Bar-On, A., & Ravid, D. (2011). Morphological analysis in learning to read pseudowords in Hebrew. Applied Psycholinguistics, 32(3), 553-581.
摘要：This paper examines the role of morphology in gradeschool children's learning to read nonpointed Hebrew. It presents two experiments testing the reading of morphologically based nonpointed pseudowords. One hundred seventy-one Hebrew-speaking children and adolescents in seven age/schooling groups (beginning and end of 2nd, 3rd, 4th, 7th, and 11th grade) and a group of adults participated in the study. Participants were administered two tasks of reading aloud nonpointed pseudowords with morphological composition: words in isolation and words in sentential context. Results pinpoint the developmental milestones on the way to efficient nonpointed word recognition in Hebrew: learning to use morphological pattern cues to fill in missing phonological information, where second grade is an important "watershed" period; and overcoming tomography by learning to detect morphosyntactic cues, an ability that develops more gradually and over a longer period than pattern recognition. Adapted from the source document
关键词：psycholinguistics, morphological processing, applied linguistics, reading processes, Morphological Processing, Reading Processes, Hebrew, Reading Acquisition, Word Recognition, High School Students, Junior High School Students, Elementary School Students
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