Abstract Difficulties in phonological processing and speech perception are associated with developmental dyslexia, but there is considerable diversity across people with developmental dyslexia (e.g., dyslexics with and without phonological difficulties). Phonological and morphological awareness are both known to play an important role in reading acquisition. Problems in morpho-phonological information processing could arguably be associated with developmental dyslexia, especially for Finnish, which is a rich morphologically language. We used MEG to study the connection between morpho-phonology in the Finnish language and familial risk for developmental dyslexia. We measured event-related fields (ERFs) of 22 pre-school children without risk and 18 children with familial risk for developmental dyslexia during a morphological task. Pairs of sentences consisting of a verb and its derived noun with the derivational suffix/–jA/and pairs of sentences consisting of a pseudo-verb and its pseudo-noun ending with the same suffix were presented to the participants. The derived nouns were also divided into correctly and incorrectly derived forms. Incorrectly derived forms contained an incorrect morpho-phonological change in the last vowel before the derivational suffix/-jA/. Both typically developing children and children at-risk for developmental dyslexia were sensitive to the morphological information, both in the case of real words and pseudowords, as shown by the sensor level analysis and cluster-based permutation tests for the responses to the morphologically correct vs. incorrect contrast. The groups showed somewhat different response patterns to this contrast. However, no significant differences were found in the between-group differences. No significant differences emerged between typically developing children and children at-risk for developmental dyslexia neither for real words nor for pseudowords. Overall, these findings suggest that pre-school children with and without risk for developmental dyslexia are already sensitive to the processing of morpho-phonological information before entering school.

中文翻译：

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具有和不具有家族性阅读障碍风险的学龄前儿童的形态加工动态

摘要 语音处理和言语感知方面的困难与发展性阅读障碍有关，但发展性阅读障碍患者（例如，有或没有语音困难的阅读障碍）存在相当大的差异。众所周知，语音和形态意识在阅读习得中都起着重要作用。形态语音信息处理中的问题可以说与发展性阅读障碍有关，尤其是芬兰语，这是一种丰富的形态语言。我们使用 MEG 来研究芬兰语的形态语音学与发展性阅读障碍的家族风险之间的联系。我们在形态学任务中测量了 22 名没有风险的学龄前儿童和 18 名有发展性阅读障碍家族风险的儿童的事件相关领域 (ERF)。向参与者展示了由动词及其派生名词组成的句子对，并带有派生后缀/-jA/，以及由伪动词及其伪名词以相同后缀结尾的句子对。派生名词也分为正确派生形式和错误派生形式。不正确的派生形式在派生后缀 /-jA/ 之前的最后一个元音中包含不正确的形态语音变化。典型发育儿童和有发育性阅读障碍风险的儿童都对形态信息敏感，无论是在真实词还是伪词的情况下，如传感器级别分析和基于聚类的排列测试所示，对形态正确与. 不正确的对比。各组对这种对比表现出有些不同的反应模式。然而，组间差异无显着差异。正常发育的儿童和有发展性阅读障碍风险的儿童之间没有出现显着差异，无论是真词还是伪词。总体而言，这些研究结果表明，无论有无发育性阅读障碍风险的学龄前儿童，在入学前都已经对形态语音信息的处理很敏感。