Bourassa, Derrick C., Rebecca Treiman, & Brett Kessler (2006). Use of morphology in spelling by children with dyslexia and typically developing children. Memory & Cognition 34(3). 703–714. doi:10.3758/BF03193589
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In English and some other languages, spelling problems that arise at a phonological level can sometimes be solved through consideration of morphology. For example, children could infer that tuned should contain an n and that fighting should contain a t because their stems include these letters. Children could thus avoid misspellings that might otherwise occur, such as tud and fiding. We used a spelling-level match design to examine the extent to which children with dyslexia and younger typical children use morphology in this way. Both groups of children benefited from morphology to some extent, but not as much as they could have given their knowledge of the stems. Our results suggest that the spellings produced by older children with dyslexia are similar to those of younger normal children in their morphological characteristics, as well as in other ways.
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Bourassa, D. C., Treiman, R., & Kessler, B. (2006). Use of morphology in spelling by children with dyslexia and typically developing children. Memory & Cognition, 34, 703–714. doi:10.3758/BF03193589
Last change 2009-08-08T10:57:48-0500