Relevant bibliographies by topics / Graphophonemic

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  1. Journal articles
  2. Dissertations / Theses

Academic literature on the topic 'Graphophonemic'

Author: Grafiati
Published: 5 June 2025
Last updated: 2 August 2025

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Journal articles on the topic "Graphophonemic"

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Ehri, Linnea C., and Alison G. Soffer. "Graphophonemic Awareness: Development in Elementary Students." Scientific Studies of Reading 3, no. 1 (1999): 1–30. http://dx.doi.org/10.1207/s1532799xssr0301_1.

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Skibbe, Lori E., and Dorit Aram. "Maternal Writing Support for Kindergartners With Cerebral Palsy and Its Relations to Early Literacy Skills." Journal of Special Education 52, no. 1 (2017): 29–38. http://dx.doi.org/10.1177/0022466917738763.

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Twenty kindergartners (eight boys) with cerebral palsy (CP) and their mothers engaged in a writing activity that required dyads to compose a grocery list containing four items together. Maternal writing supports were observed, including graphophonemic mediation (i.e., support for letter–sound correspondence) and printing mediation (i.e., guidance on letter choice and form). Mothers described their home literacy practices, and children’s early literacy skills were assessed. Mothers reported engaging in many literacy activities with their children. They also provided variable levels of printing
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LIFENGO, DIMANCHE LINGOSO. "A STRESSO-GRAPHOPHONEMIC ANALYSIS OF MAJOR ENGLISH PATTERNS PRONUNCIATIONS." INTERNATIONAL JOURNAL OF RESEARCH IN EDUCATION HUMANITIES AND COMMERCE 05, no. 03 (2024): 122–33. http://dx.doi.org/10.37602/ijrehc.2024.5308.

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Congolese EFL Learners face various problems in acquiring English pronunciations in general. On the one hand they are at loss when to relate the way English is written –orthography and pronounced (sounds) , since, for them, this relationship is irregular, chaotic and illogic. On the other hand, they face similar difficulties in stressing accurately the words they encounter, since English stress is varying and shifting. This paper attempts to re-examine such typical Congolese students’ pronunciation problems from a bases on a new global approach involving a triangular analysis of the phenomenon
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Connelly, Vincent. "Graphophonemic awareness in adults after instruction in phonic generalisations." Learning and Instruction 12, no. 6 (2002): 627–49. http://dx.doi.org/10.1016/s0959-4752(01)00034-2.

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SOUZA, Ducirlândia Ferraz de, and Ronei GUARESI. "THE INFLUENCE OF WORD FREQUENCY ON GRAPHONEMIC CONVERSION TIME." Boletim de Conjuntura (BOCA) 15, no. 45 (2023): 48–70. https://doi.org/10.5281/zenodo.8323158.

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This research is part of a set of studies about reading processing in the initial grades of formal education. The theme is justified by the urgent need to qualify literacy practices in Brazilian education. Particularly, we sought to answer the following question: is it possible to observe the effect of word frequency in the oral reading of students in the initial classes of fundamental education, considering time and accuracy of graphophonemic conversion? For this, the objective was to investigate, both in isolated words and in the text, the effect of the frequency of words and pseudowords on
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Kouri, Theresa A., Carrie A. Selle, and Sarah A. Riley. "Comparison of Meaning and Graphophonemic Feedback Strategies for Guided Reading Instruction of Children With Language Delays." American Journal of Speech-Language Pathology 15, no. 3 (2006): 236–46. http://dx.doi.org/10.1044/1058-0360(2006/022).

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Nowacka, Marta A. "Back to Orthoepia – Spelling in Pronunciation Instruction: “Words Commonly Mispronounced” by Learners of Six L1s." Research in Language 16, no. 4 (2018): 451–70. http://dx.doi.org/10.2478/rela-2018-0022.

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This is a continuation of Nowacka’s (2016) study on the importance of local and global errors and spelling in pronunciation instruction. Unlike in the previous research that focused on the performance of Polish learners only, respondents of six different nationalities are included, in search of some cross-national universals or absence of them. This study seeks to answer the following questions: whether there is a need to focus on spelling in a pronunciation course with learners representing six different L1s and if this is the case which graphophonemic / phonotactic rules of English should be
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Detey, Sylvain, and Isabelle Racine. "Learning to read liaison in French as a Foreign Language." French liaison in second language acquisition / La liaison en français langue étrangère 10, no. 1 (2019): 96–116. http://dx.doi.org/10.1075/lia.17020.det.

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AbstractMany of the studies devoted to the acquisition of liaison in French as a foreign language have been carried out with advanced learners, whose first languages were often typologically close to French, and typically without much consideration to the graphophonemic dimension, which is an essential part of the learning process. In this article, we provide a brief overview of the linguistic and contextual factors in the acquisition of liaison by Japanese learners of French in Japan, with a particular focus on the connection between literacy and phonological skills. We then present initial r
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Harrison, Gina Louise. "Error Analyses and the Cognitive or Linguistic Influences on Children’s Spelling: Comparisons Between First- and Second-Language Learners." Canadian Journal of Applied Linguistics 24, no. 3 (2021): 79–97. http://dx.doi.org/10.37213/cjal.2021.31345.

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A collection of cognitive, linguistic, and spelling measures were administered to third- grade English L1 and L2 learners. To capture formative assessments of children’s developing mental graphemic representations (MGRs), spelling errors in isolation were subjected to analysis across three metrics: (1) Phonological constrained; (2) Visual- Orthographic; and (3) Correct Letter Sequences. There were no group differences on the cognitive or spelling accuracy measures, but L1 learners achieved higher scores than L2 on linguistic measures of vocabulary and syntactic knowledge. Analyses across the s
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Kouri, Theresa A. "Phonogram and word decoding patterns in children with developmental language disorders: Evidence for protracted periods of graphophonemic decoding." Journal of Communication Disorders 84 (March 2020): 105974. http://dx.doi.org/10.1016/j.jcomdis.2020.105974.

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Dissertations / Theses on the topic "Graphophonemic"

1

Frerichs, Linda C. "Examining First-Graders' Construction of Knowledge of Graphophonemic and Orthographic Relationships: Reading and Writing Student-Selected Continuous Text." Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc278985/.

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The purpose of this study was to examine first-graders' construction of knowledge of graphophonemic and orthographic relationships. Three levels of treatment were assigned randomly to three groups of first-graders in their first semester of first grade. Treatment varied in student engagement with reading and writing texts based on student interests and in the amount of interaction students had with one another and the researcher as they read, wrote, and examined words, word patterns, and graphophonemic relationships. The study was based on a quasi-experimental nonequivalent control group desig
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