Morphological Priming in Children: Disentangling the Effects of School-Grade and Reading Skill

Autor/inn/en	Hasenäcker, Jana; Beyersmann, Elisabeth; Schroeder, Sascha
Titel	Morphological Priming in Children: Disentangling the Effects of School-Grade and Reading Skill
Quelle	In: Scientific Studies of Reading, 24 (2020) 6, S.484-499 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-8438
DOI	10.1080/10888438.2020.1729768
Schlagwörter	Priming; Morphology (Languages); Individual Differences; Longitudinal Studies; Reading Skills; Instructional Program Divisions; Morphemes; Grade 2; Elementary School Students; Grade 3; Grade 4; Task Analysis; Decision Making; Correlation; German; Reading Tests; Foreign Countries; Germany (Berlin) + Suchen Sie Ihr Suchwort? Morphology; Morphologie; Individueller Unterschied; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Reading skill; Lesefertigkeit; Morphem; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; Aufgabenanalyse; Decision-making; Entscheidungsfindung; Korrelation; Deutscher; Lesetest; Ausland
Abstract	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 between grade, reading skill, and morphological priming. A masked priming lexical decision task with suffixed words ("kleidchen-KLEID"), suffixed nonwords ("kleidtum-KLEID"), non-suffixed nonwords ("kleidekt-KLEID") and unrelated primes ("träumerei-KLEID") was administered to 98 children in grade 2, and again in grade 3 and 4 of elementary school. Reading skill was measured at each testing point. Grade and reading skill were associated with distinct patterns of priming: all priming effects increased with reading skill, whereas priming from non-suffixed nonwords decreased with grade. This suggests that the ability to identify stems can be associated with reading skills, while sensitivity to affixes is acquired over grades. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01