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The aim of this study was to determine whether Spanish-speaking children with dyslexia benefit from morphemes when reading. A group of children with dyslexia of different ages (7 to 10 years) and a group of children without reading disabilities, matched on chronological age and gender, participated in a task of reading isolated words and pseudowords in which morphological complexity was manipulated. Half of the stimuli were morphologically simple and half morphologically complex. Children with dyslexia benefit from morphology since they have better performance with the morphologically complex stimuli. These results indicate that they are able to develop representations of units larger than the grapheme, what suggests that Spanish-speaking children with dyslexia use the morphological structure to overcome their difficulties in phonological recoding. These results have important implications for the rehabilitation of children with dyslexia.<\/jats:p>","DOI":"10.1017\/sjp.2013.58","type":"journal-article","created":{"date-parts":[[2017,2,10]],"date-time":"2017-02-10T03:49:12Z","timestamp":1486698552000},"source":"Crossref","is-referenced-by-count":20,"title":["The Role of Morphology in Reading in Spanish-Speaking Children with Dyslexia"],"prefix":"10.1017","volume":"16","author":[{"given":"Paz","family":"Su\u00e1rez-Coalla","sequence":"first","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Fernando","family":"Cuetos","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"56","published-online":{"date-parts":[[2013,7,10]]},"reference":[{"key":"S1138741613000589_ref34","volume-title":"Escala de Inteligencia de Wechsler para Ni\u00f1os-Revisada. 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