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Istituto di scienze e tecnologie della cognizione

Torna all'elenco Contributi in rivista anno 2011

Contributo in rivista

Tipo: Articolo in rivista

Titolo: How do roots and suffixes influence reading of pseudowords: A study of Italian children with and without dyslexia.

Anno di pubblicazione: 2011

Formato: Cartaceo

Autori: Traficante, D., Marcolini, S., Luci, A., Zoccolotti, P., & Burani, C.

Affiliazioni autori: 1 Department of Psychology, CRIdee, Catholic University of Milan, Italy 2 Department of Psychology and Cultural Anthropology, University of Verona, Italy 3 Bambino Gesù Pediatric Hospital Scientific Institute – IRCCS, Rome 4 Sapienza University of Rome, and Neuropsychology Unit, IRCCS Fondazione Santa Lucia, Rome 5 Institute for Cognitive Sciences and Technologies, ISTC-CNR, Rome

Autori CNR:


Lingua: inglese

Abstract: The study explored the different influences of roots and suffixes in reading aloud morphemic pseudowords (e.g., vetr-ezza, ‘glass-ness’). Previous work on adults showed a facilitating effect of both roots (Burani et al., 2006) and suffixes (Burani et al., 1997) on naming times. In the present study, pseudoword stimuli including roots and suffixes in different combinations were administered to sixth-grade children with dyslexia (N = 22) and skilled readers (N = 44), matched for chronological age. Indeed, the sequential reading strategy of less proficient readers (particularly for pseudowords) should favour the emergence of differences between left and right constituents (root and suffix, respectively) in reading performance. Results showed that for both children with dyslexia and skilled young readers the onset of pronunciation depended exclusively on roots, while there was no significant effect of suffixes. However, both roots and suffixes led to higher levels of accuracy than matched orthographic strings of letters. Post-hoc regression analyses confirmed the morphological nature of the root and suffix effects, over and above the effects of the frequency of their orthographic patterns. Results indicate that the position of the reading units within the letter string, as well as their differential effects on latencies and accuracy, should be taken into account by models of morphological processing in word recognition and reading and by applied intervention research.

Lingua abstract: inglese

Pagine da: 777

Pagine a: 793


Language and cognitive processes VNU Science Press
Paese di pubblicazione: Paesi Bassi
Lingua: inglese
ISSN: 0169-0965

Numero volume: 26

DOI: 10.1080/01690965.2010.496553

Referee: Sì: Internazionale

Parole chiave:

  • Morphological structure
  • Reading processing
  • Children with dyslexia
  • Pseudowords

Strutture CNR:


Allegati: How do roots and suffixes influence reading of pseudowords: A study of Italian children with and without dyslexia. (application/pdf)

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