{"title":"Examining the developmental trade-off between phonology and morphology in Hebrew reading acquisition","authors":"Rotem Yinon, Shelley Shaul","doi":"10.1007/s11145-024-10570-3","DOIUrl":null,"url":null,"abstract":"<p>The relative importance of phonological versus morphological processes in reading varies depending on the writing system's orthographic consistency and morphological complexity. This study investigated the interplay between phonology and morphology in Hebrew reading acquisition, a language offering a unique opportunity for such examination with its rich, complex Semitic morphological system and dual writing versions differing in orthographic consistency—transparent-pointed and deep-unpointed versions. Ninety-eight second graders and 81 fourth graders participated in pseudoword-reading tasks designed to distinguish between the different processes: pointed morphologically based pseudowords (pointed MPW), reflecting phonological and morphological processing; unpointed morphologically based pseudowords (unpointed MPW), reflecting only morphological processing; and pointed non-words (pointed NW), with no internal morphological structure, reflecting only phonological processing. Real pointed-word reading accuracy and fluency were also assessed. Results showed the highest accuracy in reading unpointed MPW, with a similar accuracy level observed between unpointed MPW and pointed MPW in second grade, while a significant difference emerged in fourth grade. An age-by-processing type interaction revealed decreasing accuracy in pointed MPW and increasing accuracy in unpointed MPW with age. Additionally, morphological processing significantly enhanced the accuracy and fluency of reading pointed words beyond phonological processing, despite the comprehensive phonological information provided by the transparent, pointed script. These findings suggest that the contribution of morphology exceeds that of phonology as early as second grade, with this trend strengthening through fourth grade, emphasizing children's early prioritization of morphological transparency over orthographic consistency in learning to read Hebrew Semitic orthography.</p>","PeriodicalId":48204,"journal":{"name":"Reading and Writing","volume":null,"pages":null},"PeriodicalIF":2.0000,"publicationDate":"2024-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Reading and Writing","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1007/s11145-024-10570-3","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
The relative importance of phonological versus morphological processes in reading varies depending on the writing system's orthographic consistency and morphological complexity. This study investigated the interplay between phonology and morphology in Hebrew reading acquisition, a language offering a unique opportunity for such examination with its rich, complex Semitic morphological system and dual writing versions differing in orthographic consistency—transparent-pointed and deep-unpointed versions. Ninety-eight second graders and 81 fourth graders participated in pseudoword-reading tasks designed to distinguish between the different processes: pointed morphologically based pseudowords (pointed MPW), reflecting phonological and morphological processing; unpointed morphologically based pseudowords (unpointed MPW), reflecting only morphological processing; and pointed non-words (pointed NW), with no internal morphological structure, reflecting only phonological processing. Real pointed-word reading accuracy and fluency were also assessed. Results showed the highest accuracy in reading unpointed MPW, with a similar accuracy level observed between unpointed MPW and pointed MPW in second grade, while a significant difference emerged in fourth grade. An age-by-processing type interaction revealed decreasing accuracy in pointed MPW and increasing accuracy in unpointed MPW with age. Additionally, morphological processing significantly enhanced the accuracy and fluency of reading pointed words beyond phonological processing, despite the comprehensive phonological information provided by the transparent, pointed script. These findings suggest that the contribution of morphology exceeds that of phonology as early as second grade, with this trend strengthening through fourth grade, emphasizing children's early prioritization of morphological transparency over orthographic consistency in learning to read Hebrew Semitic orthography.
期刊介绍：
Reading and writing skills are fundamental to literacy. Consequently, the processes involved in reading and writing and the failure to acquire these skills, as well as the loss of once well-developed reading and writing abilities have been the targets of intense research activity involving professionals from a variety of disciplines, such as neuropsychology, cognitive psychology, psycholinguistics and education. The findings that have emanated from this research are most often written up in a lingua that is specific to the particular discipline involved, and are published in specialized journals. This generally leaves the expert in one area almost totally unaware of what may be taking place in any area other than their own. Reading and Writing cuts through this fog of jargon, breaking down the artificial boundaries between disciplines. The journal focuses on the interaction among various fields, such as linguistics, information processing, neuropsychology, cognitive psychology, speech and hearing science and education. Reading and Writing publishes high-quality, scientific articles pertaining to the processes, acquisition, and loss of reading and writing skills. The journal fully represents the necessarily interdisciplinary nature of research in the field, focusing on the interaction among various disciplines, such as linguistics, information processing, neuropsychology, cognitive psychology, speech and hearing science and education. Coverage in Reading and Writing includes models of reading, writing and spelling at all age levels; orthography and its relation to reading and writing; computer literacy; cross-cultural studies; and developmental and acquired disorders of reading and writing. It publishes research articles, critical reviews, theoretical papers, and case studies. Reading and Writing is one of the most highly cited journals in Education, Educational Research, and Educational Psychology.
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