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Relevant bibliographies by topics / Orthography level

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Academic literature on the topic 'Orthography level'

Author: Grafiati

Published: 2 June 2025

Last updated: 31 July 2025

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Journal articles on the topic "Orthography level"

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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 (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 b

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Paulesu, Eraldo, Rolando Bonandrini, Laura Zapparoli, et al. "Effects of Orthographic Consistency on Bilingual Reading: Human and Computer Simulation Data." Brain Sciences 11, no. 7 (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 l

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ABIOLA, Olaide Saheed, and Oluwafemi Emmanuel BAMIGBADE. "Repositioning Yorùbá Orthography in Christian Yorùbá Hymnal Apps." International Journal of Research and Innovation in Social Science VIII, IIIS (2024): 4638–43. http://dx.doi.org/10.47772/ijriss.2024.803338s.

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This paper investigates the level of conformity of selected Christian Yorùbá hymns with the Standard Yorùbá orthography based on three different Hymnal Apps. The data for this study are selected from hymnal Apps of three Christian denominations; Christ Apostolic Church, Baptist Church and Anglican Church (CAC, BC and AC respectively) and analyzed within the theoretical framework of orthography principles (easy acquisition theory, spelling theory and tone economic theory). The findings of the paper showed that there are lots of inconsistencies in the use of Yorùbá orthography across the s

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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 (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 S

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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 (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 rhy

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Yudina, N. V. "RUSSIAN ORTHOGRAPHY AND PUNCTUATION IN THE 21ST CENTURY: «MAN» AND «LAW»." Bulletin of Kemerovo State University, no. 3 (July 28, 2016): 227–333. http://dx.doi.org/10.21603/2078-8975-2016-3-227-333.

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The paper is focused on the research and description of several active processes in Russian orthography and punctuation of the 21st century. The following tendencies are most specific: difference between the codified recommendations of rules and the written (orthographic and punctuative) practice; wish of a modern language personality to make the linguistic activity creative, use the expressive means of graphics, orthography and punctuation and draw attention of those who read and write; intentional violation of the orthographic and punctuative norms caused either by a low level of the written

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Jiang, Xiangying. "Lower-Level Processing Skills in English-as-a-Second-Language Reading Comprehension: Possible Influence of First Language Orthography." Studies in English Language Teaching 5, no. 3 (2017): 448. http://dx.doi.org/10.22158/selt.v5n3p448.

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<em>Cross-linguistic studies on second language (L2) reading reveal that component skills of reading such as word recognition, phonemic decoding, spelling, and oral text reading are prone to the influence of first language (L1) orthography but few empirical studies have examined the possible influence of L1 orthography on these skills. This study investigates how adult ESL learners of two different L1 backgrounds (Spanish and Chinese) compare in their performances on word recognition efficiency, phonemic decoding efficiency, spelling, and oral text reading fluency and how these skills ar

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Arab-Moghaddam, Narges, and Monique Senechal. "Orthographic and phonological processing skills in reading and spelling in Persian/English bilinguals." International Journal of Behavioral Development 25, no. 2 (2001): 140–47. http://dx.doi.org/10.1080/01650250042000320.

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The concurrent development of reading and spelling in English and Persian were examined in a sample of bilingual children. The objective was to compare how phonological and orthographic processing skills contribute to reading and spelling for two alphabetic languages that differ drastically. English orthography is characterised by both polyphony (i.e., a grapheme representing more than one phoneme) and polygraphy (i.e., a phoneme represented by more than one grapheme) which results in a complex script to read and write. In contrast, vowelised-Persian orthography is characterised by polygraphy

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Kudzoeva, Anjela Fedorovna. "Modern Iron orthography as a “window” to the past and future of the Ossetic language." Philology. Theory & Practice 17, no. 8 (2024): 2572–76. http://dx.doi.org/10.30853/phil20240366.

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The research object is the orthography of the modern Ossetic (Iron) language. The aim of the study is to eliminate the gaps in the current rules of Ossetic orthography by identifying the patterns of spelling of certain groups of words, to which none of the three orthographic principles can be applied (neither phonetic, nor morphological, nor traditionally historical). The work is novel in that it is the first in Ossetic studies to explain the peculiarities of spelling certain groups of words of the Iron dialect through the phenomena of the Digor dialect. The results of the research showed the

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Verano, Ronaldo N. "Level of Competence of Teachers in Filipino in the 2013 Filipino Orthography: Basis for Crafting Lesson Exemplars in Teaching Orthographic Rules." International Journal of Research and Innovation in Social Science VIII, IIIS (2024): 5548–621. https://doi.org/10.47772/ijriss.2024.803420s.

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The primary goal of the study is to determine the level of competence of teachers in Filipino in the Division of Northern Samar in the 2013 Filipino Orthography as a basis for crafting lesson exemplars on orthographic rules. This study utilized the correlational-developmental method. This method of research creates a purposive process of gathering, analyzing, classifying, and tabulating data about prevailing conditions, practices, trends, and relationships to make an adequate and accurate interpretation of data with the aid of statistical methods. Based on the result, a majority of the respond

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Dissertations / Theses on the topic "Orthography level"

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Patrick, Carla J. "Developmentally appropriate spelling and phonics instruction and its impact on student level of orthography, decoding ability, and reading accuracy." Wittenberg University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=witt1534160012802077.

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Fan, Hui-Mei. "Developing orthographic awareness among beginning Chinese language learners: investigating the influence of beginning level textbooks." Diss., University of Iowa, 2010. https://ir.uiowa.edu/etd/496.

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The present study is based on the theoretical assumptions that frequency of characters and their structural components, as well as the frequency types of structural components, are important to enable learners of Chinese as a foreign language (CFL) to discover the underlying structure of Chinese characters. In the CFL context, since reliable target language input is limited largely to textbook materials and teacher instruction, it is important to more rigorously examine the inventory of Chinese characters that is typically presented in CFL textbooks. The purpose of this study was to systematic

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Busstra, Amanda. "A reading-level investigation of the self-teaching hypothesis : rapid orthographic learning within silent story reading /." [St. Lucia, Qld.], 2006. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19756.pdf.

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Rudner, Mary, Thomas Karlsson, Johan Gunnarsson, and Jerker Rönnberg. "Levels of processing and language modality specificity in working memory." Linköpings universitet, Institutet för handikappvetenskap (IHV), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-91770.

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Neural networks underpinning working memory demonstrate sign language specific components possibly related to differences in temporary storage mechanisms. A processing approach to memory systems suggests that the organisation of memory storage is related to type of memory processing as well. In the present study, we investigated for the first time semantic, phonological and orthographic processing in working memory for sign- and speech-based language. During fMRI we administered a picture-based 2-back working memory task with Semantic, Phonological, Orthographic and Baseline conditions to 11 d

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Fern-Pollak, Liory. "Cognitive processes and neural correlates of reading in languages with graded levels of orthographic transparency : Spanish, English and Hebrew." Thesis, Brunel University, 2008. http://bura.brunel.ac.uk/handle/2438/3591.

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This thesis examined the cognitive processes and neural correlates involved in reading Spanish (a transparent orthography), English (an intermediate orthography) and Hebrew (an opaque orthography) by bilinguals and trilinguals. The main objectives of the five experiments were to: (i) extend previous findings which demonstrated that orthographic transparency influences the degree of reliance on lexical and sublexical processing, and (ii) assess the effects of orthographic transparency and language proficiency on strategies employed for reading in a second and third language. Word/non-word namin

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Maluleke, Mzamani Johannes. "A study of the academic writing proficiency of level one students at the University of Venda." Thesis, 2016. http://hdl.handle.net/11602/346.

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Fick, Machteld. "'n Masjienleerbenadering tot woordafbreking in Afrikaans." Thesis, 2013. http://hdl.handle.net/10500/13326.

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Text in Afrikaans<br>Die doel van hierdie studie was om te bepaal tot watter mate ’n suiwer patroongebaseerde benadering tot woordafbreking bevredigende resultate lewer. Die masjienleertegnieke kunsmatige neurale netwerke, beslissingsbome en die TEX-algoritme is ondersoek aangesien dit met letterpatrone uit woordelyste afgerig kan word om lettergreep- en saamgesteldewoordverdeling te doen. ’n Leksikon van Afrikaanse woorde is uit ’n korpus van elektroniese teks genereer. Om lyste vir lettergreep- en saamgesteldewoordverdeling te kry, is woorde in die leksikon in lettergrepe verdeel en saamges

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Luo, Yang. "Biliteracy Development in Chinese and English: The Roles of Phonological Awareness, Morphological Awareness, and Orthographic Processing in Word-level Reading and Vocabulary Acquisition." Thesis, 2013. http://hdl.handle.net/1807/35889.

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This thesis examined the role of metalinguistic skills in concurrent and subsequent word-level reading and oral vocabulary among Chinese-English bilingual children who learned Chinese as their heritage language and English as their societal language. While previous studies on biliteracy development among this group of children have mostly focused on one of the two languages, this thesis gave equal emphasis to both languages. The research had two general purposes: 1) to investigate the role of phonological awareness, morphological awareness and orthographic processing in predicting word-level r

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Vaňátko, Jiří. "Jazyk SMS a francouzština jako cizí jazyk." Master's thesis, 2014. http://www.nusl.cz/ntk/nusl-338636.

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in English with English title of the thesis: Language of SMS and French as a foreign language The central topic of the thesis is the language of short text messages (SMS) and/or the one of chat and their application in teaching of French as a foreign language (fr. abbreviation F.L.E., français langue étrangère). The aim is to answer the question so as to how to grasp linguo- didactically this modern sociolect of young users (not only) of French, typical of written communication via digital technologies, with the purpose of the purely practical use in the classes of French. Firstly, a linguisti

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Books on the topic "Orthography level"

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Phenix, Jo. Words at work: Word-level and sentence-level work for excellence in spelling and grammar. Folens, 1998.

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Phenix, Jo. Words at work: Word-level and sentence-level work for excellence in spelling and grammar. Folens, 2000.

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Moats, Louisa Cook. Scholastic spelling [level 5]. Scholastic Canada, 1998.

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Engelmann, Siegfried. SRA reading mastery: Level I. SRA/McGraw-Hill, 2003.

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Engelmann, Siegfried. SRA reading mastery: Level I. SRA/McGraw-Hill, 2003.

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Burkhardt, Sally E., and Sally E. Burkhardt. Using the brain to spell: Effective strategies for all levels. Rowman & Littlefield Education, 2010.

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Gunning, Pamela. A tiny twist to english: English as a second language at the elementary level, cycle 1, 2e année. Lidec, 2007.

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Carlson, Thorsten. Hbj Spelling (Red Level 2). Harcourt, 1988.

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J. Richard, Ph.D. Gentry. Spelling Connections: Level 7. Zaner Bloser, 2004.

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J. Richard, Ph.D. Gentry. Spelling Connections: Level 8. Zaner Bloser, 2004.

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Book chapters on the topic "Orthography level"

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"THE ROLE OF THE AFFECTIVE FILTER ON THE LEVEL OF ORTHOGRAPHY." In New Trends in Graphemics and Orthography. De Gruyter, 1986. http://dx.doi.org/10.1515/9783110867329.395.

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Padmanabhan, Jayakumar, S. Suman Rajest, and J. Josephin Veronica. "A Study on the Orthography and Grammatical Errors of Tertiary-Level Students." In Handbook of Research on Learning in Language Classrooms Through ICT-Based Digital Technology. IGI Global, 2023. http://dx.doi.org/10.4018/978-1-6684-6682-7.ch004.

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Writing is one of the most important skills in language abilities. It is a primary basis for judging one's learning and intellect. Writing skills equip us with communication and thinking skills. Writing is very important in communication. More importantly, in writing, the learners of English should have error-free sentences in their orthographic and grammatical areas. Because if there is incorrect grammar, the sentences will be unclear and meaningless. The proper syntactic structure of the paper shows a huge difference in one's speaking and writing, and it also indicates sound knowledge of the

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Fella, Argyro, Christoforos Christoforou, and Timothy C. Papadopoulos. "Mapping the Gaze of Poor and Good Readers in a Consistent Orthography." In Advances in Educational Technologies and Instructional Design. IGI Global, 2023. http://dx.doi.org/10.4018/978-1-6684-8203-2.ch012.

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The present study followed a reading-level match design to investigate group differences in eye movements between grade three and grade six Greek-speaking children with reading difficulties (RD) and controls (chronological age (CA) and reading-level (RL)-matched groups), examining their performance on RAN tasks of different modalities (phonological vs. visual) and complexity levels (confounding vs. not-confounding conditions). Three eye movements (fixations, saccades, and regressions) were recorded using the EyeLink 1000 Plus eye-tracking system. The results showed that both grade three and gr

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Sandy, Clare S. "Recovering prosody from Karuk texts." In The Life Cycle of Language. Oxford University PressOxford, 2023. http://dx.doi.org/10.1093/oso/9780192845818.003.0015.

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Abstract In the 1920s, J. P. Harrington made voluminous transcriptions of Karuk, which has a complex system of word-level prosody. This chapter demonstrates that useful prosodic data can be gleaned from Harrington’s baroque and unfamiliar system of diacritic marks. Published texts, archival materials, and historic recordings of master Karuk speakers are analyzed to provide a translation of Harrington’s diacritics into modern Karuk orthography and a contemporary linguistic interpretation of them. The analysis shows that Harrington’s accentual notation is highly phonetically accurate, making a l

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Giazitzidou, Sophia. "Orthographic Knowledge-Involved Factors and Relations to Reading and Dyslexia." In Developmental Language Disorders in Childhood and Adolescence. IGI Global, 2023. http://dx.doi.org/10.4018/979-8-3693-0644-4.ch023.

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This chapter is a critical review of the existing literature on orthographic knowledge, focusing on research derived mostly from transparent orthographies, such as Greek. Specifically, the purposes of the chapter are a) to clarify existing terms related to orthographic knowledge; b) to present the existing literature related to the development of orthographic knowledge and the factors that are causally linked to it, such as decoding, phonological awareness, and rapid automatized naming; c) to describe how orthographic knowledge is linked to reading, based on the dominant reading theories and m

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Todo, Eiko, and Davey Young. "Dyslexia in Japanese Schooling: An Interview With Eiko Todo." In Barrier-Free Instruction in Japan: Recommendations for Teachers at All Levels of Schooling. Candlin & Mynard, 2024. http://dx.doi.org/10.47908/30/13.

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Young learners with dyslexia encounter a number of barriers to learning in Japanese education. Issues related to diagnosis, assessment, and even access to educational opportunities are further complicated by language learning, which raises a number of concerns for bilingual children and children from international families. In this chapter, Eiko Todo, chair of the nonprofit organization EDGE (Japan Dyslexia Society) elaborates on a number of these concerns and how educators and parents can help alleviate them. Additional points of discussion include online learning, orthography and phonology o

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Ögeyik, Muhlise Coşgun. "Measuring Phonological and Orthographic Similarity." In Psycholinguistics and Cognition in Language Processing. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-4009-0.ch003.

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Marked and unmarked language forms can be distinguished with the level of simplicity or complexity denotations of the forms. Unmarked target language forms may create little or no difficulty, even if they do not exist in the native language of the learner, while marked forms can be relatively difficult for language learners. In addition to the notions of markedness/unmarkedness, there has also been an emphasis on similarity and dissimilarity between the items of first (L1) and second languages (L2). Along with similarity or dissimilarity of L1 and L2 forms, the level of difficulty may vary eno

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Anspoka, Zenta. "Latviešu mācībvalodas un mazākumtautību izglītības iestāžu vidusskolēnu latviešu valodas kompetence: salīdzinošais pētījums." In Latviešu valodas apguve. XIII Starptautiskais baltistu kongress : rakstu krājums. Liepājas Universitāte, 2021. http://dx.doi.org/10.37384/lva.2021.119.

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The topicality of the research is related to the State policy of education to strengthen the role of the Latvian language as a national language by enabling the integration of society and intercultural dialogue. The aim of the study is to analyse the level of language competence of Grade 12 students of Latvian language of instruction in comparison with minority schools. The results of the empirical research are obtained from 468 texts written by students with the Latvian language of instruction and minority secondary education institutions in different regions of Latvia. The texts used are sys

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Dehaene, Stanislas. "The Neural Bases of Subliminal Priming." In Functional Neuroimaging of Visual Cognition. Oxford University PressOxford, 2004. http://dx.doi.org/10.1093/oso/9780198528456.003.0010.

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Abstract Psychologists have long reported that words that are made invisible by forward and backward masking can nevertheless cause behavioral priming effects. Functional neuroimaging can now be used to explore the neural bases of masked priming. Subliminal priming causes reduced activation in multiple areas (fusiform gyrus, intraparietal sulcus, and motor cortex), in direct correspondence with behavioral manifestations of priming at the orthographic, semantic, and motor level. This implies that a whole stream of processors can operate unconsciously. The neural code in each area can be assesse

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Castillo Peña, Carmen. "Unión y separación de palabras en las Osservationi della lingua castigliana de Giovanni Miranda." In Lexicalización, léxico y lexicografía en la historia del español. Edizioni Ca' Foscari, 2019. http://dx.doi.org/10.30687/978-88-6969-381-6/005.

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The amalgamation and separation of Spanish words is an orthographic feature that should be taken into account to characterize an old grammatical text because it contributes to a better understanding of some grammatical and linguistic questions. Regardless of the level of modernization edition of an old grammatical text, the phenomena of amalgamation and separation should be explained, since we believe that it is possible to discover a set of frequent habits in the separation of words and that these can contribute to the immanent grammatical characterization of the text. This article will discu

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Conference papers on the topic "Orthography level"

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Rosati, Domenic. "Learning to Pronounce as Measuring Cross-Lingual Joint Orthography-Phonology Complexity." In 9th International Conference on Artificial Intelligence and Applications (AIAPP 2022). Academy and Industry Research Collaboration Center (AIRCC), 2022. http://dx.doi.org/10.5121/csit.2022.120908.

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Machine learning models allow us to compare languages by showing how hard a task in each language might be to learn and perform well on. Following this line of investigation, we explore what makes a language “hard to pronounce” by modelling the task of grapheme-to-phoneme (g2p) transliteration. By training a character-level transformer model on this task across 22 languages and measuring the model’s proficiency against its grapheme and phoneme inventories, we show that certain characteristics emerge that separate easier and harder languages with respect to learning to pronounce. Namely the com

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Zeljić, Goran. "Kritički pogled na vrste pravopisnih vežbi u nastavi srpskog jezika." In Nauka, nastava, učenje u izmenjenom društvenom kontekstu. University of Kragujevac, Faculty of Education in Uzice, 2021. http://dx.doi.org/10.46793/nnu21.343z.

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The article analyzes orthographic tasks that are part of teaching content in Serbian orthography at the elementary school age. These contents, especially at the younger school age, are an essential part of teaching Serbian. The plan and program cover all major orhographic topics, starting with the use of capital letters, through merged and conquered spelling, punctuation, and abbreviations. The orthographic aspect of voice alternatives is given in the older classes, although the basics of these rules are given at a younger age in changing the form of words (in the writing of nouns of the vraba

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Adam, Gabriela‑Violeta. "Romanian toponymy in Szabó T. Attila’s works. Solnoc-Dăbâca county. I. Vocalism." In International Conference on Onomastics “Name and Naming”. Editura Mega, 2022. http://dx.doi.org/10.30816/iconn5/2019/29.

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The Magyarization of Romanian toponymy in historical Transylvania was achieved in three different ways: 1) adapting the onomastic material to the Hungarian orthographic and phonetic system; 2) translating the toponymic items; 3) adopting the specific Hungarian morphosyntactic rules. The Magyarization of microtoponymy did not have repercussions on the morphosyntactic and lexical levels; the adoption of Hungarian orthography ensured only the formal assimilation of the toponyms. The Hungarian orthographic principles and norms, used inconsistently, reflect numerous oscillating contexts in which th

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Bureeva, Sofya A., and Olga V. Yeletskaya. "Specificity of linguistic prerequisites for mastering the skill of writing in school children with dysorphography." In Особый ребенок: Обучение, воспитание, развитие. Yaroslavl state pedagogical university named after К. D. Ushinsky, 2021. http://dx.doi.org/10.20323/978-5-00089-474-3-2021-133-141.

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The article presents the analysis of the research of linguistic abilities in the 5th grade school children with dysorphography in the set of phonemic, lexical, grammatical components, sense of languageand linguistic thinking. The author considers the current level of formation of orthographic writing skill among pupils and defines the correlation between the level of linguistic abilities maturity and the state of orthographic writing skill.

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Ginestel-Mailland, Alix de, Martine de Calmes, and Guy Perennou. "Multi-level transcription of speech corpora from orthographic forms." In 3rd European Conference on Speech Communication and Technology (Eurospeech 1993). ISCA, 1993. http://dx.doi.org/10.21437/eurospeech.1993-328.

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Siewert, Janine, Yves Scherrer, and Martijn Wieling. "Low Saxon dialect distances at the orthographic and syntactic level." In Proceedings of the 3rd Workshop on Computational Approaches to Historical Language Change. Association for Computational Linguistics, 2022. http://dx.doi.org/10.18653/v1/2022.lchange-1.12.

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Karpava, Sviatlana, and Elena Kkese. "Acoustic-orthographic interface in L2 phonology by L1 Cypriot-Greek speakers." In 11th International Conference of Experimental Linguistics. ExLing Society, 2020. http://dx.doi.org/10.36505/exling-2020/11/0026/000441.

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The present study investigated the acoustic-orthographic interface in the phonology of L2 English by L1 Cypriot-Greek (CG) speakers. Seventy L1 CG undergraduate students completed a written dictation task, which examined how contrastive English vowels and consonants on word-level are perceived by CG and how the use of L2 affects these perceptions based on the different phoneme inventories and orthographies of CG and English. The findings suggest that there is an effect of L1 CG phonological and orthographic systems on L2 English vowel and consonant sound perception and written production.

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Tiawongsombat, Prasertsak, and Inthawadee Chantaksinopas. "Low-Level Image Features in Orthographic Projection Snapshot to 3D Coordinate Retrieval." In 2020 5th International Conference on Information Technology (InCIT). IEEE, 2020. http://dx.doi.org/10.1109/incit50588.2020.9310974.

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Hao, Yen-Chen, and Chung-Lin Yang. "The role of orthography in L2 segment and tone encoding by learners at different proficiency levels." In TAL2018, Sixth International Symposium on Tonal Aspects of Languages. ISCA, 2018. http://dx.doi.org/10.21437/tal.2018-50.

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Laarmann-Quante, Ronja. "Automating Multi-Level Annotations of Orthographic Properties of German Words and Children’s Spelling Errors." In Language Teaching, Learning and Technology. ISCA, 2016. http://dx.doi.org/10.21437/ltlt.2016-3.

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