{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,1,25]],"date-time":"2026-01-25T06:37:18Z","timestamp":1769323038808,"version":"3.49.0"},"reference-count":54,"publisher":"Wiley","issue":"4","license":[{"start":{"date-parts":[[2017,2,8]],"date-time":"2017-02-08T00:00:00Z","timestamp":1486512000000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/onlinelibrary.wiley.com\/termsAndConditions#vor"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Dyslexia"],"published-print":{"date-parts":[[2017,11]]},"abstract":"<jats:p>Italian sixth graders, with and without dyslexia, read pseudowords and low\u2010frequency words that include high\u2010frequency morphemes better than stimuli not including any morpheme. The present study assessed whether morphemes affect (1) younger children, with and without dyslexia; (2) spelling as well as reading; and (3) words with low\u2010frequency morphemes. Two groups of third graders (16 children with dyslexia and dysorthography and 16 age\u2010matched typically developing children) read aloud and spelt to dictation pseudowords and words. Pseudowords included (1) root\u00a0+\u00a0suffix in not existing combinations (e.g. lampadista, formed by lampad\u2010, \u2018lamp\u2019, and \u2010ista, \u2018\u2010ist\u2019) and (2) orthographic sequences not corresponding to any Italian root or suffix (e.g. livonosto). Words had low frequency and included: (1) root\u00a0+\u00a0suffix, both of high frequency (e.g. bestiale, \u2018beastly\u2019); (2) root\u00a0+\u00a0suffix, both of low frequency (e.g. asprigno, \u2018rather sour\u2019); and (3) simple words (e.g. insulso, \u2018vapid\u2019). Children with dyslexia and dysorthography were less accurate than typically developing children. Root\u00a0+\u00a0suffix pseudowords were read and spelt more accurately than non\u2010morphological pseudowords by both groups. Morphologically complex (root\u00a0+\u00a0suffix) words were read and spelt better than simple words. However, task interacted with morphology: reading was not facilitated by low\u2010frequency morphemes. We conclude that children acquiring a transparent orthography exploit morpheme\u2010based reading and spelling to face difficulties in processing long unfamiliar stimuli. 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