Derivational morphology and spelling in dyslexia

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Using Multiple Measures of Morphological Awareness to Assess its Relation to Reading (2013, background): “Several other investigators have used production tasks that required students to define (e.g., Jeon, 2011; Tsesmeli & Seymour, 2006), read (e.g., Carlisle, 2000), or spell multimorphemic words (e.g., Apel et al., 2012; Kirk & Gillon, 2007).”
A Comprehensive Definition of Morphological Awareness: Implications for Assessment (2014, methodology): “Some researcher-developed production tasks have included definition tasks (e.g., Apel et al., 2013; Casalis, Cole, & Sopo, 2004; Jeon, 2011; Tsesmeli & Seymour, 2006).”
A Synthesis of Morphology Interventions and Effects on Reading Outcomes for Students in Grades K–12 (2008, background): “Similar to ﬁndings in word identiﬁcation, adolescents with dyslexia misspell signiﬁcantly more words than normally developing younger students matched by reading ability (Tsesmeli & Seymour, 2006).”