{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,4,4]],"date-time":"2026-04-04T23:11:54Z","timestamp":1775344314888,"version":"3.50.1"},"reference-count":55,"publisher":"Wiley","issue":"4","license":[{"start":{"date-parts":[[2017,9,15]],"date-time":"2017-09-15T00:00:00Z","timestamp":1505433600000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/onlinelibrary.wiley.com\/termsAndConditions#vor"}],"funder":[{"DOI":"10.13039\/501100000155","name":"Social Sciences and Humanities Research Council of Canada","doi-asserted-by":"publisher","id":[{"id":"10.13039\/501100000155","id-type":"DOI","asserted-by":"publisher"}]}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Dyslexia"],"published-print":{"date-parts":[[2017,11]]},"abstract":"<jats:p>We present two studies that examine the role of morphology in French spelling. In Study 1, we examined the concurrent and longitudinal relationships between inflectional awareness and derivational awareness and spelling within a sample of 77 children in a French immersion programme in Canada. Children completed a non\u2010verbal reasoning measure and French measures of phonological awareness, word reading, vocabulary, morphological awareness, and spelling. Results showed that inflectional morphological awareness in Grade 3 was a predictor of spelling in the same grade. Inflectional awareness in Grade 2 predicted Grade 3 spelling, controlling for reading\u2010related skills and spelling at Grade 2. These analyses support the role of inflectional morphological awareness in the development of spelling of children of a range of reading and spelling abilities. In contrast, derivational awareness in Grades 2 and 3 did not predict spelling concurrently in both grades respectively. Study 2 contrasted the morphological errors in the spellings of six children at risk for reading difficulties with those of six chronological age\u2010matched and six reading level\u2010matched children. Analyses showed that at\u2010risk children exhibited more difficulties with spelling roots and suffixes in words as compared with their age\u2010matched peers, although they performed similarly to children matched on reading level. Copyright \u00a9 2017 John Wiley &amp; Sons, Ltd.<\/jats:p>","DOI":"10.1002\/dys.1565","type":"journal-article","created":{"date-parts":[[2017,9,15]],"date-time":"2017-09-15T09:42:40Z","timestamp":1505468560000},"page":"406-427","source":"Crossref","is-referenced-by-count":6,"title":["Morphology and Spelling in French: A Comparison of At\u2010Risk Readers and Typically Developing Children"],"prefix":"10.1002","volume":"23","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-6111-3186","authenticated-orcid":false,"given":"Poh Wee","family":"Koh","sequence":"first","affiliation":[{"name":"Department of Psychology Florida State University  Tallahassee Florida USA"},{"name":"Ontario Institute for Studies in Education University of Toronto  252 Bloor St. W Waterloo Ontario Canada M5S 1V6"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Sharry","family":"Shakory","sequence":"additional","affiliation":[{"name":"Applied Psychology and Human Development Ontario Institute for Studies in Education, University of Toronto  Toronto Ontario Canada"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Xi","family":"Chen","sequence":"additional","affiliation":[{"name":"Applied Psychology and Human Development Ontario Institute for Studies in Education, University of Toronto  Toronto Ontario Canada"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"S. H\u00e9l\u00e8ne","family":"Deacon","sequence":"additional","affiliation":[{"name":"Dalhousie University  Halifax Nova Scotia Canada"}],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"311","published-online":{"date-parts":[[2017,9,15]]},"reference":[{"key":"e_1_2_8_2_1","volume-title":"L'art de conjuger","author":"Bescherelle M.","year":"1998"},{"key":"e_1_2_8_3_1","doi-asserted-by":"publisher","DOI":"10.1207\/S1532799XSSR0704_1"},{"key":"e_1_2_8_4_1","doi-asserted-by":"publisher","DOI":"10.3758\/BF03193589"},{"key":"e_1_2_8_5_1","first-page":"112","volume-title":"Learning to read and write: A cross\u2010linguistic perspective","author":"Bryant P.","year":"1999"},{"key":"e_1_2_8_6_1","doi-asserted-by":"publisher","DOI":"10.1007\/BF02648061"},{"key":"e_1_2_8_7_1","first-page":"189","volume-title":"Morphological aspects of language processing","author":"Carlisle J. 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