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Journal articles on the topic 'Developmental error'

Author: Grafiati

Published: 3 June 2025

Last updated: 31 July 2025

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1

Solihat, Dadang, and Diah Novianti. "Error Analysis of Writing Verbs in Discussion Text." English Review: Journal of English Education 4, no. 1 (2015): 75. http://dx.doi.org/10.25134/erjee.v4i1.309.

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The objective of this study is to find out the error types of writing verbs in students‟ discussion texts and to identify the factors causing verb errors at the fourth semester students of English major in University of Kuningan. The subject of this study is 20 students. The limitation of the problem is to classify the students‟ errors based on Linville„s error types in writing verbs, there are subject-verb agreement errors, verb tense errors, and verb form errors. This research is using qualitative method by collecting data from documents, questionnaires, and interviews. The result showed tha

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2

Ramasari, Maria. "Students Pronounciation Error Made in Speaking for General Communication." Linguistic, English Education and Art (LEEA) Journal 1, no. 1 (2017): 37–48. http://dx.doi.org/10.31539/leea.v1i1.32.

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This qualitative research described students pronunciation error mostly appeared in speaking for general communication class. The participants were the first semester students. This research was descriptive method. It involved describing, analyzing, and interpreting of condition that existed. In collecting the data, the researcher used documentation. Based on the result of data analysis, it could be concluded that students made of three types of pronunciation error. The pronunciation errors were pre systematic error, systematic error, and post systematic error. Furthermore, the students domina

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Wijaya, Eka Anastasia, and I. Gede Astawa. "Error Analysis Performed by Tour and Travel Business Students as a Tour Guide." IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature 12, no. 2 (2025): 2603–16. https://doi.org/10.24256/ideas.v12i2.5245.

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Error as an inseparable part of English teaching and learning should be considered as a positive thing, since it could help in improving the teaching and learning process. Therefore, this study was conducted to analyze the error performed by the tour and travel business students in English class in the form of simulation. Framed within a qualitative design, this research used error classification theory by Thornbury. The findings showed that there are 5 lexical errors, 35 grammar errors, and 11 discourse errors performed by the students as a tour guide. It implied that lexical error is the lea

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Rispoli, Matthew. "A Developmental Psycholinguistic Approach to Pronoun Case Error." Journal of Speech, Language, and Hearing Research 42, no. 4 (1999): 1020–22. http://dx.doi.org/10.1044/jslhr.4204.1020.

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5

Zapf, Dieter, and James T. Reason. "Introduction: Human Errors and Error Handling." Applied Psychology 43, no. 4 (1994): 427–32. http://dx.doi.org/10.1111/j.1464-0597.1994.tb00838.x.

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M. Isa, Qudwatin Nisak, Risdaneva Risdaneva, and Affied Alfayed. "AN ANALYSIS OF ACEHNESE EFL STUDENTS’ GRAMMATICAL ERRORS IN WRITING RECOUNT TEXTS." Englisia Journal 5, no. 1 (2017): 41. http://dx.doi.org/10.22373/ej.v5i1.2301.

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This study aims at finding empirical evidence of the most common types of grammatical errors and sources of errors in recount texts written by the first-year students of SMAS Babul Maghfirah, Aceh Besar. The subject of the study was a collection of students’ personal writing documents of recount texts about their lives experience. The students’ recount texts were analyzed by referring to Betty S. Azar classification and Richard’s theory on sources of errors. The findings showed that the total number of error is 436. Two frequent types of grammatical errors were Verb Tense and Word Choice. The

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Van Dongen, Stefan, Willem Talloen, and Luc Lens. "High variation in developmental instability under non-normal developmental error: A Bayesian perspective." Journal of Theoretical Biology 236, no. 3 (2005): 263–75. http://dx.doi.org/10.1016/j.jtbi.2005.03.010.

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Saputra, Heru. "SURFACE STRATEGY TAXONOMY: ERROR ANALYSIS IN ACADEMIC WRITING." ETERNAL (English Teaching Journal) 13, no. 2 (2022): 226–35. http://dx.doi.org/10.26877/eternal.v13i2.12462.

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This research aimed at describing the types of errors and their sources produced by 25 students of the Academic Writing Class of the Talent Scouting Program at IAIN Salatiga. This research used a qualitative method using students' writing assignments as the data source. The Theory of Surface Strategy Taxonomy was used in the data analysis. In finding the source of error, the researcher used comparative analysis. This study found four types of errors, with a total of 29 errors, including the omission 17 times, misinformation 5 times, addition 5 times, and misordering 2 times. Meanwhile, four er

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GÖK, Şahin. "Contrastive error analysis of Turkish EFL learners in writing." International Journal of Language and Literary Studies 2, no. 4 (2020): 236–42. http://dx.doi.org/10.36892/ijlls.v2i4.429.

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The aim of this study is to find out to what extent Turkish EFL students make interlingual (interference) and intralingual (developmental) errors in writing at the university level. The mid-term and final examination papers of 50 Turkish EFL students were taken and their errors were categorized into interference and developmental errors. The results of our research have shown that they made a mean of %14.6 interference errors. Thus, this proportion does not confirm the contrastive analysis hypothesis claiming that all errors are due to the negative transfer from the mother tongue. On the other

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Putri Listiani, Alifvia, and Fika Megawati. "An Error Analysis on Past Tense in Recount Text Written by Lower Secondary School Students." International Social Sciences and Humanities 2, no. 1 (2022): 7–18. http://dx.doi.org/10.32528/issh.v2i1.127.

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Highlighting the importance of accuracy in grammar use, this study is interested to investigate the students’ error in English writing. Based on the preliminary study, the students seemed to have difficulty in conducting the sentences by using simple past. Therefore, this research explored more the errors on using simple past tense in writing recount text. The aim of this thesis was to know the types of error, to find out the dominant error, and to find out the sources of error. The research was a qualitative descriptive research. The subjects of this research were the thirty students of junio

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11

Robinson, William S. "Towards a Theory of Error." Teaching English in the Two-Year College 26, no. 1 (1998): 50–60. http://dx.doi.org/10.58680/tetyc19981803.

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Argues that, to deal effectively with sentence errors of basic writers, it is crucial to distinguish between what should be left alone and what can be productively marked and how it should be marked. Proposes a taxonomy of four sources of errors (knowledge, dialect, process, and developmental errors) and seven ways to address them.

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12

Imelda, Eva, Feti Karfiati, Maya Sari Wahyu, Irawati Irfani, Primawita Oktarima, and Sesy Caesarya. "Predictive Refractive Error Post Congenital and Developmental Cataract Surgery." Berkala Kedokteran 17, no. 2 (2021): 179. http://dx.doi.org/10.20527/jbk.v17i2.11702.

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Abstract: Cataract is one of the leading treatable causes of visual impairment in children. Visual rehabilitation is crucial for the development of good visual function after cataract surgery in children. The research aimd to describe post-operative Predictive Refractive Error (PRE) in congenital and developmental cataracts in Cicendo National Eye Hospital from January 2017 to December 2018. This is a retrospective analytic observational study from medical records. We found 107 eyes of 62 children with congenital and developmental cataracts had had cataract surgery and primary implantation of

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13

Cheon, Haein, Haerim Yu, and Soyeong Pae. "Text Reading Fluency Error Analysis of Korean 1st and 2nd Graders with Developmental Dyslexia considering Semantic Knowledge." Communication Sciences & Disorders 27, no. 3 (2022): 483–94. http://dx.doi.org/10.12963/csd.22908.

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Objectives: The purpose of this study was to investigate the characteristics of text reading fluency error analysis of Korean 1st and 2nd graders with developmental dyslexia considering semantic knowledge. Methods: Thirty developmental dyslexic children were divided into two groups of 15 children, one group with poor vocabulary and the other not. Both groups had similar word decoding abilities as determined by Korean Language based Reading Assessment (Pae, Kim, Yoon, & Jang, 2015). The children had normal intelligence and difficulties in reading. The task was the text taken from Korean Lan

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McMillen, Stephanie, Zenzi M. Griffin, Elizabeth D. Peña, Lisa M. Bedore, and Gary M. Oppenheim. "“Did I Say Cherry ?” Error Patterns on a Blocked Cyclic Naming Task for Bilingual Children With and Without Developmental Language Disorder." Journal of Speech, Language, and Hearing Research 63, no. 4 (2020): 1148–64. http://dx.doi.org/10.1044/2019_jslhr-19-00041.

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Purpose Using a blocked cyclic picture-naming task, we compared accuracy and error patterns across languages for Spanish–English bilingual children with and without developmental language disorder (DLD). Method Pictured stimuli were manipulated for semantic similarity across two (Same and Mixed) category contexts. Children's productions were scored off-line for accuracy, error frequency, and error type. Results Typically developing children were more accurate and produced fewer errors than their peers with DLD; however, this was moderated by task language and semantic context. Children were ge

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Steenbeek-Planting, Esther G., Wim H. J. van Bon, and Robert Schreuder. "Instability of word reading errors of typical and poor readers." Written Language and Literacy 20, no. 2 (2017): 147–69. http://dx.doi.org/10.1075/wll.00002.ste.

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Abstract We examined the instability of reading errors, that is whether a child reads the same word sometimes correctly and sometimes incorrectly, and whether typical readers differ in their instability from poor readers. With an interval of a few days, Dutch CVC words were read twice by typically developing first and second graders and reading-level matched poor readers. Error instability was considerable and second graders produced more unstable errors than first graders. Poor readers did not differ from typical readers, suggesting a developmental lag for poor readers. Of the word characteri

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Graham, John H. "Fluctuating Asymmetry and Developmental Instability, a Guide to Best Practice." Symmetry 13, no. 1 (2020): 9. http://dx.doi.org/10.3390/sym13010009.

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Best practices in studies of developmental instability, as measured by fluctuating asymmetry, have developed over the past 60 years. Unfortunately, they are haphazardly applied in many of the papers submitted for review. Most often, research designs suffer from lack of randomization, inadequate replication, poor attention to size scaling, lack of attention to measurement error, and unrecognized mixtures of additive and multiplicative errors. Here, I summarize a set of best practices, especially in studies that examine the effects of environmental stress on fluctuating asymmetry.

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Rafael, Agnes Maria Diana. "An Analysis on Pronunciation Errors Made By First Semester Students of English Department STKIP CBN." Loquen: English Studies Journal 12, no. 1 (2019): 1. http://dx.doi.org/10.32678/loquen.v12i1.1676.

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This study is conducted to find out the pronunciation errors made by the first semester students of English Education Department in STKIP CBN. In conducting the data, the researcher gave the pre-test to the informants, then; the researcher recorded the performances and transcribed the data. The secondary data was gathered from the interview. Based on the data analysis The researcher counted that there are nine types of errors pronunciation made by the subjects. The first error is the subjects substituted a vowel /æ/ and six consonants /kj/,/tʃ/,/ʃ/,/dʒ/ and /ʒ/ with Indonesian sounds. The seco

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Rafael, Agnes Maria diana. "An Analysis On Pronunciation Errors Made By First Semester Students Of English Education Department STKIP CBN." Jurnal Ilmiah Bina Bahasa 12, no. 1 (2019): 11–20. http://dx.doi.org/10.33557/binabahasa.v12i1.254.

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 Abstract :This study is conducted to find out the pronunciation errors made by the first semester students of English Education Department in STKIP CBN. In conducting the data, the researcher gave the pre-test to the informants, then; the researcher recorded the performances and transcribed the data. The secondary data was gathered from the interview. Based on the data analysis The researcher counted that there are nine types of errors pronunciation made by the subjects. The first error is the subjects substituted a vowel /æ/ and six consonants /kj/,/tʃ/,/ʃ/,/dʒ/ and /ʒ/ with Indonesian

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19

Little, Todd D., Keith F. Widaman, Roy Levy, Joseph Lee Rodgers, and Gregory R. Hancock. "Error, Error in My Model, Who’s the Fairest Error of Them All?" Research in Human Development 14, no. 4 (2017): 271–86. http://dx.doi.org/10.1080/15427609.2017.1370965.

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20

Smit, Ann Bosma. "Phonologic Error Distributions in the Iowa-Nebraska Articulation Norms Project." Journal of Speech, Language, and Hearing Research 36, no. 3 (1993): 533–47. http://dx.doi.org/10.1044/jshr.3603.533.

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The errors on consonant singletons made by children in the Iowa-Nebraska Articulation Norms Project (Smit, Hand, Freilinger, Bernthal, & Bird, 1990) were tabulated by age range and frequency. The prominent error types can usually be described as phonological processes, but there are other common errors as well, especially distortions of liquids and fricatives. Moreover, some of the relevant phonological processes appear to be restricted in the range of consonants or word-positions to which they apply. A metric based on frequency of use is proposed for determining that an error type is or i

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21

Ha, Seunghee. "Phonological Error Patterns in Subgroups of Speech Sound Disorders." Communication Sciences & Disorders 27, no. 3 (2022): 647–57. http://dx.doi.org/10.12963/csd.22924.

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Objectives: The purpose of this study was to investigate phonological error patterns from multisyllable words in subgroups of speech sound disorders (SSDs) classified by linguistic symptomatology, and to examine whether underlying deficits of each subgroup of SSDs could be identified through phonological error patterns. Methods: The 2-5-syllable words, which a total of 120 children with SSDs from 3 years to 9 years 11 months produced, were analyzed; and phonological error patterns were determined. Phonological error patterns were categorized into whole word error patterns, segmental (consonant

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22

Wagley, Neelima, Tyler K. Perrachione, Irina Ostrovskaya, et al. "Persistent Neurobehavioral Markers of Developmental Morphosyntax Errors in Adults." Journal of Speech, Language, and Hearing Research 62, no. 12 (2019): 4497–508. http://dx.doi.org/10.1044/2019_jslhr-19-00154.

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Purpose Child language acquisition is marked by an optional infinitive period (ages 2–4 years) during which children use nonfinite (infinitival) verb forms and finite verb forms interchangeably in grammatical contexts that require finite forms. In English, children's errors include omissions of past tense /– ed / and 3rd-person singular /– s /. This language acquisition period typically ends by the age of 4 years, but it persists in children with language impairments. It is unknown if adults still process optional infinitives differently than other kinds of morphosyntax errors. Method We compa

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Eppinger, Ben, Barbara Mock, and Jutta Kray. "Developmental differences in learning and error processing: Evidence from ERPs." Psychophysiology 46, no. 5 (2009): 1043–53. http://dx.doi.org/10.1111/j.1469-8986.2009.00838.x.

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Wiersema, Jan R., Jacob J. van der Meere, and Herbert Roeyers. "Developmental changes in error monitoring: An event-related potential study." Neuropsychologia 45, no. 8 (2007): 1649–57. http://dx.doi.org/10.1016/j.neuropsychologia.2007.01.004.

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Braet, Wouter, Katherine A. Johnson, Claire T. Tobin, et al. "Functional developmental changes underlying response inhibition and error-detection processes." Neuropsychologia 47, no. 14 (2009): 3143–51. http://dx.doi.org/10.1016/j.neuropsychologia.2009.07.018.

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Anggraini, Merliyani Putri, and Satria Adi Pradana. "Grammatical Errors Made by Eighth-Grade Students in Speaking English." English Education: Jurnal Tadris Bahasa Inggris 14, no. 1 (2021): 30–46. http://dx.doi.org/10.24042/ee-jtbi.v14i1.8712.

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This research primarily deals with grammatical error analysis. It describes the grammatical errors in speaking skills made by the eighth-grade students. The data of the study are the conversation of the students that are defined into ten groups. The grammatical errors are classified based on Comparative Taxonomy. They are; developmental errors, interlingual errors, ambiguous errors, and other errors. Besides classifying the errors, the research also discovers the sources of errors. A qualitative approach was employed to gather the data in this study. The result of this study shows that the stu

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Zhang, Huan. "Lexical richness development in Chinese second language writing: empirical research based on Cambodian Chinese learners." Chinese as a Second Language Research 10, no. 2 (2021): 183–206. http://dx.doi.org/10.1515/caslar-2021-2002.

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Abstract This study investigates the developmental features of lexical richness in Chinese compositions by Cambodian native speakers (n = 40) and the relationship between lexical richness and writing quality in Chinese Second Language (CSL) writing from three dimensions of lexical variation, lexical sophistication and lexical error rate.The results show that with the improvement of Chinese level, there are notable increases in lexical variation (p = 0.000 < 0.05) and lexical sophistication (p = 0.000 < 0.05). As for lexical errors, the overall lexical error rate is decreasing. Among whic

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Friedmann, Naama, and Aviah Gvion. "Letter Form as a Constraint for Errors in Neglect Dyslexia and Letter Position Dyslexia." Behavioural Neurology 16, no. 2-3 (2005): 145–58. http://dx.doi.org/10.1155/2005/635634.

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Does letter-form constrain errors in peripheral dyslexia? In Hebrew, 5 of the 22 letters have two different letter forms, one is used only when the letter occurs in word-final position, the other form is used in initial and middle positions. Is the information on final-forms encoded in the letter identity information and used for word identification, or is it discarded? The current research explored this question through the effect of final vs. non final letter form on the error pattern in neglect dyslexia (neglexia) and letter position dyslexia (LPD). Left word-based neglexia results in error

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Endlich, Darius, Tobias Richter, Peter Marx, et al. "Spelling Error Detection." Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie 52, no. 1-2 (2020): 25–40. http://dx.doi.org/10.1026/0049-8637/a000227.

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Abstract. The ability to spell words correctly is a key competence for educational and professional achievement. Economical procedures are essential to identifying children with spelling problems as early as possible. Given the strong evidence showing that reading and spelling are based on the same orthographic knowledge, error-detection tasks (EDTs) could be considered such an economical procedure. Although EDTs are widely used in English-speaking countries, the few studies in German-speaking countries investigated only pupils in secondary school. The present study investigated N = 1,513 chil

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INTAN AZUHRA, ISWADI, and Misnar. "THE ANALYSIS OF GRAMMATICAL ERROR MADE BY THE STUDENTS IN WRITING RECOUNT TEXT (A CASE STUDY OF SMA NEGERI 1 PEUSANGAN)." Journal of English Education and Social Science 2, no. 2 (2022): 30–40. http://dx.doi.org/10.51179/jeess.v2i2.1492.

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The research of an analysis of grammatical error made by the students in writing recount text has beendone at SMAN 1 Peusangan. It was begun from October 2 2020 until October 3 2020. The problem ofthis research is; What are the most common types of grammatical errors made by the students in writingrecount text. Based on the research problem, there is one purpose of the research, namely; to find outthe most common types of grammatical errors made by students in writing recount text. The scope ofthis research focused on the grammatical errors made by 1st grade students of SMAN 1 Peusangan inwrit

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Soncini, Annalisa, Emilio Paolo Visintin, Maria Cristina Matteucci, Carlo Tomasetto, and Fabrizio Butera. "Positive error climate promotes learning outcomes through students’ adaptive reactions towards errors." Learning and Instruction 80 (August 2022): 101627. http://dx.doi.org/10.1016/j.learninstruc.2022.101627.

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Walton, Julie H., and Karen E. Pollock. "Acoustic validation of vowel error patterns in developmental apraxia of speech." Clinical Linguistics & Phonetics 7, no. 2 (1993): 95–111. http://dx.doi.org/10.3109/02699209308985547.

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Klein, Christoph, and Burkhart Fischer. "Developmental fractionation and differential discrimination of the anti-saccadic direction error." Experimental Brain Research 165, no. 1 (2005): 132–38. http://dx.doi.org/10.1007/s00221-005-2324-8.

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Betz, Stacy K., and Carol Stoel‐gammon. "Measuring articulatory error consistency in children with developmental apraxia of speech." Clinical Linguistics & Phonetics 19, no. 1 (2005): 53–66. http://dx.doi.org/10.1080/02699200512331325791.

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Cotton, Sue M., David P. Crewther, and Sheila G. Crewther. "Measurement error: implications for diagnosis and discrepancy models of developmental dyslexia." Dyslexia 11, no. 3 (2005): 186–202. http://dx.doi.org/10.1002/dys.298.

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Velasco, Eugenia A. "Error Analysis of Interoffice Correspondence of Selected MSU Offices." Proceedings Journal of Interdisciplinary Research 2 (October 10, 2015): 42–47. http://dx.doi.org/10.21016/irrc.2015.ju16wf74o.

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The study attempted to perform an error analysis, that is to identify and analyze the linguistics errors found in the four (4) corpora of interoffice correspondence which consist of memorandums, special orders, cover letters, and endorsements of the three (3) selected offices of the Mindanao State University, Marawi City, namely, Office of the President, Office of the Vice-Chancellor for Academic Affairs, and the Graduate School during the calendar year 2005, 2006. This paper used the qualitative-descriptive method. To reveal the anticipated outcomes the inductive data analysis was employed. W

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Khan, Bhola. "Effects of developmental and non-developmental expenditure on economics growth of India: An error correction model approach." International Journal of Statistics and Applied Mathematics 8, no. 2 (2023): 01–08. http://dx.doi.org/10.22271/maths.2023.v8.i2a.938.

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Shriberg, Lawrence D., Frederic A. Gruber, and Joan Kwiatkowski. "Developmental Phonological Disorders III." Journal of Speech, Language, and Hearing Research 37, no. 5 (1994): 1151–77. http://dx.doi.org/10.1044/jshr.3705.1151.

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Prior articles in this series provide a descriptive profile of 178 children with developmental phonological disorders (Shriberg & Kwiatkowski, 1994) and predictive correlates of short-term speech-sound normalization in 54 children (Shriberg, Kwiatkowski, & Gruber, 1994). The present article reports findings from a study of 10 children with developmental phonological disorders whose progress was followed at least once yearly for 7 years. Analyses characterize the sequence, rates, and error patterns of long-term speech-sound normalization in relation to developmental perspectives on the

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Pearson, Deborah A., Laura S. Yaffee, Katherine A. Loveland, and Amy M. Norton. "Covert visual attention in children with attention deficit hyperactivity disorder: Evidence for developmental immaturity?" Development and Psychopathology 7, no. 2 (1995): 351–67. http://dx.doi.org/10.1017/s0954579400006556.

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AbstractShifts in covert visual attention were compared in children with and without Attention Deficit Hyperactivity Disorder (ADHD) to determine if children with ADHD have developmental immaturities in covert attention, relative to their non-ADHD peers. Children were told to orient attention to a central fixation point and were then cued, by both central and peripheral cues, to direct their attention to either the left or right peripheral fields. Following variable time intervals, the target appeared and reaction times and errors were recorded. Although performance of all subjects showed faci

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Lieberman, Philip, Robert H. Meskill, Mary Chatillon, and Helaine Schupack. "Phonetic Speech Perception Deficits in Dyslexia." Journal of Speech, Language, and Hearing Research 28, no. 4 (1985): 480–86. http://dx.doi.org/10.1044/jshr.2804.480.

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Adult developmental dyslexics showed deficits in the identification of the vowels of English when the sole acoustic cues were steady-state formant frequency patterns. Deficits in the identification of place of articulation of the English stop-consonants [b], [d] and [g] in syllable-initial position were also observed. The average vowel error rate was 29%. The average consonantal error rate was 22%. These error rates are significantly different from those of nondyslexic control groups (p < .01). No single deficit characterized the entire group of dyslexic subjects. The pattern of errors with

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Fruciano, Carmelo. "Measurement error in geometric morphometrics." Development Genes and Evolution 226, no. 3 (2016): 139–58. http://dx.doi.org/10.1007/s00427-016-0537-4.

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Wadhwani, Meenakshi, Sehzadi Malhotra, Dhulika Dhingra, et al. "Association of Disability Quotient with Ocular and Systemic Manifestations in Children with Developmental Delay." Delhi Journal of Ophthalmology 33, no. 4 (2023): 314–18. https://doi.org/10.4103/dljo.dljo_129_23.

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Aim: This study aims to study the various ocular and systemic manifestations in children with developmental delay (DD) and its association with development quotient. Materials and Methods: A total of 192 children between the age group of 1–5 years with DD were enrolled in the study at a pediatric care tertiary teaching hospital. All these children underwent detailed ocular and systemic examination along with psychometric development quotient calculation. Along with this, a detailed antenatal and postnatal history was also noted. Results: DD was more common in males and lower socioeconomic clas

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Shnyakin, P. G., P. G. Rudenko, A. V. Botov, and A. S. Loseva. "To the discussion of the problem of errors in neurosurgery. Literature review." Vestnik nevrologii, psihiatrii i nejrohirurgii (Bulletin of Neurology, Psychiatry and Neurosurgery), no. 2 (February 8, 2023): 92–101. http://dx.doi.org/10.33920/med-01-2302-02.

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Among all adverse perioperative events, medical error is one of the most serious, associated with possible complications for the patient, severe psychological trauma for the surgeon, and often with the involvement of the Investigative Committee in assessing the results of treatment. At the same time, among the researchers of this issue there is still no consensus on what exactly is meant by «medical error». In modern legal scientific publications, they often call for abandoning this term and using the concept of «negligence» for lawyers. It is all the more important in the professional communi

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Skeide, Michael A., Pierre-Louis Bazin, Robert Trampel, et al. "Hypermyelination of the left auditory cortex in developmental dyslexia." Neurology 90, no. 6 (2018): e492-e497. http://dx.doi.org/10.1212/wnl.0000000000004931.

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ObjectiveCortical malformations are documented postmortem in speech processing areas of the dyslexic human brain. The goal of this pilot study was to find out if such anatomic anomalies can be detected noninvasively and in vivo.MethodsWe developed a reconstruction of left perisylvian cortex profiles at a resolution of 400 μm using T1 data acquired with ultra-high-field MRI at 7T. Cortical thickness, myelinated cortical thickness, and layer-wise myelination were then compared in 6 men with developmental dyslexia and 6 healthy controls matched for age, sex, handedness, education level, and nonve

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Henkin, Roni, Roey Gafter, and Eihab Abu-Rabiah. "Assessing change in syntactic features of Hebrew written by native Arabic speakers: a longitudinal study." L1-Educational Studies in Language and Literature 23 (July 3, 2023): 1–19. http://dx.doi.org/10.21248/l1esll.2023.23.1.399.

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Much of the theorization in Second Language Acquisition is based on findings in unrelated language dyads, with English as L1 or L2. We focus on two closely related languages, Hebrew and Arabic. Hebrew is the majority language in Israel, taught in Arab minority schools mostly by L1 Arabic-speaking teachers. We explore the persistence of very common syntactic errors in Hebrew of Arab high-school students, and the correlation between persistence, interference and developmental errors. From a longitudinal corpus of Hebrew essays written by 22 Arab 11th graders, and a year later in 12th grade, the

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Radić, Irena. "The error analysis of tenses in the English written tests in first-grade students in the Traffic and Transport Engineering vocational High School in Zemun." Metodicka praksa 18, no. 2 (2018): 219–36. http://dx.doi.org/10.5937/metpra1802219r.

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Seeing that tenses in the English language are distributed and perceived differently from the Serbian ones, this paper deals with the error analysis of tenses in the written tests of the first graders in the Traffic and Transport Engineering High School. The aim of this research is to determine the types of mistake, their sources and causes. The first part of the paper deals with the theory about error analysis, error description, its explanation and detailed error classification and the methodology, whereas the second one focuses on the research itself, the analysis and interpretation of resu

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Kornev, Aleksandr N., and Ingrida Balčiūnienė. "Lexical and Grammatical Errors in Developmentally Language Disordered and Typically Developed Children: The Impact of Age and Discourse Genre." Children 8, no. 12 (2021): 1114. http://dx.doi.org/10.3390/children8121114.

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Persistent lexical and grammatical errors in children’s speech are usually recognized as the main evidence of language delay or language disorder. These errors are usually treated as a sign of a deficit in language competence. On the other hand, some studies have revealed the same kinds of grammatical errors in children with developmental language disorder (DLD) and in typically developed (TD) children. Quite often, DLD children use grammatical markers properly, but sometimes they do this erroneously. It has been suggested that the main area of the limitations in DLD children is language perfo

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Siddiqua, Tanzia. "Categorical Representation of Lexical Specification Errors: An Experimental Study at Tertiary Level." Dhaka University Journal of Linguistics 10, no. 20 (2018): 167–80. https://doi.org/10.70438/dujl/1020/0008.

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The research represents a categorical framework in understanding various lexical specification errors; i.e. morphological errors in the written discourse made by the learners at the tertiary level. In addition to that it looks into the nature of the learner language that studies those procedures of identifying, describing, explaining, and evaluating the occurred errors that are different than mistakes. To add to its certainty, it marks the hesitation points of the learners on different lexical errors. Thus, it presents not only the categories of the occurred errors but also clarifies if there

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Steuer, Gabriele, Gisela Rosentritt-Brunn, and Markus Dresel. "Dealing with errors in mathematics classrooms: Structure and relevance of perceived error climate." Contemporary Educational Psychology 38, no. 3 (2013): 196–210. http://dx.doi.org/10.1016/j.cedpsych.2013.03.002.

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Singh, Nirbhay N. "Effects of Two Error-Correction Procedures on Oral Reading Errors." Behavior Modification 14, no. 2 (1990): 188–99. http://dx.doi.org/10.1177/01454455900142005.

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