| Through this thesis, we aimed to replicate and extend the findings of Ng et al. (2022)
by examining memory for morphologically complex words presented in base-centric versus
affix-centric matrix formats, as well as a list control condition, among 4th and 5th grade students
with and without language-based learning disabilities (LBLD). We expanded the work to a
younger population and included students with identified learning challenges.
Methods: Using a 2x3x2 mixed analysis of variance (ANOVA), nine students with LBLD (per
parent report) and nine typically developing (TD) peers were assigned to one of three word
organization conditions: base-centric matrix, affix-centric matrix, or list format. Following
structured exposure to six sets of morphologically related words, participants completed an
immediate recall task, which was repeated to examine changes over time.
Results: Recall improved across time for all students. A significant interaction between time and
word organization indicated that gains were greatest in the base-centric condition. Contrary to
the original hypothesis, no differences emerged between student groups; both TD students and
those with LBLD demonstrated similar sensitivity to organizational structure.
Conclusion: These findings indicate that organizing morphologically related words around a base
enhances recall in intermediate grade students regardless of diagnostic status. The results support
the role of relational morphological organization in memory performance and contribute to
ongoing investigation of how structural principles may inform the design of morphology-based
literacy instruction.
Keywords: Morphology, LBLD, Dyslexia, Matrix, Word Recall |