Effects of morphological Family Size for young readers

Rethinking orthographic neighbor in Chinese two-character word recognition: Insights from a megastudy

The influence of orthographic neighbors on visual word recognition is well established in alphabetic scripts. To determine the universality of this effect across writing systems, researchers have been keen on exploring its presence and nature in Chinese word recognition. Given that Chinese is logographic, it necessitates a different definition for orthographic neighbors from the ones used in alphabetic scripts. One popular approach is to consider words that share characters as orthographic neighbors. Adopting this definition, a facilitative effect has been observed for characters that can create more words. However, as characters are also morphemes in Chinese, the facilitation found might actually come from a larger morphological family size. This possibility was tested in the present study by analyzing data from the Chinese Lexicon Project (CLP; Tse et al., Behavior Research Methods, 49, 1503-1519, 2017, Behavior Research Methods, 49, 1503-1519, 2022), a megastudy of two-character word recognition in traditional Chinese. If the effects of character-sharing are indeed morphological in nature, the facilitation should be smaller for ambiguous characters because the words formed are distributed over several morphological families. The results of the analyses were consistent with this hypothesis, revealing interactions between the number of words formed by a character and the number of meanings of the character. The implications of these findings were discussed in the context of definitions of orthographic neighbors and theories of word recognition in Chinese.

Finding the man amongst many: A developmental perspective on mechanisms of morphological decomposition

Skilled reading is characterized by rapid recognition of morphologically complex words. Evidence suggests that adult readers segment complex words into their constituent morphemes during visual word recognition, and that this extends to items that have only a surface morphological structure (e.g., corner), a process termed 'morpho-orthographic segmentation'. It is not yet known how and when this mechanism is established over the course of reading development, although data from English-speaking children suggest that it may be a relatively late-acquired milestone. The purpose of this study was to examine for the first time the mechanisms driving morphological processing across late childhood and adolescence. A cross-sectional sample of 204 children and adolescents from South-East England, ranging in age from 9 to 18 years (M age = 13.74 years, SD = 2.68; 110 female), completed a visual masked prime lexical decision task using three sets of prime-target pairs: morphological (e.g., teacher - TEACH), pseudomorphological (sharing an apparent morphological relationship in the absence of a semantic relationship, e.g., corner - CORN), and form (sharing an orthographic relationship only, e.g., window - WIND). Linear mixed effects models revealed both morphological and pseudomorphological priming in the absence of form priming, with priming magnitude increasing in line with age, and stronger evidence of morpho-orthographic segmentation emerging in line with word reading efficiency. Our findings reveal advances in the reading system during adolescence which may reflect accumulated exposure to regularities in the writing system, facilitating rapid access to meaning from print.

Orthographic consistency influences morphological processing in reading aloud: Evidence from a cross-linguistic study

The present study investigated whether morphological processing in reading is influenced by the orthographic consistency of a language or its morphological complexity. Developing readers in Grade 3 and skilled adult readers participated in a reading aloud task in four alphabetic orthographies (English, French, German, Italian), which differ in terms of both orthographic consistency and morphological complexity. English is the least consistent, in terms of its spelling-to-sound relationships, as well as the most morphologically sparse, compared to the other three. Two opposing hypotheses were formulated. If orthographic consistency modulated the use of morphology in reading, readers of English should show more robust morphological processing than readers of the other three languages, because morphological units increase the reliability of spelling-to-sound mappings in the English language. In contrast, if the use of morphology in reading depended on the morphological complexity of a language, readers of French, German, and Italian should process morphological units in printed letter strings more efficiently than readers of English. Both developing and skilled readers of English showed greater morphological processing than readers of the other three languages. These results support the idea that the orthographic consistency of a language, rather than its morphological complexity, influences the extent to which morphology is used during reading. We explain our findings within the remit of extant theories of reading acquisition and outline their theoretical and educational implications.

Embedded stems as a bootstrapping mechanism for morphological parsing during reading development

The aim of the current research was to test the hypothesis that the activation of embedded words (e.g., the farm in farmhouse) is the starting point for the development of an abstract morphological parsing system in children's reading. To test this hypothesis, we examined the developmental trajectory of compound priming effects in third- and fifth-grade primary school children, high school students, and adults. Both children and adults participated in a masked priming lexical decision study comparing transparent compound (farmhouse-farm), opaque compound (butterfly-butter), and noncompound (sandwich-sand) word priming effects measured relative to an unrelated control. The results showed significant and equal priming effects in the two compound conditions but not in the noncompound priming condition. This robust pattern was clearly and unequivocally observed across all groups of participants. Our data suggest that even the youngest readers have already acquired the ability to rapidly and automatically identify embedded stems and are sensitive to the overall structure of compound words (full decomposition). We conclude that the activation of embedded stems provides a critical starting point in children's use of morphological information when learning to read.

Reading Derived Words by Italian Children With and Without Dyslexia: The Effect of Root Length

Children with dyslexia are extremely slow at reading long words but they are faster with stimuli composed of roots and derivational suffixes (e.g., CASSIERE, ‘cashier’) than stimuli not decomposable in morphemes (e.g., CAMMELLO, ‘camel’). The present study assessed whether root length modulates children’s morphological processing. For typically developing readers, root activation was expected to be higher for longer than shorter roots because longer roots are more informative access units than shorter ones. By contrast, readers with dyslexia were not expected to be facilitated by longer roots because these roots might exceed dyslexics’ processing capacities. Two groups of Italian 6th graders, with and without dyslexia, read aloud low-frequency derived words, with familiar roots and suffixes. Word reaction times (RTs) and mispronunciations were recorded. Linear mixed-effects regression analyses on RTs showed the inhibitory effect of word length and the facilitating effect of root frequency for both children with and without dyslexia. Root length predicted RTs of typically developing readers only, with faster RTs for longer roots, over and above the inhibitory effect of word length. Furthermore, typically developing children had faster RTs on words with more frequent suffixes while children with dyslexia were faster when roots had a small family size. Generalized linear regression analyses on accuracy showed facilitating effects of word frequency and suffix frequency, for both groups. The large word length effect on latencies confirmed laborious whole-word processing in children when reading low-frequency derived words. The absence of a word frequency effect along with the facilitating effect of root frequency indicated morphemic processing in all readers. The reversed root length effect in typically developing readers pointed to a stronger activation for longer roots in keeping with the idea that these represent particularly informative units for word decoding. For readers with dyslexia the facilitating effect of root frequency (not modulated by root length) confirmed a pervasive benefit of root activation while the lack of root length modulation indicated that the longest roots were for them too large units to be processed within a single fixation.

Morphological effects in visual word recognition: Children, adolescents, and adults

The process by which morphologically complex words are recognized and stored is a matter of ongoing debate. A large body of evidence indicates that complex words are automatically decomposed during visual word recognition in adult readers. Research with developing readers is limited and findings are mixed. This study aimed to investigate morphological decomposition in visual word recognition using cross-sectional data. Participants (33 adults, 36 older adolescents [16 to 17 years], 37 younger adolescents [12 to 13 years], and 50 children [7 to 9 years]) completed a timed lexical-decision task comprising 120 items (60 nonwords and 60 real word fillers). Half the nonwords contained a real stem combined with a real suffix (pseudomorphemic nonwords, e.g., earist); the other half used the same stems combined with a nonmorphological ending (control nonwords, e.g., earilt). All age groups were less accurate in rejecting pseudomorphemic nonwords than control nonwords. Adults and older adolescents were also slower to reject pseudomorphemic nonwords compared with control nonwords, but this effect did not emerge for the younger age groups. These findings demonstrate that, like adults, children and adolescents are sensitive to morphological structure in online visual word processing, but that some important changes occur over the course of adolescence.

How Children Become Sensitive to the Morphological Structure of the Words That They Read

Background: We tested the predictions of models of word reading development as to the effects of repeated exposure on reading of derived words. Aim: Our goal was to examine the impacts of variables that quantify different aspects of this exposure: base frequency, family frequency, and family size. Methods and Samples: In Experiment 1, we asked 75 children in Grades 3 and 5 to read derived words with low surface frequencies (e.g., questionable) that varied in base frequency, family frequency, and family size. In Experiment 2, we asked 41 adults to read the same set of words. Results: In Experiment 1, only base frequency made a contribution to word reading accuracy that was independent of the other two variables of interest (family size and family frequency) and the control variables (surface frequency, semantic relatedness, and neighborhood size). In Experiment 2, a similar pattern of results emerged, this time on reading speed. Conclusion: Together, results of these two studies suggest that base frequency has a special role in both children's and adults' reading of derived words. These findings suggest that it plays a specific role in development and maintenance of sensitivity to morphological structure in reading.

Age of acquisition and imageability norms for base and morphologically complex words in English and in Spanish

The extent to which processing words involves breaking them down into smaller units or morphemes or is the result of an interactive activation of other units, such as meanings, letters, and sounds (e.g., dis-agree-ment vs. disagreement), is currently under debate. Disentangling morphology from phonology and semantics is often a methodological challenge, because orthogonal manipulations are difficult to achieve (e.g., semantically unrelated words are often phonologically related: casual-casualty and, vice versa, sign-signal). The present norms provide a morphological classification of 3,263 suffixed derived words from two widely spoken languages: English (2,204 words) and Spanish (1,059 words). Morphologically complex words were sorted into four categories according to the nature of their relationship with the base word: phonologically transparent (friend-friendly), phonologically opaque (child-children), semantically transparent (habit-habitual), and semantically opaque (event-eventual). In addition, ratings were gathered for age of acquisition, imageability, and semantic distance (i.e., the extent to which the meaning of the complex derived form could be drawn from the meaning of its base constituents). The norms were completed by adding values for word frequency; word length in number of phonemes, letters, and syllables; lexical similarity, as measured by the number of neighbors; and morphological family size. A series of comparative analyses from the collated ratings for the base and derived words were also carried out. The results are discussed in relation to recent findings.

Effects of reading proficiency on embedded stem priming in primary school children

Prior evidence from masked morphological priming has revealed conflicting findings regarding the acquisition of morpho-orthographic segmentation mechanisms in developing readers. Here, we examined changes in masked morphological priming across grade within a large sample of French primary school children (n = 191, Grades 2-5) and how these effects are modulated by individual differences in reading proficiency, spelling proficiency, and morphological awareness. Target words were preceded by either (a) a suffixed word prime (e.g., tristesse-TRISTE), (b) a suffixed nonword prime (e.g., tristerie-TRISTE), (c) a non-suffixed nonword prime (e.g., tristald-TRISTE), or (d) an unrelated prime (e.g., direction-TRISTE) using very short prime durations (50 ms). Moreover, a frequency manipulation was included for suffixes and non-suffixes. The results revealed robust suffixed word priming across all children independent of grade and proficiency. On the other hand, priming in the suffixed and non-suffixed nonword conditions was modulated by reading proficiency, with high-proficiency children showing facilitation and low-proficiency children showing inhibition. The effects of suffix and non-suffix frequency were modulated by grade, with decreasing effects as grade increased. None of the observed priming effects were modulated by grade, spelling proficiency, or morphological awareness. The results suggest that reading proficiency is an important predictor for embedded stem activation mechanisms in primary school children, which we discuss in the context of recent theories of morphological processing.