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Journal articles on the topic 'Graphophonemic'

Author: Grafiati

Published: 5 June 2025

Last updated: 2 August 2025

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1

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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2

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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4

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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7

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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10

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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11

Aprile, Luigi. "NEW EMPIRICAL RESULTS OF SOME PROCESSES HIGHLIGHTED IN THE DEVELOPMENT OF LEXICAL ABILITIES IN 8 TO 11-12 YEAR OLDS." International Journal of Developmental and Educational Psychology. Revista INFAD de Psicología. 1, no. 1 (2016): 181. http://dx.doi.org/10.17060/ijodaep.2015.n1.v1.255.

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We have verified the hypothesis claiming the presence of less advanced cognitive processes in the development of lexical abilities, in primary school children. The empirical data was gathered from a sample of 472 third grade students, 495 fourth grade students and 521 fifth grade students, with an approximate male-female gender balance; students belong to a middle range of socio-economic and cultural backgrounds, and do not present learning, reading, or writing disabilities or difficulties. The study was conducted in a two-phase experimental design. The first phase saw the gathering of word de

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Marquez, Nakita Ani Guckert, and Dalva Maria Alves Godoy. "O impacto do desenvolvimento da consciência fonológica na aprendizagem da leitura de jovens e adultos." Linguarum Arena 13 (2022): 119–32. http://dx.doi.org/10.21747/1647-8770/are13a7.

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The article presents results of a research about the infl uence of a teaching phonological awareness skills and grapheme phoneme correspondences program and its impact over adults and young people who where in diff erent stages of learning skills acquirement proposed by Linnea Ehri. Nine students, from an early literacy class at a Youth and Adult Education Center in the city of Rio do Sul – SC - Brazil, were subjects of this study. The intervention research, methodologically applied, was the application of a teaching program which aimed to contribute to the development of the aforementioned sk

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13

SARGIANI, RENAN DE ALMEIDA, LINNEA CARLSON EHRI, and MARIA REGINA MALUF. "Orthographic mapping instruction to facilitate reading and spelling in Brazilian emergent readers." Applied Psycholinguistics 39, no. 6 (2018): 1405–37. http://dx.doi.org/10.1017/s0142716418000371.

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ABSTRACTAn experiment and a follow-up study were conducted with Brazilian Portuguese-speaking kindergartners (N =90), mean age 53 months, to examine whether emergent readers benefit more from instruction in orthographic mapping (OM) of phonemes than OM of syllables at the outset of learning to read and write, and whether the addition of articulatory gestures in the OM training of phonemes enhances the benefit. In the experiment, children received instruction in small groups in one of four conditions: OM of phonemes with letters and articulation (OMP+A); OM of phonemes with letters but no artic

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14

LINGOSO LIFENGO, DIMANCHE. "A GRAPHOPHONEMIC ANALYSIS OF MODERN BRITISH ENGLISH SPELLING AND STRESSING PATTERNS: THEORETICAL CONSIDERATIONS AND TEACHING IMPLICATIONS FOR CONGOLESE EFL LEARNERS: FINDINGS." International Journal of Research in Education Humanities and Commerce 06, no. 01 (2025): 01–14. https://doi.org/10.37602/ijrehc.2025.6101.

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This paper attempts to find out the different kinds and sources of errors that the first and second grades students of the English department at the Faculty of Letters and English Civilisations at Kisangani University have made on orthography, pronunciation and stressing. The main objective of the current paper is to present findings of the research that has been conducted and to briefly propose a sample of the way teachers should help students solve difficulties they face on the three parameters—orthography, Stressemics and pronunciation.

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15

Mandzhieva, Inna B., та Viktoria V. Kukanova. "Калмыцкий словник в работе П. С. Палласа: графо-фонетический анализ гласных". Oriental studies 16, № 6 (2023): 1637–61. http://dx.doi.org/10.22162/2619-0990-2023-70-6-1637-1661.

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Introduction. Quite a number of eighteenth-nineteenth century Kalmyk dictionaries have been subject to linguistic analysis. However, the Kalmyk word list in the major work by P. S. Pallas — despite being well known to the scientific community — was never analyzed, yet that was an earliest attempt to record Kalmyk vocabulary and contains decently precise spellings (closest to actual oral patterns), which makes it a unique lexicographic source. Goals. The study attempts a graphophonetic analysis of Kalmyk vowels from the dictionary of P. S. Pallas, and seeks to identify reflexes of such vowel gr

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16

Nedoma, Robert. "The personal names on the Loveden Hill urn and the Watchfield case fitting." Grammarians, Skalds and Rune Carvers I 69, no. 1 (2016): 3–37. http://dx.doi.org/10.1075/nowele.69.1.01ned.

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This paper deals with graphophonematic and onomastic problems arising from two early English runic inscriptions. Since Pre-OE /ā̆/ and /ɔ̄̆/ were apparently graphemicized as ᚪ a2 and ᚩ a3 at (about) the same time during the late fifth century, it is possible to identify rune no. 6  on the Loveden Hill urn as a variant of the āc-rune ᚪ,  (~ ). Thus, the initial runic sequence there, sïþa1ba2d, renders a correctly shaped male name Pre-OE Sīþæbad (= WFranc./Hispano-Goth. Sendebadus). The Watchfield case fitting is at least 50 years younger, and the first part of its inscription, ha1riboki, ma

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17

Latypova, Rida, Gulkay Samirkhanova, Nailya Lasynova, Zulfiya Akhmetzadina, and Liliya Absalyamova. "The Role of ABC Books and Dictionaries at the End of XIX – the Beginning of the XX Century in the History of the Bashkir Literary Language." SHS Web of Conferences 50 (2018): 01153. http://dx.doi.org/10.1051/shsconf/20185001153.

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The present work is devoted to the linguistic analysis of the first Bashkir ABC books, textbooks and dictionaries compiled on the basis of the Russian script at the end of XIX – the beginning of the XX centuries. The linguistic characteristics, the graphic and phonetic analysis, comparison of the written sources with dialects of the modern Bashkir literary language are the main directions in which the research was conducted. In this work, proceeding from the character and the purpose of the studied material, the widely applied in linguistics descriptive (i.e. the careful description of each se

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18

Mirzaeva, Saglara V. "On Some Graphophonetic Features of Old Kalmyk, Mid Eighteenth to Early Nineteenth Centuries: Analyzing Kalmyk Wordlists by G. F. Müller (1760–1762) and B. Bergman (1804–1805)." Oriental Studies 17, no. 6 (2024): 1343–56. https://doi.org/10.22162/2619-0990-2024-76-6-1343-1356.

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Introduction. Lexicographic sources in Old Kalmyk are of particular importance for studies of Kalmyk historical phonetics. Such earliest sources include a variety of dictionaries and wordlists compiled by German scholars engaged in the research of Imperial Russia’s peoples — including Kalmyks — and languages between the mid-eighteenth and early nineteenth centuries. The definite linguistic value is that those are records of colloquial language made by ‘external’ observers unfamiliar with oral-to-writing rules inherent to Oirat (Old Kalmyk) Script. If compared to written texts from the same per

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19

Moura, Maria Aldetrudes de Araújo, and Patrine Silva Nascimento. "Teaching and learning spelling: an analysis of 6th grade students' writing." CONTRIBUCIONES A LAS CIENCIAS SOCIALES 17, no. 2 (2024). http://dx.doi.org/10.55905/revconv.17n.2-168.

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Understanding how students acquire orthographic knowledge has become an area of interest for many teachers, especially Portuguese language teachers. As different theorists have argued, a reflective teaching-learning process is important, enabling students to understand graphophonemic relationships and overcome the obstacles that can arise in appropriating knowledge of orthographic conventions. This paper presents the results of a study which aimed to: Identify the most productive spelling changes in the writing of 6th grade students. The investigative analysis, carried out by means of quantita

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20

Medda, Mariana Gobbo, Thais Barbosa, Isadora Salvador Rocco, and Claudia Berlim de Mello. "Response to intervention as an identification strategy of the risk for dyslexia." CoDAS 36, no. 4 (2024). http://dx.doi.org/10.1590/2317-1782/20242023031en.

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ABSTRACT Purpose To develop on intervention process to identify children at risk of dyslexia, based on the Response to Intervention model. Specifically, to identify the pattern of changes in post-intervention performance in tasks of phonological awareness, working memory, lexical access, reading and writing; and to analyze which cognitive functions had a significant effect on the discriminating students at risk of dyslexia. Method Sample of 30 participants with Reading and writing difficulties, aged 8-11, from public/private schools, students from 3rd to 5th grade. Participants were submitted

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21

"日本語母語大学生の英語リーディングに関わる文字音韻意識(graphophonemic awareness)". Proceedings of the Annual Convention of the Japanese Psychological Association 70 (3 листопада 2006): 1EV097. http://dx.doi.org/10.4992/pacjpa.70.0_1ev097.

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22

Mirzaeva, Sayyora. "THEORETICAL AND METHODOLOGICAL FOUNDATIONS OF THE FORMATION OF SYSTEMATIC READING SKILLS OF LITERATURE IN ENGLISH AMONG STUDENTS OF A HIGHER EDUCATIONAL INSTITUTION." December 16, 2023. https://doi.org/10.5281/zenodo.10396259.

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<em>This article discusses the results of the study, which indicate the legitimacy of the chosen approach to solving the problem of teaching special reading literature and its improvement at the advanced stage of a non-linguistic university. It seems that the research carried out may have implications for the general methodology of teaching foreign languages. The proposed forms of organizing systematic reading, the developed set of exercises and methods of selecting texts can be used in the practice of teaching others foreign languages, taking into account their specifics</em>

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23

Moura, Teresa, Sónia Coelho, and Susana Fontes. "Características grafofonéticas das vogais francesas na gramática o Mestre francez ou novo methodo para aprender a lingua franceza por meio da portugueza de Francisco Clamopin Durand." DELTA: Documentação de Estudos em Lingüística Teórica e Aplicada 39, no. 2 (2023). http://dx.doi.org/10.1590/1678-460x202339253102.

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RESUMO Coelho et al. (2018) sublinharam a importância da gramática O mestre francez ou novo methodo para aprender a lingua franceza por meio da portugueza, de Francisco Clamopin Durand, no contexto da gramática franco-portuguesa setecentista. Esta obra destaca-se sobretudo pelo seu pendor didático, pois destinava-se a todos os portugueses que pretendessem estudar a língua francesa corretamente, pelo que, na elaboração da sua obra, o autor afirmou ter baseado as suas teorias linguísticas nos autores franceses mais prestigiados da época, referenciando Pierre de La Touche, François Séraphin Régni

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