Journal articles: 'Orthographie'

1

Koekkoek, B. J., and Dieter Nerius. "Deutsche Orthographie." Die Unterrichtspraxis / Teaching German 22, no. 1 (1989): 102. http://dx.doi.org/10.2307/3530070.

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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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Koekkoek, B. J., Peter Eisenberg, and Hartmut Gunther. "Schriftsystem und Orthographie." German Quarterly 64, no. 4 (1991): 564. http://dx.doi.org/10.2307/406673.

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Tesak, Jurgen, Peter Eisenberg, Hartmut Günther, and Hartmut Gunther. "Schriftsystem und Orthographie." Language 67, no. 3 (September 1991): 649. http://dx.doi.org/10.2307/415049.

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Engl, Verena, Florian Hutzler, Arthur M. Jacobs, Melissa L. H. Võ, and Mario Braun. "Orthografie oder Orthographie?" Zeitschrift für Psychologie / Journal of Psychology 214, no. 2 (April 2006): 59–72. http://dx.doi.org/10.1026/0044-3409.214.2.59.

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Zusammenfassung. Vor zehn Jahren wurde eine Reform der deutschen Orthografie beschlossen. Anhand einer Blickbewegungsstudie, an der sowohl erwachsene Leser als auch Kinder teilnahmen, sollte untersucht werden, welche Auswirkungen die Rechtschreibreform auf das Lesen hatte. Die Ergebnisse liefern erste Hinweise dafür, dass die Rechtschreibreform die Worterkennung insgesamt nicht beeinträchtigt hat. Lediglich die Wörter zum Erhalt der Stammschreibung in Zusammensetzungen (Balletttänzerin vs. Ballettänzerin) konnten sowohl von Kindern als auch von Erwachsenen in alter Rechtschreibung schneller gelesen werden. Ein gemischtes Bild ergab sich außerdem bei der Getrenntschreibung (kennen lernen vs. kennenlernen): Hier können zwar Erwachsene die zusammengeschriebenen alten Wörter besser verarbeiten, Kinder hingegen die neu auseinander geschriebenen. Einerseits wird für die konsequente Umsetzung einer einheitlichen Schreibweise vor allem im Sinne der Kinder plädiert, andererseits auf die Notwendigkeit empirischer Studien zur Absicherung theoretischer Vorüberlegungen hingewiesen.

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Si-Teak Yu. "Schwa-Alternationen und Orthographie." Zeitschrift f？r Deutsche Sprache und Literatur ll, no. 61 (September 2013): 25–45. http://dx.doi.org/10.30947/zfdsl.2013..61.25.

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Koekkoek, B. J., and Utz Maas. "Grundzüge der deutschen Orthographie." Language 70, no. 1 (March 1994): 213. http://dx.doi.org/10.2307/416777.

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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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Koekkoek, B. J., and Manfred Kohrt. "Theoretische Aspekte der deutschen Orthographie." Die Unterrichtspraxis / Teaching German 21, no. 2 (1988): 252. http://dx.doi.org/10.2307/3530318.

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Lipka, Marlies. "Deutsche Orthographie – Historisch, systematisch, didaktisch." Lernen und Lernstörungen 7, no. 4 (October 2018): 268. http://dx.doi.org/10.1024/2235-0977/a000235.

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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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Ickler, Theodor. "Irrwege Der Orthographie - und Ein Ausweg." German Life and Letters 58, no. 4 (October 2005): 381–406. http://dx.doi.org/10.1111/j.0016-8777.2005.00327.x.

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Bredel, Ursula. "Orthographie als System — Orthographieerwerb als Systemerwerb." Zeitschrift für Literaturwissenschaft und Linguistik 39, no. 1 (March 2009): 135–55. http://dx.doi.org/10.1007/bf03379820.

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Jaroszewicz, Henryk. "Ortografie współczesnego piśmiennictwa śląskojęzycznego." Slavia Occidentalis, no. 78/1-79/1 (January 24, 2023): 67–83. http://dx.doi.org/10.14746/so.2021/2022.78-79.6.

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Over the past two decades, Silesian literature has been written in eleven different types of orthography, the most important of which are the classical, neo-Steuer and “slabikŏrzowa” orthographies. Other orthographic proposals, e.g. by D. Dyrda, B. Kallus, P. Kalinowski, H. Kaluza, R. Wencel, did not become popular and were abandoned rather quickly. As a result, contemporary Silesian literature was dominated by the “ślabikŏrzowa” spelling, gaining popularity due to its conservative form and the support of the most essential Silesian publishing houses. However, an obstacle to the complete stabilisation of Silesian orthography is the variant spelling of “ślabikŏrzowa” (“full “ślabikorz” and simplified “ślabikŏrz”) and no detailed, explicative normative works (i.e. orthographic dictionary, grammar).

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Sarić, Daliborka, and Majda Bojić. "Reforma portugalskoga pravopisa." Strani jezici 51, no. 1 (2022): 55–75. http://dx.doi.org/10.22210/strjez/51-1/3.

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This paper provides a short survey of the 1990 Portuguese orthographic reform, mandatory from 2015 (in Portugal) and 2016 (in Brazil), whose aim was to unify in a single normative document two previously used orthographies, one valid in Brazil and the other in Portugal and other Lusophone countries. The new Portuguese Language Orthographic Agreement only partly unifies the previous two orthographic agreements as this new official orthography still allows variation in a number of cases which reflect some of the differences in the pronun- ciation of certain sounds. Besides the main orthographic innovations, the paper looks into some of the most prominent judgments on the orthographic reform appearing in the media and in professional texts during the still-ongoing public debate.

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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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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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Lindqvist, Christer. "Sprachideologische Einflüsse auf die Färöische Orthographie(Forschung)." NOWELE / North-Western European Language Evolution 43 (September 1, 2003): 77–144. http://dx.doi.org/10.1075/nowele.43.06lin.

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Caravolas, Markéta. "Spelling Development in Alphabetic Writing Systems: A Cross-Linguistic Perspective." European Psychologist 9, no. 1 (January 2004): 3–14. http://dx.doi.org/10.1027/1016-9040.9.1.3.

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This paper reviews issues and early findings in the cross-linguistic study of alphabetic spelling development. The primary focus is on the effects that differences in orthographic consistency might have on the process of learning to spell across alphabetic writing systems. General characteristics of alphabetic writing systems are summarized, and various indicators of orthographic consistency are discussed for one consistent (Czech) and two inconsistent (English, French) orthographies. Then, against a model of spelling development in English, the results of several studies of spelling development in relatively more consistent orthographies are considered. Together, the current findings suggest that the core component skills underlying spelling development, namely, phonological awareness and letter knowledge, are similar across alphabetic languages. However, the degree of consistency of an orthography seems to play an important mediating role in determining the rate of learning to spell. The extent to which consistency interacts with the processes underlying spelling development cannot yet be determined, however current data suggest that the early learning process is fundamentally similar across alphabetic orthographies.

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Vokic, Gabriela. "When alphabets collide: Alphabetic first-language speakers’ approach to speech production in an alphabetic second language." Second Language Research 27, no. 3 (May 31, 2011): 391–417. http://dx.doi.org/10.1177/0267658310396627.

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This study analysed the extent to which literate native speakers of a language with a phonemic alphabetic orthography rely on their first language (L1) orthography during second language (L2) speech production of a language that has a morphophonemic alphabetic orthography. The production of the English flapping rule by 15 adult native speakers of Spanish (NSS) was analysed. Flap production should not be problematic for NSS learning English as L2, since the flap [ ] exists in the Spanish phonemic inventory and it has similar acoustic, articluatory, and distributional properties in English and Spanish. However, this study hypothesizes that access to the flap is blocked by NSS participants’ lack of phonological awareness in English, which is brought about by the participants’ reliance on the Spanish orthographic system, since the graphs used to represent the English flap intervocalically have either different surface realizations in Spanish (such as <t> and <d>) or have no equivalents in the Spanish orthographic system (such as <tt> and <dd>). It was found that NSS relied on the Spanish orthographic system at a statistically significant level, despite both languages having alphabetic orthographies and sharing the same visual code. Less reliance on L1 orthography was observed in frequent L2 lexical items, demonstrating that negative effects of L1 orthography are inversely correlated to familiarity with L2 lexical items and that frequent lexical items promote L2 phonological awareness.

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Romaine, Suzanne. "Orthographic practices in the standardization of pidgins and creoles: Pidgin in Hawai'i as anti-language and anti-standard." Creole Language in Creole Literatures 20, no. 1 (June 1, 2005): 101–40. http://dx.doi.org/10.1075/jpcl.20.1.07rom.

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This article examines the role of orthography in the standardization of pidgins and creoles with particular reference to Pidgin in Hawai'i. Although linguists have generally stressed the desirability of phonemic over non-phonemic or etymological orthographies as a prerequisite for creatingAbstand‘distance’ and revalorizing pidgins and creoles as autonomous systems vis-à-vis their lexifiers, most writers in Hawai'i and elsewhere have been reluctant to use phonemic writing systems even where they exist. This is true even ofDa Jesus Book(2000), which has aimed at setting a standard for written Pidgin. Special attention is paid to the orthographic practices used in this translation of theNew Testamentcompared to those made by other writers, some of whom have explicitly disavowed standardization. These choices present a rich site for investigating competing discourses about Pidgin. Creole orthographies reflecting differing degrees and kinds of distance from those of their lexifiers are powerful expressive resources indexing multiple social meanings and identities. The orthographic practices of some Pidgin writers encode attitudinal stances that are oppositional to standard English and the ideology of standardization. Pidgin is being consciously elaborated as an anti-language, one of whose social meanings is that of Pidgin as an anti-standard. This brings to the fore varied ideological dimensions of a complex debate that has often been oversimplified by posing questions concerning orthographies for pidgins and creoles in terms of a choice between a phonemic vs. a non-phonemic orthography.

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Haisma, Joyce. "Dyslexic Subtypes and Literacy Skills in L2 Opaque English." Toegepaste Taalwetenschap in Artikelen 81 (January 1, 2009): 65–74. http://dx.doi.org/10.1075/ttwia.81.07hai.

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In theory, opaque orthographies should pose more difficulties for people with developmental dyslexia than transparent ones. (Frost, 2005). However, studies (Miller-Guron & Lundberg, 2000; Van der Leij & Morfidi, 2006) show that some people with dyslexia are better at reading L2 English than their L1 transparent orthography. The current study suggests that they have a form of dyslexia known as phonological dyslexia. On the basis of the dual-route model (Coltheart, 2005), it is proposed that membership of a dyslexic subtype - phonological or surface - influences success in dealing with orthographic depth. To test this, Dutch teenagers with phonological and surface dyslexia performed Dutch and English orthographic competence and spelling tasks. The results seem to indicate that people with phonological dyslexia are more successful in reading English as an L2 opaque than Dutch as an L1 transparent orthography; however, in the case of spelling, the reverse pattern is observed.

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Provazza, Serena, Barbara Carretti, David Giofrè, Anne-Marie Adams, Lorena Montesano, and Daniel Roberts. "Shallow or deep? The impact of orthographic depth on visual processing impairments in developmental dyslexia." Annals of Dyslexia 72, no. 1 (March 14, 2022): 171–96. http://dx.doi.org/10.1007/s11881-021-00249-7.

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AbstractThe extent to which impaired visual and phonological mechanisms may contribute to the manifestation of developmental dyslexia across orthographies of varying depth has yet to be fully established. By adopting a cross-linguistic approach, the current study aimed to explore the nature of visual and phonological processing in developmental dyslexic readers of shallow (Italian) and deep (English) orthographies, and specifically the characterisation of visual processing deficits in relation to orthographic depth. To achieve this aim, we administered a battery of non-reading visual and phonological tasks. Developmental dyslexics performed worse than typically developing readers on all visual and phonological tasks. Critically, readers of the shallow orthography were disproportionately impaired on visual processing tasks. Our results suggest that the impaired reading and associated deficits observed in developmental dyslexia are anchored by dual impairments to visual and phonological mechanisms that underpin reading, with the magnitude of the visual deficit varying according to orthographic depth.

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Eichhoff, Jürgen, Gerhard Augst, Dieter Nerius Karl Blüml, Horst Sitta, Jurgen Eichhoff, and Dieter Nerius Karl Bluml. "Zur Neuregelung der deutschen Orthographie: Begründung und Kritik." Die Unterrichtspraxis / Teaching German 32, no. 2 (1999): 206. http://dx.doi.org/10.2307/3531774.

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Yu, Si-Taek. "Die Markierung des Wortakzents in der deutschen Orthographie." Koreanische Zeitschrift fuer Deutschunterricht 68 (May 31, 2017): 133–53. http://dx.doi.org/10.20456/kzfd.2017.05.68.133.

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Hricová, Marianna, and Brendan Stuart Weekes. "Acquired Dyslexia in a Transparent Orthography: An Analysis of Acquired Disorders of Reading in the Slovak Language." Behavioural Neurology 25, no. 3 (2012): 205–13. http://dx.doi.org/10.1155/2012/127419.

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The first reports of phonological, surface and deep dyslexia come from orthographies containing quasi-regular mappings between orthography and phonology including English and French. Slovakian is a language with a relatively transparent orthography and hence a mostly regular script. The aim of this study was to investigate impaired oral reading in Slovakian. A novel diagnostic procedure was devised to determine whether disorders of Slovakian reading resemble characteristics in other languages. Slovakian speaking aphasics showed symptoms similar to phonological dyslexia and deep dyslexia in English and French, but there was no evidence of surface dyslexia. The findings are discussed in terms of the orthographic depth hypothesis.

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Hirshorn, Elizabeth A., Alaina Wrencher, Corrine Durisko, Michelle W. Moore, and Julie A. Fiez. "Fusiform Gyrus Laterality in Writing Systems with Different Mapping Principles: An Artificial Orthography Training Study." Journal of Cognitive Neuroscience 28, no. 6 (June 2016): 882–94. http://dx.doi.org/10.1162/jocn_a_00940.

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Writing systems vary in many ways, making it difficult to account for cross-linguistic neural differences. For example, orthographic processing of Chinese characters activates the mid-fusiform gyri (mFG) bilaterally, whereas the processing of English words predominantly activates the left mFG. Because Chinese and English vary in visual processing (holistic vs. analytical) and linguistic mapping principle (morphosyllabic vs. alphabetic), either factor could account for mFG laterality differences. We used artificial orthographies representing English to investigate the effect of mapping principle on mFG lateralization. The fMRI data were compared for two groups that acquired foundational proficiency: one for an alphabetic and one for an alphasyllabic artificial orthography. Greater bilateral mFG activation was observed in the alphasyllabic versus alphabetic group. The degree of bilaterality correlated with reading fluency for the learned orthography in the alphasyllabic but not alphabetic group. The results suggest that writing systems with a syllable-based mapping principle recruit bilateral mFG to support orthographic processing. Implications for individuals with left mFG dysfunction will be discussed.

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Subačius, Giedrius. "Simono Daukanto Patarlių ortografijos lūžis Sankt Peterburge (~1838–1841)." Archivum Lithuanicum, no. 22 (December 3, 2020): 131–216. http://dx.doi.org/10.33918/26692449-22004.

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SIMONAS DAUKANTAS’S ORTHOGRAPHIC SWITCH OF PROVERBS IN ST PETERSBURG (ca. 1838 – 1841) Simonas Daukantas (1793–1864) moved to St Petersburg in 1835. Impermanence and competition of variants were typical for his orthography. During the four initial years in that city, Daukantas managed to shape at least two consecutive distinct Lithuanian orthographies of his own: (1) of the Beginning Years in St Petersburg (1835–1836) and (2) of his First Printed Books (ca. the 2nd half of 1836 to 1838). This study analyzes Daukantas’s third period of significant orthographic transformations during his residency in St Petersburg—a prolonged four-year phase of orthographic modifications that can be termed the Orthographic Switch of Proverbs (ca. 1838–1841), since the change was best reflected in the draft lists of proverbs. The major orthographic data was collected from Daukantas’s manuscript Margumynai (Miscellanea, p. 156–166, LLTIBR: f. 1 – SD 27) and printed book Abecieła Lîjtuwiû-Kalnienû ir Żiamajtiû Kałbos (The Primer of the Lithuanian Language—of Highlanders and of Lowlanders, St Petersburg, 1842).

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Joshi, R. Malatesha, Kausalai Wijekumar, and Amy Gillespie Rouse. "International Perspectives on Spelling and Writing in Different Orthographies: Introduction to the Special Series." Journal of Learning Disabilities 55, no. 2 (December 17, 2021): 83–86. http://dx.doi.org/10.1177/00222194211059836.

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This article serves as an introduction to the special issue on spelling and writing in different orthographies. Most studies and theoretical models of writing are based on the English language, and it is generally assumed that what is true for English is also true for other languages. Further, there are more studies on reading compared to studies of writing and spelling. Considering that 80% of the world’s population speaks a language other than English, we need more studies on writing and spelling in languages other than English. With this intention, we are presenting 6 papers on writing and spelling in different languages of different orthographic depth, from highly transparent orthographies like Spanish and Italian to highly opaque orthography like Cantonese.

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Petrov, Daniil. "Zur Gestaltung und Orthographie des Notentextes bei Peter Tschaikowsky." Archiv für Musikwissenschaft 60, no. 2 (2003): 162. http://dx.doi.org/10.2307/4145454.

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Jinhee Lee. "Zur Regulierung der koreanischen Orthographie im Bereich ‘Alphabetisierung (Romanization)’." Dokohak(Zeitschrift der Koreanischen Gesellschaft fuer Deutsche Sprachwissenschaft) ll, no. 16 (December 2007): 167–85. http://dx.doi.org/10.24814/kgds.2007..16.167.

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Raman, Ilhan, and Brendan Stuart Weekes. "Deep Dysgraphia in Turkish." Behavioural Neurology 16, no. 2-3 (2005): 59–69. http://dx.doi.org/10.1155/2005/568540.

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Deep dysgraphic patients make semantic errors when writing to dictation and they cannot write nonwords. Extant reports of deep dysgraphia come from languages with relatively opaque orthographies. Turkish is a transparent orthography because the bidirectional mappings between phonology and orthography are completely predictable. We report BRB, a biscriptal Turkish-English speaker who has acquired dysgraphia characterised by semantic errors as well as effects of grammatical class and imageability on writing in Turkish. Nonword spelling is abolished. A similar pattern of errors is observed in English. BRB is the first report of acquired dysgraphia in a truly transparent writing system. We argue that deep dysgraphia results from damage to the mappings that are common to both languages between word meanings and orthographic representations.

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Schäfer, Walter Ernst. "EINE FREUNDSCHAFT IM ZEICHEN ‘DEUTSCHER SPRACHARBEIT’: MOSCHEROSCH UND HARSDÖRFFER." Daphnis 34, no. 1-2 (May 1, 2005): 137–83. http://dx.doi.org/10.1163/18796583-90000943.

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Die große Resonanz der Gesichte Philanders von Sittewalt in der Ausgabe von 1650 ist zu einem guten Teil der Fürsprache Georg Philipp Harsdörffers in der Fruchtbringenden Gesellschaft zu verdanken. Es war Harsdörffer, der für die Aufnahme Moscheroschs in die Gesellschaft plädierte und ihn zu Konsultationen innerhalb der Gesellschaft, zum Beispiel in der Frage der Regulierung der Orthographie, heranzog. Dennoch ist über das Verhältnis beider zueinander wenig bekannt. Zwar sind ihre gemeinsamen Vorstellungen von der Entwicklung der deutschen literarischen und Fachsprachen und von der erwünschten Unterstützung der Spracharbeit von Seiten regierender Fürsten durch Moscheroschs Publikation seines Briefwechsels in seiner Epigrammsammlung einiges deutlich geworden, doch über die Entstehung ihrer Gesinnungsgemeinschaft, ja Freundschaft, ihren Erwartungen und Resultaten herrscht Unklarheit. Die Studie befaßt sich mit den Vorgängen, die sich bei der Aufnahme Moscheroschs in die Gesellschaft abspielten, mit der Rolle beider in der Gesellschaft, auch im Konflikt mit anderen Gesellschaftern wie Dietrich von dem Werder – und in der Frage der Orthographie – mit Ludwig von Anhalt-Köthen.

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Sebba, Mark. "Phonology Meets Ideology." Language Problems and Language Planning 22, no. 1 (January 1, 1998): 19–47. http://dx.doi.org/10.1075/lplp.22.1.02seb.

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ZUSAMMENFASSUNG Wo Phonologie und Ideologie einander treffen: die Bedeutung onthographischer Konventionen im Britischen Kreol Dieses Artikel behandelt die Orthographie einer unstandardisierten schriftlichen Sprachvarietät, des Kreol, mit primär Englischem Lexikon, das von Britishen Schriftstellern mit karibischen Vorfahren verwendet wird. Die Beispiele stammen von einem Korpus schriftlichen Kreols, der von in Großbritannien lebenden Schriftstellern mit karibischen Erbe produziert wurde. Orthographie wird hier im folgenden Sinn verwendet: eine Anzahl von orthographischen Praktiken die Autoren verwenden, um eine Sprache zu repräsentieren, für die es keine standardisierte Konventionen gibt. Ich argumentiere, daB, obwohl die Rechtschreibung des Kreol stark varieiert, die Schriftsteller/Verfasser der Texte — möglicherweise unbewuBt — wählen, die die Unterschiede zwischen Kreol und Standard Englisch hervorheben. Ich argumentiere daB, man sich Orthographie, wie literacy nach Street (1984), auf zwei Arten nähern kann: auf der Basis eines "autonomen" Modells oder eines "ideologischen". Ich argumentiere weiter, daB man die orthographischen Praktiken zeitgenössischer Britischer Kreolschriftsteller nur unter Annahme des "ideologischen" Modells verstehen kann. RESUMO Fonologio renkontas ideologion: La signifo de ortografiaj praktiko] en la brita kreolajo Tiu ĉi studo traktas la ortografion de nenormigita varianto de skribata lingvo, la anglaleksikona kreolajo uzata en Britio de karibdevenaj homoj. Ekzemploj estas tiritaj de kreola verkaro produktita en Britio de verkistoj el kultura fono kariba. La ortografio estas tie ĉi konsiderata aro de praktiko] farataj de verkistoj dum ili provas reprezenti lingvon por kiu neniu kutima skriba reprezento ekzistas. Mi argumentas ke dum la literumado de la kreolajo multe varias, verkistoj - eble senkonscie — elektas konvenciojn kiuj emfazas la diferencojn inter la kreolajo kaj la laŭnorma angla. Mi argumentas ke ortografio, kiel alfabeteco laŭ Street (1984), povas esti alirata en unu el du manieroj, surbaze de modelo aŭ "aŭtonomia" aŭ "ideologia", kaj ke nur ideologia aliro ebligas komprenon de la ortografiaj praktikoj de nuntempaj verkistoj en la brita kreolajo.

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Norris, Dennis, and Sachiko Kinoshita. "Orthographic processing is universal; it's what you do with it that's different." Behavioral and Brain Sciences 35, no. 5 (August 29, 2012): 296–97. http://dx.doi.org/10.1017/s0140525x12000106.

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AbstractWe agree with Frost that the variety of orthographies in the world's languages complicates the task of “cracking the orthographic code.” Frost suggests that orthographic processing must therefore differ between orthographies. We suggest that the same basic orthographic processes are applied to all languages. Where languages differ is in what the reader must do with the results of orthographic processing.

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Tesak, Jurgen. "Schriftsystem und Orthographie Ed. by Peter Eisenberg and Hartmut Günther." Language 67, no. 3 (1991): 649–50. http://dx.doi.org/10.1353/lan.1991.0017.

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Tilg, Stefan. "Die produktive Rezeption der antiken Orthographie bei Friedrich Gottlieb Klopstock." Antike und Abendland 50, no. 1 (December 16, 2004): 149–60. http://dx.doi.org/10.1515/9783110179859.149.

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Bird, Steven. "Orthography and identity in Cameroon." Written Language and Literacy 4, no. 2 (November 8, 2001): 131–62. http://dx.doi.org/10.1075/wll.4.2.02bir.

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The tone languages of sub-Saharan Africa raise challenging questions for the design of new writing systems. Marking too much or too little tone can have grave consequences for the usability of an orthography. Orthography development, past and present, rests on many sociolinguistic issues having little to do with the technical phonological concerns that usually preoccupy orthographers. Some of these issues are familiar from the spelling reforms which have taken place in European languages. However, many of the issues faced in sub-Saharan Africa are different, being concerned with the creation of new writing systems in a multi-ethnic context — involving residual colonial influences, the construction of new nation-states, detribalization vs. culture preservation and language reclamation. Language development projects which crucially rely on creating or revising orthographies may founder if they do not attend to the various layers of identity (colonial, national, ethnic, local, or individual) that are indexed by orthography. This study reviews the history and politics of orthography in Cameroon, with a focus on tone-marking. The article concludes by calling present-day orthographers to a deeper and broader understanding of orthographic issues.

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Grainger, J., and C. Beauvillain. "Language blocking and lexical access in bilinguals." Quarterly Journal of Experimental Psychology Section A 39, no. 2 (May 1987): 295–319. http://dx.doi.org/10.1080/14640748708401788.

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Two experiments are described which compared the effects of mixed- and pure-language lists on lexical decision times with English-French bilinguals. Experiment 1 showed that reaction times are faster in the pure-language presentation than in the mixed-language presentation with words that are orthographically legal letter strings in the other language. The second experiment tested this pure-mixed effect more precisely by comparing different sequences of two successive items and by introducing the language-specific orthography factor. No pure-mixed effect was found for words with language-specific orthographies. The pure-mixed effect was restricted to words containing no language-specific orthographic cues and to the different language sequences, that is, on trials following a language change. These results are not compatible with a selective search process that it strategically modified by pure-language presentation. The role of language-specific orthography in bilingual word recognition is discussed with regard to recent models of word recognition.

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Koekkoek, B. J., and Peter Gallmann. "Graphische Elemente der geschriebenen Sprache: Grundlagen für eine Reform der Orthographie." Language 62, no. 4 (December 1986): 941. http://dx.doi.org/10.2307/415190.

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Koekkoek, B. J., and Christian Stetter. "Zu einer Theorie der Orthographie: Interdisziplinäre Aspekte gegenwärtiger Schrift- und Orthographieforschung." Language 68, no. 2 (June 1992): 446. http://dx.doi.org/10.2307/416988.

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Geva, Esther, and Min Wang. "The development of basic reading skills in children: a cross-language perspective." Annual Review of Applied Linguistics 21 (January 2001): 182–204. http://dx.doi.org/10.1017/s0267190501000113.

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This chapter reviews recent empirical evidence for universal and orthography- or language-specific processes in the development of basic reading skills in school age children, suggesting that universal and orthography- or language-specific processes should be considered in tandem. The review focuses on three different aspects of reading, phonological processing, rapid naming, and morphosyntactic complexity, targeted in recent research on development of word recognition skills. Studies on L1 school children and studies of children who learn to read concurrently in their L1 and/or in a second language (L2) are examined within the context of variations in orthographic transparency. When children learn to read, characteristics of the spoken language interact with characteristics of the orthography. The chapter concludes that (a) individual differences in phonological processing skills, verbal memory, and rapid naming predict the development of reading in L1 and L2 children in various alphabetic and nonalphabetic languages; and (b) individual differences on such prerequisite skills can indicate smooth or problematic acquisition of L2 reading skills in children, regardless of oral language proficiency. However, task demands associated with learning to read in different orthographies vary and yield steeper or more moderate learning slopes. Regardless of the language and orthography combinations under study, children can develop reading strategies that help them read.

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Ann Lee, Ann Lee, Lee Lay Wah, Low Hui Min, and Ooi Siew Chen. "Revisiting Handwriting Fundamentals Through an Interdisciplinary Framework." Malaysian Journal of Medical Sciences 29, no. 1 (February 23, 2022): 18–33. http://dx.doi.org/10.21315/mjms2022.29.1.3.

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Handwriting research lies mostly within discipline-specific boundaries, hindering knowledge transfer across disciplines into academic skills instruction in schools. This paper attempts to review the literature on handwriting across the occupational therapy and education disciplines to propose an interdisciplinary conceptual framework to guide research and intervention on handwriting in the Malay language. This cross-disciplinary review revealed four major factors that may influence Malay language handwriting: i) neuromotor development; ii) ergonomic; iii) orthographic and iv) cognitive factors. The sub-factors under these four major factors also are identified. Many of the neuromotor development and ergonomic factors are derived from the occupational therapy discipline, while the education discipline provides most of the information on orthographic and cognitive factors. As orthography influences handwriting, it is necessary to revisit handwriting from the perspective of languages other than English. In conclusion, an interdisciplinary framework of handwriting synthesised from this crossdisciplinary review will stimulate more coordinated and coherent research on handwriting. The Malay language serves as a future case study for research into orthographies in handwriting.

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Marcet, Ana, María Fernández-López, Ana Baciero, Albert Sesé, and Manuel Perea. "What are the letters e and é in a language with vowel reduction? The case of Catalan." Applied Psycholinguistics 43, no. 1 (December 3, 2021): 193–210. http://dx.doi.org/10.1017/s0142716421000497.

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AbstractAlthough the Latin-based orthographies of most Western languages employ vowels with accent marks (e.g., é vs. e), extant models of letter and word recognition are agnostic as to whether these accented letters and their non-accented counterparts are represented by common or separate abstract units. Recent research in French with a masked priming alphabetic decision task was interpreted as favoring the idea that accented and non-accented vowels are represented by separate abstract orthographic units (orthographic account: é↛e and e↛é; Chetail & Boursain, 2019). However, a more parsimonious explanation is that salient (accented) vowels are less perceptually similar to non-salient (non-accented) vowels than vice versa (perceptual account: e→é, but é↛e; Perea et al., 2021a; Tversky, 1977). To adjudicate between the two accounts, we conducted a masked priming alphabetic decision experiment in Catalan, a language with a complex orthography-to-phonology mapping for non-accented vowels (e.g., e→/e/, /ə/, /ε/). Results showed faster responses in the identity than in the visually similar condition for accented targets (é–É < e–É), but not for non-accented targets (e–E = é–E). Neither of the above accounts can fully capture this pattern. We propose an explanation based on the rapid activation of both orthographic and phonological codes.

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Pae, Hye K., Sungbong Bae, and Kwangoh Yi. "More than an alphabet." Written Language and Literacy 22, no. 2 (December 31, 2019): 223–46. http://dx.doi.org/10.1075/wll.00027.pae.

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Abstract The Korean Hangul writing system conforms to the alphabetic principle to the extent that its graphs (i.e., its minimal orthographic components) represent phonemes, but it differs from the standard convention of alphabetic orthography by configuring its syllables as blocks. This paper describes the orthographic, phonological, and morphological characteristics of the Korean language and Hangul and reviews a selection of psycholinguistic studies that have investigated Hangul word recognition. In contrast to the results of studies employing Roman alphabetic orthographies, the reviewed evidence highlights at sublexical levels both the dominance of syllable-based processing and a propensity to process CVC syllables as body (CV) plus coda (C) units rather than as onset (C) plus rime (VC) units, which together indicate a script-specific decoding of Hangul words. Although the morphological characteristics of Korean have yet to be fully investigated, consistent with the fact that approximately 70 percent of the Korean lexicon consists of Sino-Korean vocabulary, studies have also observed morphological effects on Hangul word recognition. Based on the psycholinguistic evidence reviewed, this paper concludes by proposing to refer to Hangul as a morphosyllabic alphabet writing system, to the extent that the term appears to adequately capture the orthographic, phonological, and morphological characteristics of the script.

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Venezky, Richard L. "In search of the perfect orthography." Written Language and Literacy 7, no. 2 (March 22, 2005): 139–63. http://dx.doi.org/10.1075/wll.7.2.02ven.

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Philologists, linguists, and educators have insisted for several centuries that the ideal orthography has a one-to-one correspondence between grapheme and phoneme. Others, however, have suggested deviations for such functions as distinguishing homophones, displaying popular alternative spellings, and retaining morpheme identity. If, indeed, the one-to-one ideal were accepted, the International Phonetic Alphabet should become the orthographic standard for all enlightened nations, yet the failure of even a single country to adopt it for practical writing suggests that other factors besides phonology are considered important for a writing system. Whatever the ideal orthography might be, the practical writing systems adopted upon this earth reflect linguistic, psychological, and cultural considerations. Knowingly or unknowingly, countries have adopted orthographies that favour either the early stages of learning to read or the advanced stages, that is, the experienced reader. The more a system tends towards a one-to-one relationship between graphemes and phonemes, the more it assists the new reader and the non-speaker of the language while the more it marks etymology and morphology, the more it favours the experienced reader. The study of psychological processing in reading demonstrates that human capacities for processing print are so powerful that complex patterns and irregularities pose only a small challenge. Orthographic regularity is extracted from lexical input and used to recognise words during reading. To understand how such a system develops, researchers should draw on the general mechanisms of perceptual learning.

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Backes, Burkhard. "Zu zwei Versen aus Die Menge vorlassen: ‘Orthographie’ in einem spätmittelägyptischen Ritualtext*." Journal of Egyptian Archaeology 101, no. 1 (January 2015): 334–39. http://dx.doi.org/10.1177/030751331510100120.

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Miller, Kimberly M., and Diane Swick. "Orthography Influences the Perception of Speech in Alexic Patients." Journal of Cognitive Neuroscience 15, no. 7 (October 1, 2003): 981–90. http://dx.doi.org/10.1162/089892903770007371.

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Interactive models of reading propose that phonological representations directly activate and/or constrain orthographic representations through feedback. These models also predict that spoken words should activate their orthographic forms. The effect of word orthography on auditory lexical access was investigated in two patients with alexia without agraphia. Several theories of alexia suggest that letter-by-letter reading results from impaired access to orthographic representations. Although alexics can often correctly identify orally spelled words and spell to dictation, it is unknown whether they can access the whole orthographic “word-form” as a unit via auditory presentation. The nonobligatory activation of orthography was examined in an auditory lexical decision task, in which the orthographic and phonological similarity between prime and target was manipulated. In controls, the combined effect of phonological and orthographic relatedness (OP) produced greater facilitation than phonological relatedness alone, indicating that orthography can influence auditory lexical decisions. The alexics displayed patterns of facilitation comparable to controls, suggesting they can quickly access whole-word orthographic information via the auditory modality. An alternate account posits that the OP advantage does not require on-line access of orthography, but instead is a developmental by-product of learning to read an orthographically inconsistent language. The results have implications for cognitive theories of alexia and provide support for interactive models of word recognition.

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Schleyer, Walter. "Maas, Utz: Grundzüge der deutschen Orthographie. Tübingen: Niemeyer, 1992 (Reihe Germanistische Linguistik 120)." Informationen Deutsch als Fremdsprache 20, no. 2-3 (April 1, 1993): 287–90. http://dx.doi.org/10.1515/infodaf-1993-202-364.

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Journal articles on the topic 'Orthographie'

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