Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Concept Videos

Components of Language01:24

Components of Language

888
Language, whether spoken, signed, or written, consists of specific components: lexicon and grammar. The lexicon is the vocabulary of a language, comprising its words. Grammar is the set of rules used to convey meaning through the lexicon. For example, English grammar adds “-ed” to most verbs to indicate past tense. Words are formed by combining phonemes, which are the basic sound units of a language. Different languages have different sets of phonemes (e.g., “ah” vs.
888
Complementation Tests00:49

Complementation Tests

6.4K
A complementation test is a simple cross to identify whether the two mutations are located on the same gene or different genes. It was first performed by Edward Lewis in the 1940s while working on fruit flies. He developed the test to identify the location and arrangement of different mutations on chromosomes.
Organisms heterozygous for different mutations are crossed pairwise in all combinations. If present on different genes, the mutations can complement each other by providing the missing...
6.4K
Language Development01:22

Language Development

1.0K
Children master language quickly and with relative ease, supported by both biological predisposition and reinforcement. B. F. Skinner (1957) proposed that language is learned through reinforcement, while Noam Chomsky (1965) argued that language acquisition mechanisms are biologically determined.
The critical period for language acquisition suggests that the ability to acquire language is at its peak early in life. As people age, this proficiency decreases. Language development begins very...
1.0K
Schemas01:42

Schemas

12.5K
A schema is a mental construct consisting of a cluster or collection of related concepts (Bartlett, 1932). There are many different types of schemata, and they all have one thing in common: schemata are a method of organizing information that allows the brain to work more efficiently. When a schema is activated, the brain makes immediate assumptions about the person or object being observed.
12.5K
Parseval's Theorem01:18

Parseval's Theorem

1.3K
Parseval's theorem is a fundamental concept in signal processing and harmonic analysis. It asserts that for a periodic function, the average power of the signal over one period equals the sum of the squared magnitudes of all its complex Fourier coefficients. This theorem, named after Marc-Antoine Parseval, provides a powerful tool for analyzing the energy distribution in signals.
Interestingly, Parseval's theorem also holds for the trigonometric form of the Fourier series, which expresses a...
1.3K
Hückel's Rule Diagram of π MOs: Frost Circle01:08

Hückel's Rule Diagram of π MOs: Frost Circle

6.2K
The Frost circle or the inscribed polygon method is a graphical method for determining the relative energies of π molecular orbitals (MOs) for planar, fully conjugated, and monocyclic compounds. This method was first described by A. A. Frost and Boris Musulin in 1953.
A Frost circle is constructed by drawing a polygon whose number of edges is equal to the number of carbons of the given cyclic system, with one of the vertices pointing down. Then, a circle is drawn enclosing the polygon so that...
6.2K

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

Correction: Defining dyslexia: 2025 revision.

Annals of dyslexia·2026
Same author

Defining dyslexia: 2025 revision.

Annals of dyslexia·2026
Same author

Invisible Print? Reading Skill Predicts Children's Learning of Novel Spoken Words.

Infant and child development·2026
Same author

Evaluating the Relative Importance of Seven Language Screening Measures: A Preliminary Investigation.

Language, speech, and hearing services in schools·2025
Same author

Revisiting the definition of dyslexia.

Annals of dyslexia·2024
Same author

Reading and Math Achievement in Children With Dyslexia, Developmental Language Disorder, or Typical Development: Achievement Gaps Persist From Second Through Fourth Grades.

Journal of learning disabilities·2022
Same journal

On the relationship between word reading ability and spelling ability.

Reading and writing·2025
Same journal

Handwriting in primary school: comparing standardized tests and evaluating impact of grapho-motor parameters.

Reading and writing·2025
Same journal

Between-word processing and text-level skills contributing to fluent reading of (non)word lists and text.

Reading and writing·2025
Same journal

Evaluating the structural and predictive validity of a derivational morphology task with struggling adult readers.

Reading and writing·2024
Same journal

Examining the Heterogeneous Early Literacy Profiles of First-Grade Students Who Are English Learners.

Reading and writing·2024
Same journal

Longitudinal Predictors of Word Reading for Children with Williams Syndrome.

Reading and writing·2023
See all related articles

Related Experiment Video

Updated: Mar 18, 2026

Using Eye Movements to Evaluate the Cognitive Processes Involved in Text Comprehension
06:49

Using Eye Movements to Evaluate the Cognitive Processes Involved in Text Comprehension

Published on: January 10, 2014

28.3K

Morphosyntax in Poor Comprehenders.

Suzanne M Adlof1, Hugh W Catts2

  • 1University of South Carolina.

Reading and Writing
|July 12, 2016
PubMed
Summary
This summary is machine-generated.

Children with poor reading comprehension show grammatical weaknesses, particularly in morphosyntax. These findings suggest early morphosyntax assessments could identify children at risk for reading difficulties.

Keywords:
grammarmorphologyoral languagepoor comprehenderssyntax

More Related Videos

Eye-tracking to Distinguish Comprehension-based and Oculomotor-based Regressive Eye Movements During Reading
05:54

Eye-tracking to Distinguish Comprehension-based and Oculomotor-based Regressive Eye Movements During Reading

Published on: October 18, 2018

6.8K
Examining Online Syntactic Processing of Spoken Complex Sentences in Chinese Using Dual-Modal Interference Tasks
08:32

Examining Online Syntactic Processing of Spoken Complex Sentences in Chinese Using Dual-Modal Interference Tasks

Published on: September 5, 2019

6.0K

Related Experiment Videos

Last Updated: Mar 18, 2026

Using Eye Movements to Evaluate the Cognitive Processes Involved in Text Comprehension
06:49

Using Eye Movements to Evaluate the Cognitive Processes Involved in Text Comprehension

Published on: January 10, 2014

28.3K
Eye-tracking to Distinguish Comprehension-based and Oculomotor-based Regressive Eye Movements During Reading
05:54

Eye-tracking to Distinguish Comprehension-based and Oculomotor-based Regressive Eye Movements During Reading

Published on: October 18, 2018

6.8K
Examining Online Syntactic Processing of Spoken Complex Sentences in Chinese Using Dual-Modal Interference Tasks
08:32

Examining Online Syntactic Processing of Spoken Complex Sentences in Chinese Using Dual-Modal Interference Tasks

Published on: September 5, 2019

6.0K

Area of Science:

  • Linguistics
  • Developmental Psychology
  • Education

Background:

  • Poor comprehenders (PCs) exhibit reading comprehension deficits despite adequate word reading skills.
  • Known oral language weaknesses in PCs include semantics and higher-level language, but morphosyntax is less understood.

Purpose of the Study:

  • To investigate morphosyntactic skills in fourth-grade PCs compared to typically developing readers (TDs).
  • To clarify the linguistic profile of PCs, specifically examining grammatical abilities.

Main Methods:

  • Utilized three experimental tasks focusing on finiteness marking to assess morphosyntax.
  • Administered standardized assessments of phonological memory, vocabulary, and broader language skills.

Main Results:

  • PCs demonstrated significant weaknesses in morphosyntax compared to TDs across all tasks.
  • PCs also showed deficits in other oral language areas, excluding phonological memory (nonword repetition).

Conclusions:

  • Language weaknesses in PCs extend to grammar, not solely explained by semantic factors.
  • Morphosyntax, particularly finiteness marking, may serve as an early indicator for identifying children at risk for reading comprehension difficulties.