Relevant bibliographies by topics / De orthographia

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  2. Dissertations / Theses
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  4. Book chapters
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Academic literature on the topic 'De orthographia'

Author: Grafiati
Published: 4 June 2021
Last updated: 9 February 2022

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Journal articles on the topic "De orthographia"

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Hesketh, Glynn, and R. C. Johnston. "Orthographia Gallica." Modern Language Review 86, no. 2 (April 1991): 446. http://dx.doi.org/10.2307/3730582.

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Zeguers, M. H. T., P. Snellings, H. M. Huizenga, and M. W. van der Molen. "Time course analyses of orthographic and phonological priming effects during word recognition in a transparent orthography." Quarterly Journal of Experimental Psychology 67, no. 10 (October 2014): 1925–43. http://dx.doi.org/10.1080/17470218.2013.879192.

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In opaque orthographies, the activation of orthographic and phonological codes follows distinct time courses during visual word recognition. However, it is unclear how orthography and phonology are accessed in more transparent orthographies. Therefore, we conducted time course analyses of masked priming effects in the transparent Dutch orthography. The first study used targets with small phonological differences between phonological and orthographic primes, which are typical in transparent orthographies. Results showed consistent orthographic priming effects, yet phonological priming effects were absent. The second study explicitly manipulated the strength of the phonological difference and revealed that both orthographic and phonological priming effects became identifiable when phonological differences were strong enough. This suggests that, similar to opaque orthographies, strong phonological differences are a prerequisite to separate orthographic and phonological priming effects in transparent orthographies. Orthographic and phonological priming appeared to follow distinct time courses, with orthographic codes being quickly translated into phonological codes and phonology dominating the remainder of the lexical access phase.
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Paulesu, Eraldo, Rolando Bonandrini, Laura Zapparoli, Cristina Rupani, Cristina Mapelli, Fulvia Tassini, Pietro Schenone, Gabriella Bottini, Conrad Perry, and Marco Zorzi. "Effects of Orthographic Consistency on Bilingual Reading: Human and Computer Simulation Data." Brain Sciences 11, no. 7 (June 30, 2021): 878. http://dx.doi.org/10.3390/brainsci11070878.

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English serves as today’s lingua franca, a role not eased by the inconsistency of its orthography. Indeed, monolingual readers of more consistent orthographies such as Italian or German learn to read more quickly than monolingual English readers. Here, we assessed whether long-lasting bilingualism would mitigate orthography-specific differences in reading speed and whether the order in which orthographies with a different regularity are learned matters. We studied high-proficiency Italian-English and English-Italian bilinguals, with at least 20 years of intensive daily exposure to the second language and its orthography and we simulated sequential learning of the two orthographies with the CDP++ connectionist model of reading. We found that group differences in reading speed were comparatively bigger with Italian stimuli than with English stimuli. Furthermore, only Italian bilinguals took advantage of a blocked presentation of Italian stimuli compared to when stimuli from both languages were presented in mixed order, suggesting a greater ability to keep language-specific orthographic representations segregated. These findings demonstrate orthographic constraints on bilingual reading, whereby the level of consistency of the first learned orthography affects later learning and performance on a second orthography. The computer simulations were consistent with these conclusions.
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Biggs, Frederick M. "‘Ausculto praecepta magistri’ in Bede’s De orthographia." Revue Bénédictine 127, no. 2 (December 2017): 217–19. http://dx.doi.org/10.1484/j.rb.5.114637.

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Mari, Tommaso. "An Emendation in Cassiodorus, De orthographia 6.31." Mnemosyne 68, no. 3 (April 24, 2015): 494–97. http://dx.doi.org/10.1163/1568525x-12341674.

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PRICE, G. "Review. Orthographia gallica. Johnston, R. C. (ed.)." French Studies 48, no. 1 (January 1, 1994): 86. http://dx.doi.org/10.1093/fs/48.1.86.

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ESCUDERO, PAOLA. "Orthography plays a limited role when learning the phonological forms of new words: The case of Spanish and English learners of novel Dutch words." Applied Psycholinguistics 36, no. 1 (January 2015): 7–22. http://dx.doi.org/10.1017/s014271641400040x.

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ABSTRACTSome previous studies have shown that the availability of orthographic information leads to positive effects for second language (L2) phonology, while others document negative effects. In this paper, we examine the role of orthography on novel spoken-word learning by comparing word pairs that differed in most or all of their segments (nonminimal pairs) and those that only differed in one phoneme (minimal pairs) that was considered easy or difficult to discriminate. We tested the performance of learners whose native languages have transparent orthographies as well as learners with opaque orthographies. Our findings show that regardless of linguistic background and native orthographic system, availability of orthographic information during word learning did not have an effect on nonminimal pairs or perceptually easy minimal pairs. However, it had a positive effect on two minimal pairs that had the highest accuracy among the seven perceptually difficult ones, indicating that orthography only helped contrasts that were relatively easy to discriminate. The implications of these findings for L2 teaching and for future directions within L2 phonology are discussed.
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Goswami, Usha, Jean Emile Gombert, and Lucia Fraca de Barrera. "Children's orthographic representations and linguistic transparency: Nonsense word reading in English, French, and Spanish." Applied Psycholinguistics 19, no. 1 (January 1998): 19–52. http://dx.doi.org/10.1017/s0142716400010560.

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AbstractThree experiments were conducted to compare the development of orthographic representations in children learning to read English, French, or Spanish. Nonsense words that shared both orthography and phonology at the level of the rhyme with real words (cake-dake, comic-bomic), phonology only (cake-daik, comic-bommick), or neither (faish, ricop) were created for each orthography. Experiment I compared English and French children's reading of nonsense words that shared rhyme orthography with real words (dake) with those that did not (daik). Significant facilitation was found for shared rhymes in English, with reduced effects in French. Experiment 2 compared English and French children's reading of nonsense words that shared rhyme phonology with real words (daik) with those that did not (faish). Significant facilitation for shared rhyme phonology was found in both languages. Experiment 3 compared English, French, and Spanish children's reading of nonsense words (dake vs. faish) and found a significant facilitatory effect of orthographic and phonological familiarity for each language. The size of the familiarity effect, however, was much greater in the less transparent orthographies (English and French). These results are interpreted in terms of the level of phonology that is represented in the orthographic recognition units being developed by children who are learning to read more and less transparent orthographies.
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Roberts, David. "A tone orthography typology." Written Language and Literacy 14, no. 1 (February 17, 2011): 82–108. http://dx.doi.org/10.1075/wll.14.1.05rob.

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Discussions about tone orthography have long been hampered by imprecise terminology. This article aims to bring clarity by means of an explicit typology composed of six parameters. Each parameter is defined by a choice: domain, target, symbol, position, density, and depth. The orthographer assesses each typological aspect individually, while always bearing in mind that the six parameters together generate a complex matrix of responses. The result is a precise and informative character profile for any Roman script tone orthography. Keywords: typology; tone; orthography; orthographic depth
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Georgiou, Georgios P. "How Do Speakers of a Language with a Transparent Orthographic System Perceive the L2 Vowels of a Language with an Opaque Orthographic System? An Analysis through a Battery of Behavioral Tests." Languages 6, no. 3 (July 11, 2021): 118. http://dx.doi.org/10.3390/languages6030118.

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Background: The present study aims to investigate the effect of the first language (L1) orthography on the perception of the second language (L2) vowel contrasts and whether orthographic effects occur at the sublexical level. Methods: Fourteen adult Greek learners of English participated in two AXB discrimination tests: one auditory and one orthography test. In the auditory test, participants listened to triads of auditory stimuli that targeted specific English vowel contrasts embedded in nonsense words and were asked to decide if the middle vowel was the same as the first or the third vowel by clicking on the corresponding labels. The orthography test followed the same procedure as the auditory test, but instead, the two labels contained grapheme representations of the target vowel contrasts. Results: All but one vowel contrast could be more accurately discriminated in the auditory than in the orthography test. The use of nonsense words in the elicitation task eradicated the possibility of a lexical effect of orthography on auditory processing, leaving space for the interpretation of this effect on a sublexical basis, primarily prelexical and secondarily postlexical. Conclusions: L2 auditory processing is subject to L1 orthography influence. Speakers of languages with transparent orthographies such as Greek may rely on the grapheme–phoneme correspondence to decode orthographic representations of sounds coming from languages with an opaque orthographic system such as English.
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Dissertations / Theses on the topic "De orthographia"

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Araújo, Carla Jamille Cerqueira de. "Contribuições dos estudos em orthographia para a pedagogia." Faculdade de Educação, 2014. http://repositorio.ufba.br/ri/handle/ri/24030.

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A sensação de impotência diante dos erros ortográficos dos alunos atrelada à indefinição no ensino da ortografia, vivida e também presenciada na fala do outro, motivaram a pesquisa com que se projetou responder sobre as contribuições dos estudos em ortografia para a Pedagogia, de modo a contribuir com o trabalho didático dprofessores em relação a esse aspecto da língua escrita. Para tanto, desenvolveu-se uma pesquisa de caráter exploratório, em que se procedeu a um levantamento deestudosteóricos e metodológicosrelacionados ao objeto em estudo, no Brasil, sem desconsiderar a perspectiva histórica sob o objeto, buscando reunir informações, em literatura específica,quanto ao ensino da ortografia, elucidar questões teóricas relevantes e repensar o tratamento dado ao ensino, com vistas a devolver a escrita ortográfica à escola com um tom mais humano, dado que ela é constituída socialmente. As análises das opiniões do que historicamente vêm sendo registradas e as compreensões efetivadas mostraram que o ensino da ortografia assume novo formato, reflexivo, que nega um ensino pautado na repetição e memorização, e que cabe ao professor, sujeito responsável por lhe darsentido, difundiresse novo tratamento pedagógico do ensino da escrita ortográfica.
Resumen La sensación de impotencia frente a los errores ortográficos de los alumnos concomitante a la indefinición en la enseñanza de la ortografía, vivida y también presenciada en el habla del otro, motivaron la investigación con que se proyectó responder sobre las contribuciones de los estudios en ortografía para la pedagogía, de modo a contribuir con el trabajo didáctico de profesores en relación a ese aspecto de la lengua escrita. Para esto, se desarrolló una investigación de carácter exploratorio, en la que se procedió a un análisis bibliográfico deestudios teóricos y metodológico relacionado al objeto de estudio, en Brasil, sin desconsiderar la perspectiva histórica sobre el objeto, buscando reunir informaciones cuanto a la enseñanza de la ortografía, elucidar cuestiones teóricas relevantes y repensar el tratamiento dado a la enseñanza, con vistas a devolver a la escritura ortográficaa la escuela con un color más humano, dado que ella es socialmente constituida. Los análisis de las opiniones que históricamente se han registrado y los entendimientos realizados mostraron que la enseñanza de la ortografía asume nuevo formato, reflexivo, que niegauna enseñanza basada en la repetición y memorización, y que cabe al profesor, sujeto responsable por darles sentido, dar voz y vez a ese nuevo tratamiento pedagógico en la enseñanza de la ortografía.
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Chambon, Laurence. "Les traités orthographiques latins (IIe-VIIIe siècles) : historique, traduction, commentaire." Lyon 2, 2008. http://theses.univ-lyon2.fr/documents/lyon2/2008/chambon_l.

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Le présent travail consiste en une traduction des traités orthographiques latins de Térentius Scaurus, Vélius Longus, Caper, Agroecius, Cassiodore, Martyrius, Bède et Alcuin, allant du 2ème au 8ème siècles p. -C. , à partir des textes édités par H. Keil, dans le volume 7 des grammatici latini, avec une indication des différences trouvées dans les éditions postérieures de certains de ces traités. Cette traduction s’accompagne de notes de commentaires sur certains points nécessitant un éclaircissement. Elle est précédée d’une introduction historique replaçant ces traités de orthographia dans le temps, de l’apparition du langage à celle de la notion d’orthographe et par extension des traités orthographiques. Puis, après avoir abordé quelques pistes possibles d’études et de commentaires sur la présence du grec et du christianisme, nous avons montré que ces traités sont les témoins de l’évolution d’un genre bien précis, celui des traités orthographiques latins, et par là même de l’évolution du latin et de sa place dans la société, pour finir par une perspective jusqu’à nos jours sur la place du latin et de l’orthographe
The present work consists of a translation of the latin orthographic treaties of Terentius Scaurus, Velius Longus, Caper, Agroecius, Cassiodore, Martyrius, Bede and Alcuin, going of the 2nd in 8th centuries p. C. , from texts edited by H. Keil, in the volume 7 of the grammatici latini, with an indication of the differences found in the later editions of some of these treaties. This translation is accompanied by notes of comments on certain points requiring a clarification. It is preceded by a historic introduction replacing these treaties de orthographia in the time, of the appearance of the language to the one of the notion of orthography and by extension to the one of the orthographic treaties. Then, having approached some possible tracks of studies and comments on the presence of Greek and Christianity, we showed that these treaties are the witnesses of the evolution of a very definite type, the one of the latin orthographic treaties, and there even the evolution of Latin and of his place in the society, to finish by a perspective until our days on the place of the Latin and the orthography
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Pinho, Maria Isabel Carrilho Prates. "Orthographia de Madureira Feijó: edição e estudo de aspectos lexicográficos." Master's thesis, Universidade de Aveiro, 2006. http://hdl.handle.net/10773/4976.

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Mestrado em Estudos Portugueses
Este trabalho tem por objecto a Orthographia de João de Morais Madureira Feijó, nomeadamente a sua edição em formato digital e um estudo dos aspectos lexicográficos. Na primeira parte concede-se particular atenção à informação metaortográfica e ao corpus lexicográfico do glossário de “Erros communs da pronunciaçam do vulgo, com as suas emendas em cada letra”. Integra uma nota bibliográfica do autor, a estrutura e a caracterização da obra, aspectos da teorização metaortográfica de Feijó, as fontes da informação e os traços tipológicos da parte dicionarística. Na segunda parte do trabalho apresenta-se o texto da Orthographia, fixado a partir da primeira edição (1734).
This work is mostly related to the Orthographia of João de Morais Madureira Feijó, namely the edition in digital format and the study of lexicographic aspects. In the first part of this work it is given particular attention to the metaortographic information and to the lexicographic corpus of the glossary of “Erros communs da pronunciaçam do vulgo, com as suas emendas em cada letra”. It includes a bibliographic note of the author, the structure and the description of his work, aspects of the metaortographic theory of Feijó, the sources and the typological features of the lexicographic part. In the second part of this work it is presented the text of Orthographia, which had the first edition (1734) as support.
Ce travail a pour objet l’Orthographia de João de Morais Madureira Feijó, notamment son édition digitalisée et une étude des aspects lexicographiques. Dans la première partie, on accorde spéciale attention à l’information métaorthographique et au corpus lexicographique du glossaire d’ “Erros communs da pronunciaçam do vulgo, com as suas emendas em cada letra”. On y intègre une annotation biobibliographique de l’auteur, la structure et la caractérisation de l’oeuvre, les aspects de la théorisation méta-orthographique de Feijó, les sources de l’information et les traits typologiques de la partie dictionnairistique. Dans la seconde partie du travail, on présente le texte de Orthographia, défini ayant pour référence la première édition (1734).
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Zheltukhin, Alexander. "Orthographic codes and code-switching : a study in 16th century Swedish orthography /." Stockholm : Almqvist & Wiksell, 1996. http://catalogue.bnf.fr/ark:/12148/cb37164838m.

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Chen, Hsin-Chin. "Mapping orthographic and phonological neighborhood density effects in visual word recognition in two distinct orthographies." [College Station, Tex. : Texas A&M University, 2007. http://hdl.handle.net/1969.1/ETD-TAMU-1365.

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Orefice, Marzia. "Pattern geometrici nell’architettura antica: il caso del vestibolo ottagonale di Villa Adriana." Master's thesis, Alma Mater Studiorum - Università di Bologna, 2019.

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L’architettura romana è l’unica ad avere un testo scritto, il De Architectura, giunto fino a noi, che ci permette di analizzare e comprendere come questo popolo costruiva i propri edifici. Il presente studio di tesi vuole analizzare le metodologie di progettazione e costruzione adottate dai Romani durante il periodo imperiale per approfondire le forme che caratterizzano le loro costruzioni. A tal fine sarà di fondamentale importanza comprendere le innovazioni che questo popolo ha portato nel campo architettonico. La tesi nasce come continuazione ed approfondimento di studi già effettuati da altri ingegneri e architetti che si sono impegnati in queste analisi su Villa Adriana. Nello specifico il caso studio ha interessato il Vestibolo Ottagonale di accesso a Piazza d’Oro. Si è partiti dall'analisi storica ricercando le varie informazioni inerenti a costruzioni del periodo Adrianeo e precedente, in modo da comprendere al meglio le sequenze evolutive. Inseguito sono state analizzate le ricerche effettuate all’interno della Villa stessa, concentrandosi soprattutto sull’ambiente limitrofo al Vestibolo, ovvero la Piazza. È stato di fondamentale importanza, inoltre, studiare il pensiero architettonico di Vitruvio espresso nel De Architectura, e da questo sono state effettuate delle ipotesi di progettazione. Il fine di tale studio è dunque ipotizzare e cercare di verificare quali sono i pattern geometrici utilizzati per la progettazione della pianta del Vestibolo, se questi corrispondono a quelli utilizzati nell’alzato, e se sono proporzionali a quelli esterni di Pazza d’Oro.
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Beltz, Brandon C. "Revisiting orthographic similarity." Fairfax, VA : George Mason University, 2009. http://hdl.handle.net/1920/4545.

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Thesis (Ph.D.)--George Mason University, 2009.
Vita: p. 119. Thesis director: Christopher T. Kello. Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Psychology. Title from PDF t.p. (viewed June 10, 2009). Includes bibliographical references (p. 114-118). Also issued in print.
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Pattamadilok, Chotiga. "Orthographic effects on speech processing: studies on the conditions of occurrence." Doctoral thesis, Universite Libre de Bruxelles, 2006. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/210766.

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My doctoral research addressed two questions regarding the influence of orthographic knowledge on speech processing. First, I attempted to identify the locus of the orthographic effects observed in spoken word recognition tasks in which the orthographic consistency and the congruency between the phonological and orthographic representations of the stimuli were manipulated. Several studies provided converging results suggesting that only phonological representations activated at lexical or postlexical processing levels are affected by orthographic knowledge, while those activated at prelexical levels are not. However, the lexical processing level is not the only factor that determines the occurrence and/or the size of the orthographic effects. Regardless of the processing level tapped by the task, the characteristics of the material and the way in which participants perform the tasks also play an important role. Second, I examined the generality of the orthographic effects both in the suprasegmental domain and in the operation of working memory. Overall, the results showed orthographic effects in both situations./La question de l’influence des connaissances orthographiques sur le traitement de la parole a été abordée sous différents angles à travers les études menées dans le cadre de ma thèse de doctorat. Plus précisément, le locus des effets orthographiques a été examiné dans des tâches de reconnaissance de la parole grâce à une manipulation de la consistance orthographique et de la congruence entre les représentations phonologique et orthographique des stimuli. Les résultats obtenus convergent pour indiquer que seules les représentations phonologiques activées dans les situations qui exigent un traitement lexical et/ou post-lexical sont affectées par les représentations orthographiques. Cependant, l’occurrence et/ou la magnitude des effets orthographiques obtenus semblent dépendre également des caractéristiques du matériel et de la manière dont les participants effectuent la tâche. La question de la généralité des effets orthographiques a aussi été abordée :les effets orthographiques ont été démontrés d’une part dans le domaine suprasegmental (sur le ton lexical) et, d’autre part, dans le fonctionnement de la mémoire de travail.
Doctorat en sciences psychologiques
info:eu-repo/semantics/nonPublished
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Jurish, Bryan. "Finite-state canonicalization techniques for historical German." Phd thesis, Universität Potsdam, 2011. http://opus.kobv.de/ubp/volltexte/2012/5578/.

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This work addresses issues in the automatic preprocessing of historical German input text for use by conventional natural language processing techniques. Conventional techniques cannot adequately account for historical input text due to conventional tools' reliance on a fixed application-specific lexicon keyed by contemporary orthographic surface form on the one hand, and the lack of consistent orthographic conventions in historical input text on the other. Historical spelling variation is treated here as an error-correction problem or "canonicalization" task: an attempt to automatically assign each (historical) input word a unique extant canonical cognate, thus allowing direct application-specific processing (tagging, parsing, etc.) of the returned canonical forms without need for any additional application-specific modifications. In the course of the work, various methods for automatic canonicalization are investigated and empirically evaluated, including conflation by phonetic identity, conflation by lemma instantiation heuristics, canonicalization by weighted finite-state rewrite cascade, and token-wise disambiguation by a dynamic Hidden Markov Model.
Diese Arbeit behandelt Themen der automatischen Vorverarbeitung historischen deutschen Textes für die Weiterverarbeitung durch konventionelle computerlinguistische Techniken. Konventionelle Techniken können historischen Text wegen des hohen Grads an graphematischer Variation in solchem Text ohne eine solche Vorverarbeitung nicht zufriedenstellend behandeln. Variation in der historischen Rechtschreibung wird hier als Fehlerkorrekturproblem oder "Kanonikalisierungsaufgabe" behandelt: ein Versuch, jedem (historischen) Eingabewort eine eindeutige extante Äquivalente zuzuordnen; so können konventionelle Techniken ohne weitere Modifikation direkt auf den gelieferten kanonischen Formen arbeiten. Verschiedene Methoden zur automatischen Kanonikalisierung werden im Rahmen dieser Arbeit untersucht, unter anderem Konflation durch phonetische Identität, Konflation durch Lemma-Instanziierungsheuristiken, Kanonikalisierung durch eine Kaskade gewichteter endlicher Transduktoren, und Disambiguiierung von Konflationskandidaten durch ein dynamisches Hidden Markov Modell.
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Trajano, Marlete Sousa Milhome CarrÃ. "Aprendizagem de ortografia: uso de atividade sistemÃtica e atividades reflexivas voltadas para alunos dos anos finais do Ensino Fundamental." Universidade Federal do CearÃ, 2015. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=16032.

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CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel Superior
Este trabalho apresenta o resultado de uma pesquisa sobre a eficÃcia do uso de uma estratÃgia tradicional e uma estratÃgia reflexiva no processo de aprendizagem de ortografia desenvolvidas em oitavo ano do Ensino Fundamental II, de escola pÃblica estadual localizada, no municÃpio de Fortaleza. Quando convidados a usarem a lÃngua materna escrita na variaÃÃo padrÃo, os alunos apresentam dificuldades de compreensÃo das normas ortogrÃficas. Em consequÃncia disto foram propostas duas intervenÃÃes: uma que privilegia a estratÃgia sistemÃtica tradicional, o treino ortogrÃfico, e outra que privilegia a reflexÃo e explicitaÃÃo do pensamento, intitulada de sequÃncia didÃtica. Sendo assim, a proposta deste trabalho à investigar, por comparaÃÃo, os processos de apropriaÃÃo das convenÃÃes escritas. As atividades propostas tiveram como foco as inadequaÃÃes ortogrÃficas motivadas pela correspondÃncia irregular dos grafemas âsâ, âxâ e âzâ na representaÃÃo do fonema /z/. Essas inadequaÃÃes, para este estudo, sÃo consideradas construtivas e importantes para o processo de aprendizagem, pois a partir delas o presente estudo, seguindo procedimentos qualitativos e quantitativos, toma como objetivos centrais da pesquisa: a) descrever e analisar as inadequaÃÃes motivadas pela correspondÃncia irregular que se verificam entre as letras e os sons do sistema ortogrÃfico; b) avaliar os efeitos de uma atividade sistemÃtica e de atividades reflexivas sobre a performance ortogrÃficas dos alunos. Com carÃter descritivo e base interpretativa, esta pesquisa delineia-se no modelo experimental justificado pela utilizaÃÃo de dois grupos: um grupo controle e um grupo experimental. Inicialmente foi aplicado um ditado diagnÃstico inicial para a observaÃÃo da quantidade de ocorrÃncia da inadequaÃÃo referida, em seguida foram aplicados um treino ortogrÃfico com o gruo controle e atividades reflexivas para o grupo experimental, finalmente foi aplicado outro ditado diagnÃstico, com as mesmas palavras, em que se verificou o desenvolvimento da escrita apÃs as estratÃgias referidas. Os resultados das duas estratÃgias revelam uma influÃncia positiva das duas abordagens para a ampliaÃÃo dos conhecimentos ortogrÃficos dos alunos, embora as atividades reflexivas tenham se mostrado mais eficazes.
This work shows the results of a research on the efficacy of the use of a traditional strategy and a reflective strategy concerning the orthographic learning process. The research was conducted in a public school in Fortaleza with eighth grade students, specifically, who were invited to write using their native language in a formal register but showed difficulty in understanding the ortographic rules. Because of this result, two intervention acts were proposed: orthographic training, which is a traditional systematic strategy; and didact sequence, which draws attention to reflection and clarification of thought. By means of comparison, we aim to examine the processes of appropriation of writing conventions. The proposed activities focused on inadequate spellings motivated by irregularities on the correspondence between graphemes âsâ, âxâ, âzâ and the phoneme /z/. In our research, these inadequacies are constructive and important to the learning process once they helped us establish our main goals, following qualitative and quantitative procedures. In this sense, our work aims to: a) describe and analyse inadequacies motivated by irregularities on the correspondence between letters and sounds from the orthographic system; b) evaluate the effects of systematic activities and reflective ones concerning the spelling performance of those eighth grade students. Our investigation is descriptive, has an interpretative basis and is delineated by the experimental model, which justifies the division of two groups: a control group and an experimental group. Initially, a dictation activity was done as an initial diagnosis allowing us to observe the quantity of those inadequacies previously mentioned. Then, the control group did an orthographic training activity while the experimental group did reflective activities. Finally, another diagnostic dictation activity with the same words was applied, enabling us to verify the writing development after the referred strategies have been applied. The results of both strategies have shown a positive influence of both approaches, meaning that studentsâ knowledge about spelling has been increased, although reflective activities have been shown to be more effective.
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Books on the topic "De orthographia"

1

Paolo, Pellegrini, ed. Orthographia. Messina: Centro interdipartimentale di studi umanistici, 2010.

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Alcuin. De orthographia. Firenze: SISMEL edizioni del Galluzzo, 1997.

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Marta, Di Napoli, ed. Velii Longi De orthographia. Hildesheim: Weidmann, 2011.

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Katsaros, Vyrōn G. Phōnētikē graphē, ē, "orthographia". Chalantri: V.G. Katsaros, 2005.

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cent, Volpe Niccolò 15th, ed. L' orthographia di Giovanni Tortelli. Messina: Centro interdipartimentale di studi umanistici, 2006.

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Neoellēnikē orthographia: Historia, theōria, epharmogē. Thessalonikē: Aristoteleio Panepistēmio Thessalonikēs, Institouto Neoellēnikon Spoudōn, 2008.

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Federico, Biddau, ed. Q. Terentii Scavri de orthographia. Hildesheim: Weidmann, 2008.

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Vera, Alvaro Ferreira de. ORTHOGRAPHIA OV MODO PARA ESCREVER. São Paulo: Paulistana, 2009. http://dx.doi.org/10.4322/85-99829-04-1.

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Nebrija, Antonio de. Reglas de orthographia en la lengua castellana. Murcia: Nebrija V Centenario, 1992.

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Patrizia, Stoppacci, ed. De orthographia: Tradizione manoscritta, fortuna, edizione critica. Firenze: SISMEL edizioni del Galluzzo, 2010.

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Book chapters on the topic "De orthographia"

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Luelsdorff, Philip A. "Orthographic Complexity and Orthography Acquisition." In Learning, Keeping and Using Language, 353–78. Amsterdam: John Benjamins Publishing Company, 1990. http://dx.doi.org/10.1075/z.lkul1.25lue.

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Dürscheid, Christa. "Orthographie." In Einführung in die Schriftlinguistik, 180–223. Wiesbaden: VS Verlag für Sozialwissenschaften, 2002. http://dx.doi.org/10.1007/978-3-322-92514-5_6.

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Geva, Esther, and Dale Willows. "Orthographic Knowledge is Orthographic Knowledge is Orthographic Knowledge." In The Varieties of Orthographic Knowledge, 359–80. Dordrecht: Springer Netherlands, 1994. http://dx.doi.org/10.1007/978-94-017-3492-9_11.

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Rutkowska, Hanna, and Paul Rössler. "Orthographic Variables." In The Handbook of Historical Sociolinguistics, 211–36. Chichester, UK: John Wiley & Sons, Ltd, 2012. http://dx.doi.org/10.1002/9781118257227.ch12.

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Yarwood, A. "Orthographic Projection." In Work Out Graphic Communication GCSE, 33–49. London: Macmillan Education UK, 1988. http://dx.doi.org/10.1007/978-1-349-10242-6_3.

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Becker, Tabea. "12. Orthographie." In Sprachdiagnostik Deutsch als Zweitsprache, edited by Stefan Jeuk and Julia Settinieri, 277–98. Berlin, Boston: De Gruyter, 2019. http://dx.doi.org/10.1515/9783110418712-012.

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Angell, Ian O. "Orthographic Projections." In Advanced Graphics with the IBM Personal Computer, 170–88. London: Macmillan Education UK, 1985. http://dx.doi.org/10.1007/978-1-349-07338-2_9.

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Davies, B. L., A. J. Robotham, and A. Yarwood. "Orthographic projection." In Computer-aided Drawing and Design, 139–66. Dordrecht: Springer Netherlands, 1991. http://dx.doi.org/10.1007/978-94-011-3074-5_6.

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Rathnam, K. "Orthographic Projections." In A First Course in Engineering Drawing, 73–101. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-5358-0_5.

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Stone, Lyn. "Orthographic mapping." In Spelling for Life, 1–5. 2nd ed. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003125686-1.

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Conference papers on the topic "De orthographia"

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Karpava, Sviatlana, and Elena Kkese. "Acoustic-orthographic interface in L2 phonology by L1 Cypriot-Greek speakers." In 11th International Conference of Experimental Linguistics. ExLing Society, 2020. http://dx.doi.org/10.36505/exling-2020/11/0026/000441.

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The present study investigated the acoustic-orthographic interface in the phonology of L2 English by L1 Cypriot-Greek (CG) speakers. Seventy L1 CG undergraduate students completed a written dictation task, which examined how contrastive English vowels and consonants on word-level are perceived by CG and how the use of L2 affects these perceptions based on the different phoneme inventories and orthographies of CG and English. The findings suggest that there is an effect of L1 CG phonological and orthographic systems on L2 English vowel and consonant sound perception and written production.
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Smirnov, Yury V. "Typing circumflexes in search box in multilingual digital dictionaries (as exemplified by the digital abbreviation dictionary and 25 European languages)2." In Twenty Fourth International Conference "Information technologies, computer systems and publications for libraries". Russian National Public Library for Science and Technology, 2020. http://dx.doi.org/10.33186/978-5-85638-231-9-2020-101-104.

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Entering circumflexes which are lacking on Russian and English language keyboard traditionally used in Russia is rather incovenient. As the example, the interface of digital abbreviation dictionary comprising 25 languages is described; the additional symbol bar is used for the purpose. Special attention is given to the features of the Modern Greek language where, along with circumflex input problem, the problems of orthography (two literary forms in use, orthographic complexities) are faced. The solution as appears in the abbreviations digital dictionary is presented. The author concludes that user-friendly solution for entering lacking symbols has to be found.
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Chernova, D. A., S. V. Alexeeva, and N. A. Slioussar. "WHAT DO WE LEARN FROM MISTAKES: PROCESSING DIFFICULTIES WITH FREQUENTLY MISSPELLED WORDS." In International Conference on Computational Linguistics and Intellectual Technologies "Dialogue". Russian State University for the Humanities, 2020. http://dx.doi.org/10.28995/2075-7182-2020-19-147-159.

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Even if we know how to spell, we often see words misspelled by other people — especially nowadays when we constantly read unedited texts on social media and in personal messages. In this paper, we present two experiments showing that the incidence of orthographic errors reduces the quality of lexical representations in the mental lexicon—even if one knows how to spell a word, repeated exposure to incorrect spellings blurs its orthographical representation and weakens the connection between form and meaning. As a result, it is more difficult to judge whether the word is spelled correctly, and — more surprisingly — it takes more time to read the word even when there are no errors. We show that when all other factors are balanced the effect of misspellings is more pronounced for the words with lower frequency. We compare our results with the only previous study addressing the problem of misspellings’ influence on the processing of correctly spelled words — it was conducted on the English data. It may be interesting to explore this issue in a cross-linguistic perspective. In this study, we turn to Russian, which differs from English by a more transparent orthography. Much larger corpora of unedited texts are available for English than for Russian, but, using a different way to estimate the incidence of misspellings, we obtained similar results and could also make some novel generalizations. In Experiment 1 we selected 44 words that are frequently misspelled and presented in two conditions (with or without spelling errors) and were distributed across two experimental lists. For every word, participants were asked to determine whether it is spelled correctly or not. The frequency of the word and the relative frequency of its misspelled occurrences significantly influenced the number of incorrect responses: not only it takes longer to read frequently misspelled words, it is also more difficult to decide whether they are spelled correctly. In Experiment 2 we selected 30 words from the materials of Experiment 1 and for every selected word, we found a pair that is matched for length and frequency, but is rarely misspelled due to its orthographic transparency. We used a lexical decision task, presenting these 60 words in the correct spelling, as well as 60 nonwords. We used LMMs for statistics. Firstly, the word type factor was significant: it takes more time to recognize a frequently misspelled word, which replicates the results obtained for English. Secondly, the interaction between the word type factor and the frequency factor was significant: the effect of misspellings was more pronounced for the words of lower frequency. We can conclude that high frequency words have more robust representations that resist blurring more efficiently than low frequency ones. Finally, we conducted a separate analysis showing that the number of incorrect responses in Experiment 1 correlates with RTs in Experiment 2. Thus, whether we consciously try to find an error or simply read words orthographic representations blurred due to exposure to frequent misspellings make the task more difficult.
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Atkinson, Colin, Dietmar Stoll, and Christian Tunjic. "Orthographic Service Modeling." In 2011 15th IEEE International Enterprise Distributed Object Computing Conference Workshops (EDOCW). IEEE, 2011. http://dx.doi.org/10.1109/edocw.2011.20.

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Zhao, Hong, and Yong Se Kim. "A Computer Aided Visual Reasoning Tool for Missing View Problems." In ASME 1994 Design Technical Conferences collocated with the ASME 1994 International Computers in Engineering Conference and Exhibition and the ASME 1994 8th Annual Database Symposium. American Society of Mechanical Engineers, 1994. http://dx.doi.org/10.1115/detc1994-0076.

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Abstract The ability of an engineer to visualize and reason about geometric aspects of physical objects and processes is crucial in the success of engineering activities. The paper presents the development of a prototype visual reasoning system which aims at increasing engineering students’ visual reasoning capabilities. Specifically we take the missing view problem which requires students to construct any valid solid and a corresponding missing orthographic view when they are given two orthographic views. Sweeping operations, which are the reverse procedure of orthographic projection, are used to solve missing view problems by forming the boundary faces of a solid from the loops of orthographic views. This geometric operation forms a primary user interface of the system in visually reasoning about the construction of 3-D solid given the constraints by two orthographic views.
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Atkinson, Colin, and Christian Tunjic. "Criteria for Orthographic Viewpoints." In the 2nd Workshop. New York, New York, USA: ACM Press, 2014. http://dx.doi.org/10.1145/2631675.2631680.

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Pesti, Peter, Jeremy Elson, Jon Howell, Drew Steedly, and Matt Uyttendaele. "Low-cost orthographic imagery." In the 16th ACM SIGSPATIAL international conference. New York, New York, USA: ACM Press, 2008. http://dx.doi.org/10.1145/1463434.1463465.

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Jones, Brian. "Texture maps from orthographic video." In ACM SIGGRAPH 97 Visual Proceedings: The art and interdisciplinary programs of SIGGRAPH '97. New York, New York, USA: ACM Press, 1997. http://dx.doi.org/10.1145/259081.259248.

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Yencken, Lars, and Timothy Baldwin. "Measuring and predicting orthographic associations." In the 22nd International Conference. Morristown, NJ, USA: Association for Computational Linguistics, 2008. http://dx.doi.org/10.3115/1599081.1599212.

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Bureeva, Sofya A., and Olga V. Yeletskaya. "Specificity of linguistic prerequisites for mastering the skill of writing in school children with dysorphography." In Особый ребенок: Обучение, воспитание, развитие. Yaroslavl state pedagogical university named after К. D. Ushinsky, 2021. http://dx.doi.org/10.20323/978-5-00089-474-3-2021-133-141.

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The article presents the analysis of the research of linguistic abilities in the 5th grade school children with dysorphography in the set of phonemic, lexical, grammatical components, sense of languageand linguistic thinking. The author considers the current level of formation of orthographic writing skill among pupils and defines the correlation between the level of linguistic abilities maturity and the state of orthographic writing skill.
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Reports on the topic "De orthographia"

1

Dukart, Carla. A Comparison of Speech Intelligibility Measures between Unsophisticated Listener Judgements and Orthographic Transcription. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.7130.

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Mowe, Kristi. Comparison of Intelligibility Estimation and Orthographic Transcription Methods by Preprofessional Speech-Language Pathologists. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.7262.

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Kanatani, Ken-Ichi. Analysis of Structure and Motion from Optical Flow. Part 1. Orthographic Projection. Revision. Fort Belvoir, VA: Defense Technical Information Center, June 1985. http://dx.doi.org/10.21236/ada171612.

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Sugarman, Nancy. A Comparison Between Trained Ear Estimation and Orthographic Transcription When Measuring Speech Intelligibility of Young Children. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6659.

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