Abstract—The present study explores dyslexic children’s
ability to identify orthographic violations in the ultimate and
the penultimate syllable of derived nouns and pseudo –nouns
when they were attending grade 6, as well as their progress18
months later in words and pseudo-words respectively. The first
two tasks involved identification of derived nouns with the
violation or no violation in the penultimate or ultimate syllable
in a paper and pencil task.. The third condition examined the
use of derived nouns in a sentence completion close test.
Subjects used the nouns and the verbs given in blankets to
formulate the appropriate derived nouns. Errors in suffixes
were coded as orthographic processing, phonological processing,
combined type and stress omission/misplacement. Eighteen
months later the follow up test revealed a significant
improvement on the orthography of the derived nouns with
consonant change at morpheme boundaries, as well as, on the
orthographic rules of the ultimate syllable of the pseudoword
tasks. Dyslexic children were also improved in their ability to
produce phono-ortographic correct responses on the sentence
completion task.
Index Terms—Greek language, dyslexia, derivational
morphology, orthography.
Grammenou Anastasia is with the Democritus University of Thrace,
Department of Primary Education, Alexandroupolis, Greece (e-mail:
agrammen@eled.duth.gr).
[PDF]
Cite: Grammenou Anastasia, "Dyslexics‟ Acquisition of the Derivational Noun Morphology in the Greek Language: A Follow up Study," Journal of Economics, Business and Management vol. 2, no. 4, pp. 307-312, 2014.