Relevant bibliographies by topics / Reading Word recognition

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Reading Word recognition'

Author: Grafiati
Published: 4 June 2021
Last updated: 8 February 2022

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Journal articles on the topic "Reading Word recognition"

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Groff, Patrick. "WORD RECOGNITION AND CRITICAL READING." Reading & Writing Quarterly 7, no. 1 (1991): 17–31. http://dx.doi.org/10.1080/0748763910070103.

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Ziegler, Johannes C., Jonathan Grainger, and Marc Brysbaert. "Modelling word recognition and reading aloud." European Journal of Cognitive Psychology 22, no. 5 (July 21, 2010): 641–49. http://dx.doi.org/10.1080/09541446.2010.496263.

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Leslie, Lauren, and Brenda Thimke. "The Use of Orthographic Knowledge in Beginning Reading." Journal of Reading Behavior 18, no. 3 (September 1986): 229–41. http://dx.doi.org/10.1080/10862968609547571.

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The purpose of the present study was to determine the relationship between word recognition ability, knowledge of orthographic structures, and use of orthographic knowledge in word recognition. Fifty-six first and second graders were administered a word recognition test, two tests of orthographic knowledge, and two search tasks. The results indicated that when searching for multiple word targets children with word recognition levels of less than 2–2 searched similarly through all fields, whereas children with word recognition levels of 2–2+ searched faster through pseudowords and nonwords than through words. When searching for members of a category, children with word recognition levels below 2–1 searched faster through nonwords and pseudowords than through words providing no evidence for the use of orthography in word search. Children with word recognition levels above 2–1 searched faster through nonwords than through pseudowords and words, demonstrating a generalized effect of orthographic structure.
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Metsala, Jamie L. "Spoken word recognition in reading disabled children." Journal of Educational Psychology 89, no. 1 (1997): 159–69. http://dx.doi.org/10.1037/0022-0663.89.1.159.

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Adams, Marilyn Jager, Derek Besner, and Glyn W. Humphreys. "Basic Processes in Reading: Visual Word Recognition." American Journal of Psychology 106, no. 3 (1993): 451. http://dx.doi.org/10.2307/1423186.

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Forget, Joachim, Marco Buiatti, and Stanislas Dehaene. "Temporal Integration in Visual Word Recognition." Journal of Cognitive Neuroscience 22, no. 5 (May 2010): 1054–68. http://dx.doi.org/10.1162/jocn.2009.21300.

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When two displays are presented in close temporal succession at the same location, how does the brain assign them to one versus two conscious percepts? We investigate this issue using a novel reading paradigm in which the odd and even letters of a string are presented alternatively at a variable rate. The results reveal a window of temporal integration during reading, with a nonlinear boundary around ∼80 msec of presentation duration. Below this limit, the oscillating stimulus is easily fused into a single percept, with all characteristics of normal reading. Above this limit, reading times are severely slowed and suffer from a word-length effect. ERPs indicate that, even at the fastest frequency, the oscillating stimulus elicits synchronous oscillations in posterior visual cortices, while late ERP components sensitive to lexical status vanish beyond the fusion threshold. Thus, the fusion/segregation dilemma is not resolved by retinal or subcortical filtering, but at cortical level by at most 300 msec. The results argue against theories of visual word recognition and letter binding that rely on temporal synchrony or other fine temporal codes.
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Liversedge, Simon P., Hazel I. Blythe, and Denis Drieghe. "Beyond isolated word recognition." Behavioral and Brain Sciences 35, no. 5 (August 29, 2012): 293–94. http://dx.doi.org/10.1017/s0140525x12000210.

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AbstractIn this commentary we concur with Frost's view of the centrality of universal principles in models of word identification. However, we argue that other processes in sentence comprehension also fundamentally constrain the nature of written word identification. Furthermore, these processes appear to be universal. We, therefore, argue that universality in word identification should not be considered in isolation, but instead in the context of other linguistic processes that occur during normal reading.
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Lorch, Robert F. "Use of a word reading task for studying word recognition." Bulletin of the Psychonomic Society 24, no. 1 (July 1986): 11–14. http://dx.doi.org/10.3758/bf03330489.

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Toste, Jessica R., Kelly J. Williams, and Philip Capin. "Reading Big Words: Instructional Practices to Promote Multisyllabic Word Reading Fluency." Intervention in School and Clinic 52, no. 5 (December 5, 2016): 270–78. http://dx.doi.org/10.1177/1053451216676797.

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Poorly developed word recognition skills are the most pervasive and debilitating source of reading challenges for students with learning disabilities (LD). With a notable decrease in word reading instruction in the upper elementary grades, struggling readers receive fewer instructional opportunities to develop proficient word reading skills, yet these students face greater amounts of texts with more complex words. Poor decoders, even those who can fluently read monosyllabic words, often have difficulty with multisyllabic words, yet the average number of syllables in words that students read increases steadily throughout their school years. As such, it is necessary to identify instructional practices that will support the continued reading development of students into the upper elementary years. This article discusses the difficulty involved in multisyllabic word reading and describes five research-based instructional practices that promote the multisyllabic word reading fluency of struggling readers, particularly those with LD.
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Berninger, Virginia W., Karin Vermeulen, Robert D. Abbott, Deborah McCutchen, Susanna Cotton, Jennifer Cude, Susan Dorn, and Tod Sharon. "Comparison of Three Approaches to Supplementary Reading Instruction for Low-Achieving Second-Grade Readers." Language, Speech, and Hearing Services in Schools 34, no. 2 (April 2003): 101–16. http://dx.doi.org/10.1044/0161-1461(2003/009).

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Purpose: This research evaluated the relative effectiveness of three instructional approaches to supplementing the regular reading program for second graders with low word reading and/or pseudoword reading skills. Method: In the instructional experiment, 96 second graders with low reading achievement were randomly assigned to one of four conditions: (a) explicit and reflective word recognition, (b) explicit and reflective reading comprehension, (c) combined explicit word recognition and explicit reading comprehension, or (d) treated control that only practiced reading skills without any instruction. In the extension study, these conditions were compared to an untreated control group of 29 second graders. Results: In the instructional experiment, combined word recognition and reading comprehension treatment increased phonological decoding (pronouncing pseudowords) significantly more than the treated control or word recognition only treatment and had the highest effect size. The comprehension only treatment was not significantly different from the treated control. In the extension study, (a) the treated children receiving supplemental instruction improved significantly more in phonological decoding and reading real words than did those in the regular program, and (b) the combined word recognition and reading comprehension treatment, which was explicit, had the highest effect sizes for both pseudoword and real-word reading. Clinical Implications: The most effective supplemental instruction for increasing phonological decoding was combining explicit word recognition and explicit reading comprehension training.
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Dissertations / Theses on the topic "Reading Word recognition"

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Chen, Yiping. "Word recognition and reading in Chinese." Thesis, University of Oxford, 1993. http://ora.ox.ac.uk/objects/uuid:8f034ff4-f07c-459b-95f7-4b0a72e07c45.

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Finally, the present thesis develops an analytic account of word recognition and reading in Chinese. Implications are drawn for both experimental studies of normal reading and neuropsychological studies of dyslexia in Chinese.
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Almabruk, Abubaker A. A. "Word recognition and reading in Arabic." Thesis, University of Leicester, 2012. http://hdl.handle.net/2381/27643.

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The thesis reports six experiments investigating word recognition and reading in Arabic. Experiment 1 looked at the word superiority effect in Arabic word recognition using brief presentations of stimuli (five-letter real words, pseudo-words, non-words, and inverted real words) in a Reicher-Wheeler task. The results of this experiment showed advantages for the recognition of words over pseudo-words and illegal non-words, and for pseudo-words over illegal non-words. Experiment 2 was a follow-up experiment that also examined the word superiority effect in Arabic by using the lexical decision task. In this experiment, participants viewed briefly presented real words and legal non-words, with the results showing that Arabic real words were recognised quicker and more accurately than non-words. Experiment 3 investigated the landing position effects for three, five, and seven letter words in Arabic using eye movements while reading. The results showed that the preferred viewing location (PVL) is at the right of centre of words in Arabic, similar to that for Hebrew. Experiment 4 re-examined the optimal viewing position in Arabic word recognition using five-letter Arabic words and non-words in a lexical decision task. The results showed that participants recognised words most quickly and most accurately when fixating inter-letter locations at the middle of words, indicating that the OVP for Arabic word recognition is at a word’s centre. Experiment 5 used the Reicher-Wheeler task and Experiment 6 used the lexical decision task to re-examine the claim that an anatomical division in the human fovea has consequences for word recognition. The findings revealed the superiority of the right visual field for words displayed outside the foveal and no asymmetries for words displayed within foveal vision. Thus far the research has made an important advance on our understanding of processes involved in Arabic word recognition by revealing that word superiority and pseudo-word superiority effects similar to those reported in Latinate languages are also observed in Arabic, and that the OVP effect in Arabic differs from that found in English. The reading results indicate that, similar to other languages, parafoveal word length information is used to guide saccade targeting in Arabic.
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Sibley, Daragh E. "Large scale modeling of single word reading and recognition." Fairfax, VA : George Mason University, 2008. http://hdl.handle.net/1920/3254.

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Thesis (Ph.D.)--George Mason University, 2008.
Title from PDF t.p. (viewed Oct. 15, 2008). Thesis director: Christopher T. Kello. Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Psychology. Vita: p. 95. Includes bibliographical references (p. 82-94). Also available in print.
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Hinton, Jane. "Neighbourhood effects during visual word recognition." Thesis, University of Nottingham, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.363914.

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Chernecki, Donna (Donna Rae) Carleton University Dissertation Psychology. "Disrupting holistic word recognition; evidence for word-specific visual patterns." Ottawa, 1992.

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Chen, Wen-Tsong. "Word level training of handwritten word recognition systems /." free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9974612.

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Havelka, Jelena. "Phonological and visual factors in visual word recognition." Thesis, University of Bristol, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.324326.

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Jacobson, Christer. "Reading development and reading disability analyses of eye-movements and word recognition /." Stockholm : Lund : Almqvist & Wiksell ; University of Lund, 1998. http://catalog.hathitrust.org/api/volumes/oclc/39314893.html.

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Matchim, Joan Oldford. "The effects of contextual cues and word frequency on word recognition /." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487261919113531.

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Hazamy, Audrey A. "The influence of pictures on word recognition." Click here to access thesis, 2009. http://www.georgiasouthern.edu/etd/archive/spring2009/audrey_a_hazamy/Hazamy_Audrey_A_200901_MS.pdf.

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Thesis (M.S.)--Georgia Southern University, 2009.
"A thesis submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Master of Science." Directed by Lawrence Locker. ETD. Includes bibliographical references (p. 40-44) and appendices.
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Books on the topic "Reading Word recognition"

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Hendricks, Cindy. Teaching word recognition skills. 7th ed. Upper Saddle River, NJ: Pearson/Merrill Prentice Hall, 2007.

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Teaching word recognition skills. 6th ed. Scottsdale, Ariz: Gorsuch Scarisbrick, 1997.

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Teaching word recognition skills. 5th ed. Scottsdale, Ariz: Gorsuch Scarisbrick, 1993.

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Lewkowicz, Nancy K. Word workout. Yellow Springs, OH: Word Workshop, 1994.

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Word identification for teachers. Cheney, WA: High Impact Press, 1987.

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Hoffman, Karen. Automatic word recognition, syntactic processing and reading disabilities. Ottawa: National Library of Canada = Bibliothèque nationale du Canada, 1992.

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Loss, Barbara Rosenberg. Say the word!: A guide to improving word recognition skills. Syracuse, N.Y: New Readers Press, 1991.

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Smith, Carl Bernard. Vocabulary instruction and reading comprehension: ERIC digest. [Bloomington, IN]: ERIC Clearinghouse on Reading, English, and Communication, 1997.

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Loss, Barbara Rosenberg. Say the word!: A guide to improving word recognition skills : teacher's manual. Syracuse, N.Y: New Readers Press, 1991.

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Jacobson, Christer. Reading development and reading disability: Analyses of eye-movements and word recognition. Stockholm: Almqvist & Wiksell, 1998.

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Book chapters on the topic "Reading Word recognition"

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Zaidel, Eran. "Hemispheric Independence and Interaction in Word Recognition." In Brain and Reading, 77–97. London: Macmillan Education UK, 1989. http://dx.doi.org/10.1007/978-1-349-10732-2_6.

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Olson, R. K., J. J. Gillis, J. P. Rack, J. C. Defries, and D. W. Fulker. "Confirmatory Factor Analysis of Word Recognition and Process Measures in the Colorado Reading Project." In Reading Disabilities, 47–60. Dordrecht: Springer Netherlands, 1991. http://dx.doi.org/10.1007/978-94-011-2450-8_4.

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Belaïd, Abdel, and Christophe Choisy. "Human Reading Based Strategies for Off-Line Arabic Word Recognition." In Arabic and Chinese Handwriting Recognition, 36–56. Berlin, Heidelberg: Springer Berlin Heidelberg, 2008. http://dx.doi.org/10.1007/978-3-540-78199-8_3.

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Kennedy, Alan. "Parafoveal-on-Foveal Effects in Reading and Word Recognition." In Current Oculomotor Research, 359–67. Boston, MA: Springer US, 1999. http://dx.doi.org/10.1007/978-1-4757-3054-8_50.

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Hulme, Charles, and Margaret Snowling. "Phonological Deficits and the Development of Word Recognition Skills in Developmental Dyslexia." In Reading Disabilities: Diagnosis and Component Processes, 225–36. Dordrecht: Springer Netherlands, 1993. http://dx.doi.org/10.1007/978-94-011-1988-7_11.

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Funder Hansen, Gunna. "Word Recognition in Arabic: Approaching a Language-Specific Reading Model." In Literacy Studies, 55–76. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-017-8545-7_3.

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Yamashita, Junko. "Chapter 13. Orthographic and phonological processing in L2-English word recognition." In Writing Systems, Reading Processes, and Cross-Linguistic Influences, 267–92. Amsterdam: John Benjamins Publishing Company, 2018. http://dx.doi.org/10.1075/bpa.7.13yam.

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Kliegl, Reinhold, Michael Dambacher, Olaf Dimigen, and Werner Sommer. "Oculomotor Control, Brain Potentials, and Timelines of Word Recognition During Natural Reading." In Current Trends in Eye Tracking Research, 141–55. Cham: Springer International Publishing, 2013. http://dx.doi.org/10.1007/978-3-319-02868-2_10.

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Licht, Robert, and Jos van Onna. "Differences in Components of Word Recognition between P- and L-Type Reading Disability." In Developmental and Acquired Dyslexia, 41–50. Dordrecht: Springer Netherlands, 1995. http://dx.doi.org/10.1007/978-94-017-1241-5_3.

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He, Xiang, Xiaofei Zhang, Yang Yang, Ting Wu, and Ning Zhong. "Study on the Connectivity of Language Network in Word Reading and Object Recognition Based on tfMRI." In Brain Informatics, 62–71. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-37078-7_7.

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Conference papers on the topic "Reading Word recognition"

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Luzhnica, Granit, and Eduardo Veas. "Boosting word recognition for vibrotactile skin reading." In UbiComp '19: The 2019 ACM International Joint Conference on Pervasive and Ubiquitous Computing. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3341163.3347715.

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Saitoh, Takeshi, and Ryosuke Konishi. "Profile Lip Reading for Vowel and Word Recognition." In 2010 20th International Conference on Pattern Recognition (ICPR). IEEE, 2010. http://dx.doi.org/10.1109/icpr.2010.335.

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Gramfort, Alexandre, Christophe Pallier, Gael Varoquaux, and Bertrand Thirion. "Decoding Visual Percepts Induced by Word Reading with fMRI." In 2012 2nd International Workshop on Pattern Recognition in NeuroImaging (PRNI). IEEE, 2012. http://dx.doi.org/10.1109/prni.2012.20.

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Nuraeni, Nunur, Murni Winarsih, and Bagaskorowati Riana. "Media Balok Kata (BTA) to Stimulate the Ability of Reading Word Recognition for Student with Learning Problem." In Proceedings of the 2nd INDOEDUC4ALL - Indonesian Education for All (INDOEDUC 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/indoeduc-18.2018.58.

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Wakhungu, C. N. "The Impact of Teachers Interpersonal Characteristics on Acquisition of Reading Skills among Grade Three Pupils in Public Primary Schools in Bungoma County, Kenya." In The 3rd International Conference on Future of Education 2020. The International Institute of Knowledge Management, 2020. http://dx.doi.org/10.17501/26307413.2020.3106.

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The acquisition of requisite reading skills plays a crucial role in scaffolding learning and more so when children start their education. These reading skills form an important pivot around which most learning revolves. Nevertheless, studies globally indicate that majority of school-age pupils are not being taught the relevant reading skills at an appropriate age and grade hence most of them attain the age of eleven years before acquiring these skills. The integral role played by the teacher in enabling learners to acquire reading skills cannot be over-emphasized. They are, in fact, an important axis around which all educational processes revolve including the success in the acquisition of the children’s literacy skills. The purpose of this study was to find out the impact of teacher interpersonal characteristics on the acquisition of reading skills among grade three pupils in public primary schools in Bungoma County, Kenya. Vygotsky’s (1978) theory was fundamental to this study. A descriptive survey research was adopted in the study focusing on grade three pupils, their class teacher and the headteachers in Bumula Sub-County. Simple random sampling and purposive sampling techniques were used to select the study sample of 32%. Data was collected using questionnaires, interview schedules and reading tests for grade three pupils to determine their level of reading skills. The researcher designed a pupil test to determine the levels of reading across the Grade III Learners. The study found out that teachers’ interpersonal characteristics had an impact on the acquisition of reading skills among the grade III learners. The study further established that Grade III pupils in Bungoma County have overall poor reading skills as manifested by their dismal sound recognition, comprehension, word recognition, and reading fluency. Furthermore, the study established that Grade III teachers are neither aware nor apply their interpersonal skills, but rely on their skills to help Grade III learners acquire reading skills. The study recommended that Bungoma County’s Ministry of Education should use these findings for policy implementation as a way or improving teacher interpersonal relationships, through modification of the curriculum of teacher training colleges. Keywords: Acquisition, Impact, Interpersonal characteristics, Reading skills
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Chippa, Sunil Kumar, Bhavani Srinivasaiah, and Samraj Jabez Dhinagar. "Automobile Speedometer Reading Recognition for Automated Testing." In SAE 2014 World Congress & Exhibition. 400 Commonwealth Drive, Warrendale, PA, United States: SAE International, 2014. http://dx.doi.org/10.4271/2014-01-0779.

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Schoenmakers, Sanne, Tom Heskes, and Marcel van Gerven. "Hidden Markov Models for Reading Words from the Human Brain." In 2015 International Workshop on Pattern Recognition in NeuroImaging (PRNI). IEEE, 2015. http://dx.doi.org/10.1109/prni.2015.31.

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Zongjian Zhang, Guanghua Chen, Jianwei Li, Yinglin Ma, and Na Ju. "The research on digit recognition algorithm for automatic meter reading system." In 2010 8th World Congress on Intelligent Control and Automation (WCICA 2010). IEEE, 2010. http://dx.doi.org/10.1109/wcica.2010.5555044.

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Dohnal, Josef. "A READING-BOOK IN RUSSIAN LITERATURE: THE TEXT PREPARATION AND THE FIRST OPINION OF ITS USE." In Aktuální problémy výuky ruského jazyka XIV. Brno: Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9781-2020-1.

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Over the last two decades, students of the Russian language have tended to analyse and interpret the texts of literary works in an overly simplistic manner. Such analysis tends to refer only to the text itself, sometimes only to the plot. It was the recognition of this fact which provided us with the inspiration to prepare a new reading-book concerned with Russian literature, which motivates the students not only to read literary works, but also to gain knowledge on how to read, understand and interpret a literary work. Initial feedback concerning the use of the reading-book has shown the concept to be successful.
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Abedin, Alireza, S. Hamid Rezatofighi, Qinfeng Shi, and Damith C. Ranasinghe. "SparseSense: Human Activity Recognition from Highly Sparse Sensor Data-streams Using Set-based Neural Networks." In Twenty-Eighth International Joint Conference on Artificial Intelligence {IJCAI-19}. California: International Joint Conferences on Artificial Intelligence Organization, 2019. http://dx.doi.org/10.24963/ijcai.2019/801.

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Batteryless or so called passive wearables are providing new and innovative methods for human activity recognition (HAR), especially in healthcare applications for older people. Passive sensors are low cost, lightweight, unobtrusive and desirably disposable; attractive attributes for healthcare applications in hospitals and nursing homes. Despite the compelling propositions for sensing applications, the data streams from these sensors are characterised by high sparsity---the time intervals between sensor readings are irregular while the number of readings per unit time are often limited. In this paper, we rigorously explore the problem of learning activity recognition models from temporally sparse data. We describe how to learn directly from sparse data using a deep learning paradigm in an end-to-end manner. We demonstrate significant classification performance improvements on real-world passive sensor datasets from older people over the state-of-the-art deep learning human activity recognition models. Further, we provide insights into the model's behaviour through complementary experiments on a benchmark dataset and visualisation of the learned activity feature spaces.
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