Reproduction of Inflectional Markers in French-Speaking Children With Reading Impairment
Bibliographic record
Abstract
PURPOSE: Children with reading impairment (RI) experience difficulties in oral and written production of inflectional markers. The origin of these difficulties is not well documented in French. According to some authors, acquisition of irregular items by typically developing children is predicted by token frequency, whereas acquisition of regular items is predicted by type frequency. The authors hypothesized that acquisition of inflectional markers in French depends on the distribution of irregular, invariable, and regular (transparent) items within a grammatical category. METHOD: Fifteen children with RI age matched with 15 children with typical reading development repeated and read aloud sentences containing adjectives inflected for gender and verbs inflected for number. Inflected adjectives and verbs were matched for token frequency and phonological complexity, whereas distribution of invariable, transparent, and irregular items differed within each grammatical category. RESULTS: Results show higher error rates in the RI group, who produced more errors in reading than repetition, and more errors on inflected verbs than adjectives. Error distribution varied with the proportion of invariable, irregular, and transparent items within each grammatical category, confirming the authors' hypothesis. CONCLUSION: The authors concluded that morphological difficulties of children with RI group originated from a delay in extracting systematicity in verb and adjective inflectional marking.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".