The role of morphology in word naming in Spanish-speaking children
Bibliographic record
Abstract
ABSTRACT The role of morphology in word recognition during reading acquisition in transparent orthographies is a subject that has received little attention. The goal of this study is to examine the variables affecting the fluency and accuracy for morphologically complex word reading across grade levels in Spanish. We conducted two word-naming experiments in which morphological complexity and word frequency were factorially manipulated. Experiment 1 was a cross-sectional study with 2nd-, 4th- and 6th-grade children as participants. In Experiment 2, a longitudinal study, a sample of the children in 2nd and 4th grades in Experiment 1 were retested with the same stimuli 2 years later in order to explore the evolution of morphology and frequency effects. Analyses of reading latencies and accuracy in both experiments showed that grade and frequency affected both reading fluency and accuracy. Morphology only affected fluency, irrespective of grade. In accordance with previous literature in Italian, we conclude that when learning to read in transparent orthographies, morphology mostly benefits reading fluency since accurate pronunciation can be achieved through grapheme-to-phoneme conversion rules.
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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 | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 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 | 0.000 |
| 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".