0
dyslexic
dys-RA
dys-CA
Breadmore & Carroll (2015). Applied
Psycholinguistics
Structure
1. Background – what is dyslexia?
2. Is morphological awareness a strength or a weakness
in dyslexic children?
– Are morphological difficulties associated with phonological
difficulties?
3. Do children with dyslexia use morphological
strategies in reading and writing?
4. Are morphological approaches successful with
dyslexic children?
Are morphological approaches
successful in dyslexia?
• Anecdotal evidence: yes
• Analogical evidence: helpful with children who are deaf
– But a different type of phonological impairment
• Meta Analysis: Goodwin & Ahn, 2010, 2013
– Morphological intervention is moderately effective for struggling
readers (particularly speech & language problems)
– More effective when integrated into broader literacy tuition
– Significant improvements on comprehension and spelling, smaller on
decoding
Morphology in the national
curriculum (revised 2014)
Year Group
Concepts and Terms
1 & 2 (age 5-7)
The prefix unSuffixes –ness, -er, -ful, -less, -ly
Root words, Compound words
Past tense –ed ending
3 & 4 (age 7-9)
Prefixes auto-, antiWord families (e.g. solve/ solution/ soluble)
Verb inflections (standard English forms)
Possessive –s
5 & 6 (age 9-11)
Suffixes –ate, -ise, -ity
Verb prefixes dis-, de-, mis-, over-
Conclusions: Could morphological
knowledge improve literacy in
dyslexic children?
• Morphological awareness is not unimpaired in dyslexic
children
• However, dyslexic children do have some sensitivity to
morphemes
• Structured and systematic tuition including
morphological awareness is likely to be useful.
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Thanks to:
• All my collaborators on these projects:
– Helen Breadmore, Anna Cunningham, Ian Mundy
• All of the children, teachers and parents involved
• My Funders:
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