Compensation mechanisms in developmental dyslexia: the role of morphological skills.

本研究的目的是探讨形态意识（MA）的作用，作为一种补偿机制，在两种语言，不同的正字法透明度，英语和希腊语的阅读障碍的大学生。许多患有阅读障碍的人设法在大学学习，并表现出先进的阅读理解能力，尽管语音处理困难。MA（理解单词是由更小的单位或“语素”组合而成的能力）被认为是阅读障碍患者的优势，与他们的语音技能相比。因此，在阅读障碍中，MA可能具有补偿功能，因为它允许个体在阅读过程中减少对语音的依赖。然而，这方面的调查结果不足以得出明确的结论。这项研究将确定，第一次，MA是否解释了个体差异的程度，其中阅读技能是“补偿”在阅读障碍，同时考虑到语言的具体特点，如正字法的透明度。样本约300名读者将完成一个强大的评估MA和识字，将揭示MA之间的关系，语音和阅读技能的阅读障碍的读者通过检查不同层次的阅读“补偿”。内隐MA措施将允许探索词素的精确属性（形式或语义），使它们成为一种有效的补偿工具，通知形态集中的干预方法。

The purpose of the proposed study is to investigate the role of Morphological Awareness (MA) as a compensatory mechanism in university students with dyslexia in two languages that differ in orthographic transparency, English and Greek. Many individuals with dyslexia manage to study at university and demonstrate advanced reading comprehension skills despite phonological processing difficulties. MA (the ability to understand that words are formed by the combination of smaller units or 'morphemes') is thought to be a strength for individuals with dyslexia, in comparison to their phonological skills. Therefore, MA could have a compensatory function in dyslexia as it allows individuals to reduce dependence on phonology during reading. However, findings in this area are not sufficient to draw clear conclusions. This study will determine, for the first time, whether MA explains individual differences in the degree to which reading skills are 'compensated' in dyslexia while taking into account language specific characteristics such as orthographic transparency. A sample of ~300 readers will complete a robust assessment of MA and literacy that will shed light on the relationship between MA, phonological and reading skills in readers with dyslexia by examining different levels of reading 'compensation'. Implicit MA measures will allow exploration of the precise properties (form or semantic) of morphemes that make them an effective compensatory tool, informing morphologically focussed intervention approaches.