Date of Award

Spring 4-21-2020

Document Type

Honors Project

Degree Name

Bachelor of Arts


English, Linguistics, and Communication

Department Chair or Program Director

Richards, Gary

First Advisor

Parker, Judith

Major or Concentration



Dyslexia affects approximately 7-10% of the English-speaking population (Kalashnikova et al., 2019) and is a “persistent and unexplained difficulty in achieving accurate and/or fluent word recognition skills, despite adequate intelligence and opportunity” (Waldie et al., 2017, p. 29). Children at a familial risk for developing dyslexia may begin showing impairments in their literacy skills as early as the age of two, which often affects scholastic achievement, as children are expected to be proficient in their native language by five years old. Children with dyslexia face impairments in morphological awareness, the “explicit awareness and ability to manipulate and reflect upon the morphemic structure of words” (Law & Ghesquière, 2017, p.47), and lag behind their age-matched peers in developing reading and spelling accuracy. If children with dyslexia can be supported in their development of morphological awareness skills, then they may also show improvements in their ability to read and spell accurately.

Included in

Linguistics Commons