Relevant bibliographies by topics / Orthographic processing abilities

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  1. Journal articles
  2. Dissertations / Theses
  3. Conference papers

Academic literature on the topic 'Orthographic processing abilities'

Author: Grafiati
Published: 4 June 2021
Last updated: 5 February 2022

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Journal articles on the topic "Orthographic processing abilities"

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Hultquist, Alan M. "Orthographic processing abilities of adolescents with dyslexia." Annals of Dyslexia 47, no. 1 (1997): 89–114. http://dx.doi.org/10.1007/s11881-997-0022-x.

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Mesman, Glenn R., and Michelle Y. Kibby. "An Examination of Multiple Predictors of Orthographic Functioning." Journal of Learning Disabilities 44, no. 1 (2010): 50–62. http://dx.doi.org/10.1177/0022219410371675.

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The purpose of this study was to compare three variables in terms of how well they predict orthographic functioning. To this end, the authors examined the relative contributions of rapid automatic naming, exposure to print, and visual processing to a composite measure of orthographic functioning in a heterogeneous group of 8- to 12-year-old children. Hierarchical regression analyses revealed that rapid naming, exposure to print, and visual processing were each predictive of orthographic functioning when controlling for the other variables as well as vocabulary knowledge and phonological awaren
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Madden, Elizabeth Brookshire, Tim Conway, Maya L. Henry, Kristie A. Spencer, Kathryn M. Yorkston, and Diane L. Kendall. "The Relationship Between Non-Orthographic Language Abilities and Reading Performance in Chronic Aphasia: An Exploration of the Primary Systems Hypothesis." Journal of Speech, Language, and Hearing Research 61, no. 12 (2018): 3038–54. http://dx.doi.org/10.1044/2018_jslhr-l-18-0058.

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Purpose This study investigated the relationship between non-orthographic language abilities and reading in order to examine assumptions of the primary systems hypothesis and further our understanding of language processing poststroke. Method Performance on non-orthographic semantic, phonologic, and syntactic tasks, as well as oral reading and reading comprehension tasks, was assessed in 43 individuals with aphasia. Correlation and regression analyses were conducted to determine the relationship between these measures. In addition, analyses of variance examined differences within and between r
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Osmon, David C., Michelle M. Braun, and Elizabeth A. Plambeck. "Processing Abilities Associated with Phonologic and Orthographic Skills in Adult Learning Disability." Journal of Clinical and Experimental Neuropsychology 27, no. 5 (2005): 544–54. http://dx.doi.org/10.1080/138033990520197.

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YEONG, STEPHANIE H. M., JANET FLETCHER, and DONNA M. BAYLISS. "Impact of early home language exposure on phonological and orthographic skills and their contributions to English literacy abilities in English monolingual and Chinese–English bilingual adults." Applied Psycholinguistics 38, no. 1 (2016): 181–210. http://dx.doi.org/10.1017/s0142716416000151.

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ABSTRACTRelatively little is known about the importance of phonological and orthographic processing skills for reading and spelling in monolingual and bilingual adults. We compared these underlying skills, using a series of phonological and orthographic tasks, in English monolingual (n = 28), English first language and Chinese second language bilingual (n = 21), and Chinese first language and English second language bilingual adults (n = 22) who were equally proficient in reading and spelling English, and examined the contributions of these skills to English word reading and spelling for each
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Wang, Li-Chih, and Hsien-Ming Yang. "Temporal Processing Development in Chinese Primary School–Aged Children With Dyslexia." Journal of Learning Disabilities 51, no. 3 (2016): 302–12. http://dx.doi.org/10.1177/0022219416680798.

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This study aimed to investigate the development of visual and auditory temporal processing among children with and without dyslexia and to examine the roles of temporal processing in reading and reading-related abilities. A total of 362 Chinese children in Grades 1–6 were recruited from Taiwan. Half of the children had dyslexia, and the other half were typically developing children who matched the dyslexic group on age, intelligence, and gender. Our results indicate that for typically developing children, the visual and auditory modalities follow the same developmental trend: The children in f
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Schwarz, Mila, and Shelley Shaul. "Towards a better understanding of the link between executive functions, early literacy, and emergent mathematical abilities." Written Language and Literacy 21, no. 2 (2018): 238–68. http://dx.doi.org/10.1075/wll.00016.sch.

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Abstract The aim of the current study was two-fold. It aimed (i) to examine how a multi-component task, as well as more specific executive function (EF) tasks, are related to a wide range of early literacy (phonological awareness, orthographic knowledge, word writing) and emergent mathematical abilities; and (ii) to broaden our understanding of the similar (domain-general) or differential (domain-specific) nature of these relations. The study was conducted in the northern part of Israel. Our results indicated that the multi-component task Head-Toes-Knees-Shoulders, which taps most EF component
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Breaux, Kristina C., Maria Avitia, Taylor Koriakin, et al. "Patterns of Strengths and Weaknesses on the WISC-V, DAS-II, and KABC-II and Their Relationship to Students’ Errors in Oral Language, Reading, Writing, Spelling, and Math." Journal of Psychoeducational Assessment 35, no. 1-2 (2016): 168–85. http://dx.doi.org/10.1177/0734282916669657.

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This study investigated the relationship between specific cognitive patterns of strengths and weaknesses and the errors children make on oral language, reading, writing, spelling, and math subtests from the Kaufman Test of Educational Achievement–Third Edition (KTEA-3). Participants with scores from the KTEA-3 and either the Wechsler Intelligence Scale for Children–Fifth Edition (WISC-V), Differential Ability Scales–Second Edition (DAS-II), or Kaufman Assessment Battery for Children–Second Edition (KABC-II) were selected based on their profile of scores. Error factor scores for the oral and wr
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Madden, Elizabeth, Reva Robinson, and Diane Kendall. "Phonological Treatment Approaches for Spoken Word Production in Aphasia." Seminars in Speech and Language 38, no. 01 (2017): 062–74. http://dx.doi.org/10.1055/s-0036-1597258.

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This article provides an overview of phonological treatment approaches for anomia in individuals with aphasia. The role of phonology in language processing, as well as the impact of phonological impairment on communication is initially discussed. Then, traditional phonologically based treatment approaches, including phonological, orthographic, indirect, guided, and mixed cueing methods, are described. Collectively, these cueing treatment approaches aim to facilitate word retrieval by stimulating residual phonological abilities. An alternative treatment approach, phonomotor treatment, is also e
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Bosse, Marie-Line, Sonia Kandel, Chloé Prado, and Sylviane Valdois. "Does visual attention span relate to eye movements during reading and copying?" International Journal of Behavioral Development 38, no. 1 (2013): 81–85. http://dx.doi.org/10.1177/0165025413509046.

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This research investigated whether text reading and copying involve visual attention-processing skills. Children in grades 3 and 5 read and copied the same text. We measured eye movements while reading and the number of gaze lifts (GL) during copying. The children were also administered letter report tasks that constitute an estimation of the number of letters that are processed simultaneously. The tasks were designed to assess visual attention span abilities (VA). The results for both grades revealed that the children who reported more letters, i.e., processed more consonants in parallel, pro
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Dissertations / Theses on the topic "Orthographic processing abilities"

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Riembau, i. Serra Cati. "Relació entre les habilitats de processament fonològic (llengua catalana i castellana) i les habilitats de processament ortogràfic (llengua anglesa) en nens i nenes dislèctics d’entre 8 i 14 anys." Doctoral thesis, Universitat de Girona, 2017. http://hdl.handle.net/10803/461990.

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The main objective of this piece of research was to look in greater depth at the relationship between the phonological processing abilities and the orthographic processing abilities in Catalan, Spanish and English of dyslexic children aged between 8 and 14. We based the research on the Linguistic Interdependence Hypothesis and the theory of orthographic depth. We administered a battery of tasks to evaluate phonological processing and orthographic processing abilities. The results indicate that the development of phonological and orthographic abilities in dyslexic people is lower than in the c
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Conference papers on the topic "Orthographic processing abilities"

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Sitepu, Yanti Br, Harwintha Yuhria Anjarningsih, and Myrna Laksman-Huntley. "Rapid Naming, Orthographic Processing Abilities and Phonological Skill in Reading Performance of Indonesian Dyslexic Children." In Tenth International Conference on Applied Linguistics and First International Conference on Language, Literature and Culture. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007176308440847.

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Journal articles
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