Faculty of Education, University of Haifa, Mount Carmel, 31905, Haifa, Israel.
Faculty of Education, Al-Qasemi Academic College, 30100, Baqa-El-Gharbia, Israel.
Ann Dyslexia. 2022 Apr;72(1):97-124. doi: 10.1007/s11881-021-00243-z. Epub 2021 Sep 5.
The goal of this study was to investigate the development of mental lexicon organization among typical and dyslexic native Arabic readers. The participants included 271 students, divided into dyslexic readers, age-matched typical readers, and typical readers 2 years younger. The lexical status of root and pattern morphemes was examined using two priming paradigms: masked priming and the cross-modal immediate repetition task. We conducted two visual lexical decision tasks (Experiment 1 for verb pattern, Experiment 3 for verb roots), and two auditory decision tasks (Experiment 2 for verb pattern, Experiment 4 for verb roots). In the visual tasks, the participants were asked to decide whether a visual stimulus was a real word or not by pressing the laptop keyboard's "yes" or "no" button. The auditory experiments were conducted similarly to the visual experiments, except that the stimuli were auditory, to clarify the locus of the morphological deficit observed in the visual test of the dyslexic students, should there be such failures. Analysis of Experiment 1 showed that verb patterns are not lexical entities with a role in organizing the mental lexicon among typical and dyslexic readers of different ages. However, Experiment 3 indicated that roots do indeed constitute lexical entities with a role in organizing the mental lexicon among normal and dyslexic readers of different ages. In Experiment 2, the auditory-morpho priming effect in the word pattern test was stronger among dyslexic and young readers than among more skilled readers, and contributed to speeding up lexical decisions more than its quality, among all research groups. In Experiment 4, the auditory-morpho priming effect in the root test was stronger than the visual effect among all participants, and contributed to hastening lexical decisions and improving the quality of the answers (success percentage). The results showed that roots contribute to the reading process. However, their contribution is different among dyslexic readers. Its construction is slower and different from that of typical readers, whereas word patterns have no lexical representation among the three reader groups that are likely to facilitate lexical decisions. The results are discussed with reference to the latest research literature on morpheme type (root or pattern).
本研究旨在探究典型阿拉伯语母语阅读障碍者和正常阅读者心理词汇组织的发展情况。研究参与者包括 271 名学生，分为阅读障碍者、年龄匹配的典型阅读者和小两岁的典型阅读者。使用两种启动范式（掩蔽启动和跨模态即时重复任务）来检查词干和模式语素的词汇状态。我们进行了两个视觉词汇判断任务（实验 1 用于动词模式，实验 3 用于动词词干）和两个听觉判断任务（实验 2 用于动词模式，实验 4 用于动词词干）。在视觉任务中，要求参与者通过按下笔记本电脑键盘上的“是”或“否”按钮来判断视觉刺激是否为真实单词。听觉实验与视觉实验类似，只是刺激是听觉的，以明确在阅读障碍学生的视觉测试中观察到的形态缺陷的位置，如果有这样的失败。分析实验 1 表明，动词模式不是组织不同年龄典型和阅读障碍者心理词汇的词汇实体。然而，实验 3 表明，词根确实构成了组织不同年龄正常和阅读障碍者心理词汇的词汇实体。在实验 2 中，词干测试中听觉形态启动效应在阅读障碍者和年轻读者中比在更熟练的读者中更强，并且在所有研究组中，比其质量更有助于加快词汇判断。在实验 4 中，在所有参与者中，词根测试中的听觉形态启动效应强于视觉效应，并且有助于加快词汇判断并提高答案的质量（成功率）。结果表明，词根有助于阅读过程。然而，它们在阅读障碍者中的贡献是不同的。其构建速度较慢，与典型读者不同，而在三个可能促进词汇判断的读者群体中，词干没有词汇表示。结果与最新的形态类型（词干或模式）研究文献进行了讨论。
