Happy #morphememonday!

This is the first Monday of October and October is Dyslexia Awareness Month. 

Dyslexia is a language-based specific learning disability that affects at least one in ten students. An individual with dyslexia has unexpected difficulty learning how to read and spell.  

If you would like to read more information about dyslexia, please refer to the International Dyslexia Association’s website.

I have been to several presentations where the presenter begins their discussion of dyslexia by breaking it down into its morphemes.

This week’s post is going to focus on the three morphemes found in dyslexia.

Origin: Greek

Definition: bad, difficulty with

Examples: dysgraphia, dysentery, dyskenesia dysentery, dystrophy, dysplasia

<dys> + <gen> + <ic> = dysgenic

<dys> + <ton> + <ia> = dystonia

<dys> + <funct> + <ion> = dysfunction

<dys> + <rhythm> + <ia> = dysrhythmia

  • This prefix is one that is typically found in technical terms for conditions. It may be best to teach this prefix in context to older students.

Origin: Greek

Definition: word

Examples: lexigraphy, lexicologist, lexicalize, lexeme, lexiconophonist, lexis

<dys> + <lex> + <ic> = dyslexic

<a> + <lex> + <ia> = alexia

<para> + <lex> + <ia> = paralexia

<lex> + <i> + <cal>= lexical

<hyper> + <lex> + <ic> = hyperlexic

  • <lex> is technically a Greek combining form
  • <lex> is often followed by the connector vowel <i> in words to smooth the transition between the /x/ and the next consonant.
  • This combining form is often found in technical terms and is one that can be taught in context to older students.

Origin: Greek & Latin

Definition: derived from, related to

Examples: aphasia, echolalia, schizophrenia, regalia, hypochondria, bacteria

<dys> + <graph> + <ia> = dysgraphia

<hyper> + <lex> + <ia> = hyperlexia

<Arab> + <ia> = Arabia

<a> + <phas> + <ia> = aphasia

<med> + <ia> = media

  • This suffix can be found in words from a variety of topics, so students will benefit from explicit teaching of it.
  • When teaching this to students, ask them if they can come up with an explanation as to how the word came to be. For example, the Columbia river was named after the explorer Christopher Columbus.  Instead of being called the Columbus River, the suffix <ia> was added to form the base element, Christopher Columbus’ last name to create the word Columbia.

Last week, September 30, 2019, the morphemes were the prefix <semi>, the root <phobia> and the suffix <er>.

Next week, October 14, 2019, the morphemes will be the prefix <sub>, the root <photo> and the suffix <y>.

Be sure to check out more graphics for these morphemes on our Facebook, InstagramPinterest, and Twitter pages.

If there is anything we can do or post to help you learn more about the importance of morphological awareness (or any other topic for that matter) please send an email to blog@garfortheducation.com

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