{"id":{"repo_id":"manitoba","oai_identifier":"oai:mspace.lib.umanitoba.ca:1993/33465"},"canonical_url":"https://search.dev.ndltd.org/etd/manitoba/oai:mspace.lib.umanitoba.ca:1993/33465","repository":{"repo_id":"manitoba","name":"University of Manitoba","base_url":"https://mspace.lib.umanitoba.ca/oai/request"},"display":{"title":"When is a corner like corn? Morpho-orthographic segmenting skills in children who struggle with reading","abstract":"Morphological awareness is the ability to consider and manipulate the smallest units of meaning in language. To measure it, a masked priming lexical decision task was used, where prime words varied, from morphologically related to the target (teacher-TEACH), to pseudo-suffixed relationships (corner-CORN). A dual-route theory of orthographic processing suggests that these words are processed differently; The former through coarse-grained processing, where the word is processed at once, and the latter through fine-grained, where each letter and its location is processed. For good readers in grade 6, letter order and suffix type modulated priming effects. For grade 6 poor readers and grade 2 readers, priming was not modulated by suffix type. For orthographic processing, grade 6 readers used fine-grained processing, whereas grade 2 readers used coarse-grained processing. This suggests that reading exposure is the driving factor in the type of orthographic processing used in word recognition for good and poor readers.","abstract_html":"Morphological awareness is the ability to consider and manipulate the smallest units of meaning in language. To measure it, a masked priming lexical decision task was used, where prime words varied, from morphologically related to the target (teacher-TEACH), to pseudo-suffixed relationships (corner-CORN). A dual-route theory of orthographic processing suggests that these words are processed differently; The former through coarse-grained processing, where the word is processed at once, and the latter through fine-grained, where each letter and its location is processed. For good readers in grade 6, letter order and suffix type modulated priming effects. For grade 6 poor readers and grade 2 readers, priming was not modulated by suffix type. For orthographic processing, grade 6 readers used fine-grained processing, whereas grade 2 readers used coarse-grained processing. This suggests that reading exposure is the driving factor in the type of orthographic processing used in word recognition for good and poor readers.","abstract_has_math":false,"creators":["Rosenberg, Lindsay"],"institution":null,"degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":["Kruk, Richard (Psychology)"],"committee_chairs":[],"committee_members":[],"year":2018,"date_issued":"2018-08-29","date_published":"2018-08-29","updated_at":"2026-07-24T03:02:05Z","subjects":["Reading","Literacy development","Morphological awareness","Morpho-orthographic segmentation"],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/1993/33465","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.supervisor","label":"Supervisor","values":["Kruk, Richard (Psychology)"]},{"key":"dc:creator","label":"Author","values":["Rosenberg, Lindsay"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2018-09-25T13:54:38Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2018-09-25T13:54:38Z"]},{"key":"dc:date.issued","label":"Date","values":["2018-08-29"]},{"key":"dc:type","label":"Dc Type","values":["master thesis"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Reading","Literacy development","Morphological awareness","Morpho-orthographic segmentation"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["eng"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/1993/33465"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Morphological awareness is the ability to consider and manipulate the smallest units of meaning in language. To measure it, a masked priming lexical decision task was used, where prime words varied, from morphologically related to the target (teacher-TEACH), to pseudo-suffixed relationships (corner-CORN). A dual-route theory of orthographic processing suggests that these words are processed differently; The former through coarse-grained processing, where the word is processed at once, and the latter through fine-grained, where each letter and its location is processed. For good readers in grade 6, letter order and suffix type modulated priming effects. For grade 6 poor readers and grade 2 readers, priming was not modulated by suffix type. For orthographic processing, grade 6 readers used fine-grained processing, whereas grade 2 readers used coarse-grained processing. This suggests that reading exposure is the driving factor in the type of orthographic processing used in word recognition for good and poor readers."]},{"key":"dc:title","label":"Title","values":["When is a corner like corn? Morpho-orthographic segmenting skills in children who struggle with reading"]}]}],"canonical_facts":{"dc:contributor.supervisor":["Kruk, Richard (Psychology)"],"dc:creator":["Rosenberg, Lindsay"],"dc:date.accessioned":["2018-09-25T13:54:38Z"],"dc:date.available":["2018-09-25T13:54:38Z"],"dc:date.issued":["2018-08-29"],"dc:description.abstract":["Morphological awareness is the ability to consider and manipulate the smallest units of meaning in language. To measure it, a masked priming lexical decision task was used, where prime words varied, from morphologically related to the target (teacher-TEACH), to pseudo-suffixed relationships (corner-CORN). A dual-route theory of orthographic processing suggests that these words are processed differently; The former through coarse-grained processing, where the word is processed at once, and the latter through fine-grained, where each letter and its location is processed. For good readers in grade 6, letter order and suffix type modulated priming effects. For grade 6 poor readers and grade 2 readers, priming was not modulated by suffix type. For orthographic processing, grade 6 readers used fine-grained processing, whereas grade 2 readers used coarse-grained processing. This suggests that reading exposure is the driving factor in the type of orthographic processing used in word recognition for good and poor readers."],"dc:identifier.uri":["http://hdl.handle.net/1993/33465"],"dc:language.iso":["eng"],"dc:subject":["Reading","Literacy development","Morphological awareness","Morpho-orthographic segmentation"],"dc:title":["When is a corner like corn? Morpho-orthographic segmenting skills in children who struggle with reading"],"dc:type":["master thesis"]},"updated_at":"2026-07-24T03:02:05Z"}