How Morphology, Context, Vocabulary and Reading Shape Lexical Inference in Typical and Dyslexic Readers

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Detalles Bibliográficos
Publicado en:	Education Sciences vol. 15, no. 10 (2025), p. 1266-1284
Autor principal:	Dosi Ifigeneia
Publicado:	MDPI AG
Materias:	Reading comprehension Nonwords Cues Dyslexia Developmental disabilities Synonyms Phonology Derivation (Morphology) Antonyms Short stories Children Knowledge Suffixes Orthography Linguistics Context Morphological processing Morphology Semantics Inference Decoding Vocabulary development Consciousness Comprehension Reading Task performance Contextual information Meaning Vocabulary Words Morphemes Reading Skills Language Research Inferences Language Impairments English (Second Language) Vocabulary Skills Meta Analysis Elementary Education Syntax Reading Processes Sentences Evidence Phonological Awareness Short Term Memory Error Analysis (Language) Elementary Schools Reading Ability
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Descripción
Resumen:	Children’s ability to infer meanings of unfamiliar words during reading is thought to rely on the interplay between decoding, morphological awareness, contextual support, and vocabulary knowledge, but it remains unclear how these sources operate in typically developing (TD) readers compared to those with developmental dyslexia (DD). This study examined whether morphological cues (suffixes) or/and contextual information facilitate meaning inference and which variables predict performance. Sixty children (30 TD, 30 DD; aged 9–12) completed a battery of tasks assessing pseudoword decoding, expressive vocabulary (breadth) synonyms, antonyms (depth), morphological awareness (deriving and decomposing words), and reading comprehension. The main inference task consisted of 20 short stories in which pseudowords replaced target words; in half the stories, pseudowords included derivational suffixes, while in the other half no such clues were available. Results showed that TD children performed significantly better than DD peers across all tasks. Regression analyses revealed that vocabulary depth and morphological awareness predicted inferencing in both groups, but decoding was uniquely predictive for DD children and reading comprehension only for TD children. These findings suggest that while lexical inference in both groups appears to draw on vocabulary and morphology, TD children may additionally integrate higher-order comprehension, whereas DD children seem to remain more influenced by decoding and partial lexical cues.
ISSN:	2227-7102 2076-3344
DOI:	10.3390/educsci15101266
Fuente:	Education Database