The goal of this study was to investigate the development of mental lexicon organization among typical and dyslexic native Arabic readers. The participants included 271 students, divided into dyslexic readers, age-matched typical readers, and typical readers 2 years younger. The lexical status of root and pattern morphemes was examined using two priming paradigms: masked priming and the cross-modal immediate repetition task. We conducted two visual lexical decision tasks (Experiment 1 for verb pattern, Experiment 3 for verb roots), and two auditory decision tasks (Experiment 2 for verb pattern, Experiment 4 for verb roots). In the visual tasks, the participants were asked to decide whether a visual stimulus was a real word or not by pressing the laptop keyboard’s “yes” or “no” button. The auditory experiments were conducted similarly to the visual experiments, except that the stimuli were auditory, to clarify the locus of the morphological deficit observed in the visual test of the dyslexic students, should there be such failures. Analysis of Experiment 1 showed that verb patterns are not lexical entities with a role in organizing the mental lexicon among typical and dyslexic readers of different ages. However, Experiment 3 indicated that roots do indeed constitute lexical entities with a role in organizing the mental lexicon among normal and dyslexic readers of different ages. In Experiment 2, the auditory-morpho priming effect in the word pattern test was stronger among dyslexic and young readers than among more skilled readers, and contributed to speeding up lexical decisions more than its quality, among all research groups. In Experiment 4, the auditory-morpho priming effect in the root test was stronger than the visual effect among all participants, and contributed to hastening lexical decisions and improving the quality of the answers (success percentage). The results showed that roots contribute to the reading process. However, their contribution is different among dyslexic readers. Its construction is slower and different from that of typical readers, whereas word patterns have no lexical representation among the three reader groups that are likely to facilitate lexical decisions. The results are discussed with reference to the latest research literature on morpheme type (root or pattern).

本研究的目的是调查典型和诵读困难的阿拉伯语母语读者心理词汇组织的发展。参与者包括271名学生，分为阅读障碍读者、年龄匹配的典型读者和2岁以下的典型读者。使用两种启动范式检查词根和模式语素的词汇状态：掩蔽启动和跨模态立即重复任务。我们进行了两个视觉词汇决策任务（实验 1 用于动词模式，实验 3 用于动词词根）和两个听觉决策任务（实验 2 用于动词模式，实验 4 用于动词词根）。在视觉任务中，参与者被要求通过按下笔记本电脑键盘的“是”或“否”按钮来确定视觉刺激是否是真实的单词。听觉实验与视觉实验类似，除了刺激是听觉的，以澄清在阅读障碍学生的视觉测试中观察到的形态缺陷的轨迹，如果有这样的失败。对实验 1 的分析表明，动词模式不是词汇实体，在组织不同年龄的典型和阅读障碍读者的心理词汇方面发挥作用。然而，实验 3 表明词根确实构成了词汇实体，在组织不同年龄的正常和阅读障碍读者的心理词汇方面发挥了作用。在实验 2 中，单词模式测试中的听觉形态启动效应在阅读障碍和年轻读者中比在技术熟练的读者中更强，并且在所有研究组中对加快词汇决策的贡献大于对质量的贡献。在实验 4 中，词根测试中的听觉形态启动效应在所有参与者中都强于视觉效应，并有助于加快词汇决策和提高答案的质量（成功率）。结果表明，词根有助于阅读过程。然而，他们对阅读障碍读者的贡献是不同的。它的构建速度较慢且与典型阅读器不同，而单词模式在可能有助于词汇决策的三个阅读器组之间没有词汇表示。参考最新的语素类型（词根或模式）研究文献对结果进行了讨论。并有助于加快词汇决策和提高答案的质量（成功百分比）。结果表明，词根有助于阅读过程。然而，他们对阅读障碍读者的贡献是不同的。它的构建速度较慢且与典型阅读器不同，而单词模式在可能有助于词汇决策的三个阅读器组之间没有词汇表示。参考最新的语素类型（词根或模式）研究文献对结果进行了讨论。并有助于加快词汇决策和提高答案的质量（成功百分比）。结果表明，词根有助于阅读过程。然而，他们对阅读障碍读者的贡献是不同的。它的构建速度较慢且与典型阅读器不同，而单词模式在可能有助于词汇决策的三个阅读器组之间没有词汇表示。参考最新的语素类型（词根或模式）研究文献对结果进行了讨论。而单词模式在可能有助于词汇决策的三个读者群体中没有词汇表示。参考最新的语素类型（词根或模式）研究文献对结果进行了讨论。而单词模式在可能有助于词汇决策的三个读者群体中没有词汇表示。参考最新的语素类型（词根或模式）研究文献对结果进行了讨论。