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Journal articles on the topic 'Syllabic spellings'
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Voeste, Anja. "Proficiency and efficiency." Written Language and Literacy 18, no. 2 (2015): 248–59. http://dx.doi.org/10.1075/wll.18.2.04voe.
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In Late Medieval and Early Modern times, the modernization of printing and the increasing proficiency of related crafts had an impact on spelling. The challenges of microtypography, especially of text alignment, led to a bundle of new spelling variants that annoyed early grammatography. Nevertheless, the conflict-ridden working conditions in the printing shops and the needs of the market appear to be the decisive factors, initiating novel spelling strategies that were aimed at accessing new consumer groups. A development was set in motion that supported unskilled readers, applying noun capitalization, punctuation, and syllabic spellings to assist in the process of decoding.
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김효영. "Stress of English Tri-syllabic Nouns, Spellings and Low Vowel Quality." Studies in Linguistics ll, no. 32 (2014): 63–78. http://dx.doi.org/10.17002/sil..32.201407.63.
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SARGIANI, RENAN DE ALMEIDA, LINNEA CARLSON EHRI, and MARIA REGINA MALUF. "Orthographic mapping instruction to facilitate reading and spelling in Brazilian emergent readers." Applied Psycholinguistics 39, no. 6 (2018): 1405–37. http://dx.doi.org/10.1017/s0142716418000371.
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ABSTRACTAn experiment and a follow-up study were conducted with Brazilian Portuguese-speaking kindergartners (N =90), mean age 53 months, to examine whether emergent readers benefit more from instruction in orthographic mapping (OM) of phonemes than OM of syllables at the outset of learning to read and write, and whether the addition of articulatory gestures in the OM training of phonemes enhances the benefit. In the experiment, children received instruction in small groups in one of four conditions: OM of phonemes with letters and articulation (OMP+A); OM of phonemes with letters but no articulation (OMP); OM of syllables and their spellings (OMS); and no OM control. Results showed that the OMP+A group outperformed the others in phonemic segmentation, reading, and spelling. On literacy assessments 1.5 years later, only the OMP+A group remembered how to segment words into phonemes. We conclude that despite the greater salience and accessibility of syllables than phonemes in spoken Portuguese, teaching phonemic OM better prepares emergent readers to move into reading and spelling than teaching syllabic OM. Moreover, instruction that includes articulation as well as letters to segment words is especially effective. Results support a graphophonemic connectionist theory of emergent reading and spelling.
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Qasem, Fawaz Ali Ahmed. "Exploring Spelling Errors with Relation to the Phonological Syllable Structure in the Writings of Saudi ESL Learners." International Journal of English Linguistics 10, no. 6 (2020): 152. http://dx.doi.org/10.5539/ijel.v10n6p152.
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Making spelling errors is one of the common issues faced by learners in any language as Second Language (SL) at the early stage of learning. This study investigated the spelling errors in the writings of undergraduate B.A. English students, University of Bisha, Al-Namas, Saudi Arabia. The study explored the spelling errors’ phenomenon with relation to the phonological syllable structure of words where the spelling errors were classified into three categories of words, (1) mono-syllabic, (2) di-syllabic, and (3) tri-syllabic and complex syllabic words. The researcher analyzed the spelling errors with relation to the sounds/phonemes positions in each syllable, (a) onset position, (b) nucleus position, and (c) coda position spelling errors. The results showed that Arabic-speaking learners made more spelling errors in tri-syllabic and complex syllabic words compared to the spelling errors in mono-syllabic words. The results explored that learners made more spelling errors in the nucleus position with 54.85% and fewer errors in the coda position 36.40%. Interestingly learners made a small number of errors than the other groups with 8.75% in the onset position. This suggested that English vowels, being in the nucleus position, are a more problematic position for Arab learners than consonants. The omission and the substitution spelling errors were more frequent and high compared to other categories. The study explored that the spelling errors are attributed to the different orthographical and morpho-phonological systems of L1 and L2 including the letter-to-sound correspondence and sound-to-letter correspondence, homophones, silent letters. The study concluded with some solutions to help learners avoid the spelling errors such as the importance of the phonological awareness of ESL.
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Golovaneva, T. A. "Publication of Koryak folklore texts: causes of orthography variability." Languages and Folklore of Indigenous Peoples of Siberia, no. 41 (2021): 79–94. http://dx.doi.org/10.25205/2312-6337-2021-1-79-94.
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This work is motivated by graphic and orthographic difficulties in preparing Koryak texts for publication in the “Monuments of Folklore of the Peoples of Siberia and the Far East.” Koryak language spelling difficulties are analyzed for the first time, particularly non-trivial cases of ambiguous spelling requiring comprehension and codification. For example, the spelling of equivocal vowel sound [ә] proves a problem. The normative spelling not allowing two conso- nants at the beginning of a word is due to the historical reconstruction of the Koryak phonological system. However, the indefinite vowel [ә] sometimes is reduced so as not to be identified by the modern Koryak speakers, with its designation with the letter ы [ә] causing reading mistakes. Also, the spelling of йи [ji] or йы [jә] is complicated, with the choice between these two variants based on morphologic principle and defined by this syllable position in the word: root morpheme, affix or in between two morphemes. The spelling of soft consonant followed by equivocal sound [ә], designated in writing by ы [ә], remains to be identified. This combination provokes orthographic variability observed in th-ɣe publications in Koryak. Variability appears in spellings of word forms with -гыйӈ [-ɣәjŋ], -ӈыйт [-ŋәjt] and in spellings of double consonants between two morphemes. The orthographic variability in Koryak publications is due to the conflict in phonemic and morphologic principles relevant for Koryak spelling. Moreover, given the dominant bilingualism, Koryak writing is strongly influenced by the Russian spelling, making the possibility of developing a national writing culture questionable.
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ASFAHA, YONAS MESFUN, JEANNE KURVERS, and SJAAK KROON. "Grain size in script and teaching: Literacy acquisition in Ge'ez and Latin." Applied Psycholinguistics 30, no. 4 (2009): 709–24. http://dx.doi.org/10.1017/s0142716409990087.
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ABSTRACTThe study investigated reading in four African languages that use either syllabic Ge'ez (Tigrinya and Tigre languages) or alphabetic Latin scripts (Kunama and Saho). A sample of 385 Grade 1 children were given letter knowledge, word reading, and spelling tasks to investigate differences at the script and language levels. Results showed that the syllable based Ge'ez script was easier to learn than the phoneme-based Latin despite the bigger number of basic units in Ge'ez. Moreover, the syllable based teaching of alphabetic Saho produced better results than alphabetic teaching of Kunama. These findings are discussed using the psycholinguistic grain size theory. The outcomes confirm the importance of the availability of phonological units in learning to read.
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Shahabullah, Ghani Rahman, and Arshad Ali Khan. "Syllabification of English Words by Pashto Speakers." I V, no. I (2020): 18–28. http://dx.doi.org/10.31703/glr.2020(v-i).03.
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Syllabification of words plays a vital role in learning native like pronunciation. The present study tried to explore the syllabification of English words by Pashto speakers. The study aimed to put light on the problematic areas for Pashto speakers in terms of syllabification of English words. The data was collected from twenty undergraduate students and analyzed with reliable scientific tools. The analyzed data proved that English words having triphthongs were problematic for Pashto speakers. In addition to it, words having syllabic consonants were also problematic for Pashto speakers. Furthermore, words containing x in spelling also proved to be problematic for Pashto speakers. English words having the syllable structure CVC.VC were incorrectly syllabified CV.CVC. Pashto speakers faced problems in the identification of syllable boundaries in words where consonant clusters are used. The study recommends that Pashto speakers need proper training for learning correct syllabification of English words.
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Treiman, Rebecca, Denise Berch, Ruth Tincoff, and Sarah Weatherston. "Phonology and Spelling: The Case of Syllabic Consonants." Journal of Experimental Child Psychology 56, no. 3 (1993): 267–90. http://dx.doi.org/10.1006/jecp.1993.1035.
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San, Maocuo, Zhijie Cai, Rangzhuoma Cai, and Jizhaxi Dao. "Analysis on types of spelling errors in true Tibetan characters." MATEC Web of Conferences 336 (2021): 06019. http://dx.doi.org/10.1051/matecconf/202133606019.
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Spelling error checking is a challenging research topic with a wide range of applications such as text editing, word processing, spell checking, teaching, etc. As an alphabetic language, spelling errors in Tibetan could be categorized into three types, namely, non-true type, true type, and punctuation misuse. In order to study true Tibetan syllable spelling error in much more depth, the article analyses the types of Tr u e Tibetan syllable spelling errors based on Tibetan word formation rules, grammar and semantic features laying a foundation for Tibetan spelling error checking research.
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REECE, CHARLES, and REBECCA TREIMAN. "Children's spelling of syllabic /r/ and letter-name vowels: Broadening the study of spelling development." Applied Psycholinguistics 22, no. 2 (2001): 139–65. http://dx.doi.org/10.1017/s0142716401002016.
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Many previous studies of children's spelling have adopted a narrow approach, examining one linguistic structure at a time and paying little attention to differences among children or changes with development. We broadened the focus by examining two different, but potentially related, patterns (stressed syllabic /r/ and letter-name vowels) and by tracking changes in performance from fall to spring of first grade. The results show how children move from using one letter for each phonological unit (e.g., SR for sir; KON for cone) to appreciating the function of “extra” letters (e.g., the vowel letters i of sir and e of cone). Errors such as SRE for sir may arise during this process, reflecting an overgeneralization of the silent e pattern. The results are generally consistent with the view that spelling becomes more “orthographic” with development. However, the course of development is not always as predicted by existing stage theories.
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Berninger, Virginia W., Katherine Vaughan, Robert D. Abbott, et al. "Language-Based Spelling Instruction: Teaching Children to Make Multiple Connections between Spoken and Written Words." Learning Disability Quarterly 23, no. 2 (2000): 117–35. http://dx.doi.org/10.2307/1511141.
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Two studies addressed issues related to multiple instructional components in early intervention for at-risk spellers learning to spell polysyllabic words. The first study was a follow-up to a prior second-grade intervention. The fast responders in that study, who were monitored at the beginning and end of third grade ( n=61), maintained their earlier gains during third grade when treatment was withdrawn. Thirty-two of the slower responders received continuing tutoring (12 individual tutorials over 6 to 8 weeks in late fall of third grade), which showed that children who received only alphabet principle training did as well as those who received combined alphabet principle and syllable awareness training (syllable types in English), but that these children required 24 practice trials for short-term mastery of spelling specific words. The second study with a new sample of 48 third graders also evaluated the effectiveness of alphabet principle training only versus combined alphabet principle and syllable awareness training. In these 24 individual tutorials over a 4-month period beginning in the fifth month of third grade, the combined treatment was more effective for (a) spelling untrained transfer words, (b) spelling taught polysyllabic words with a final, silent e syllable, and (c) transfer to phonological awareness. A two-tier model for early intervention to prevent spelling disabilities is proposed. In the first tier alphabet principle is taught (along with other sound-spelling connections for words including syllable awareness) and applied to practice in spelling words singly and in text (teacher-directed dictation and child-generated composition). In the second tier children are monitored in the year following early intervention and continuing tutoring is provided if necessary.
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Ravid, Dorit. "Phono-morpho-orthographic construal: The view from spelling." Behavioral and Brain Sciences 35, no. 5 (2012): 304. http://dx.doi.org/10.1017/s0140525x12000258.
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AbstractA spelling model which has evolved in the parallel universe of spelling research resonates with Frost's reading model. Like reading, spelling cannot be based solely on phonology or orthography, but should accommodate all linguistic facets. The cognitive domain of spelling does not take place at the level of single grapheme or phoneme or syllable, but rather, at the lexical level.
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Rickard Liow, Susan J., and Lay Choo Lee. "Metalinguistic awareness and semi-syllabic scripts: Children's spelling errors in Malay." Reading and Writing 17, no. 1/2 (2004): 7–26. http://dx.doi.org/10.1023/b:read.0000013833.79570.de.
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DOIGNON-CAMUS, NADEGE, and DANIEL ZAGAR. "The syllabic bridge: the first step in learning spelling-to-sound correspondences*." Journal of Child Language 41, no. 5 (2013): 1147–65. http://dx.doi.org/10.1017/s0305000913000305.
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ABSTRACTIt is widely agreed that learning to read starts with the establishment of letter-to-phoneme correspondences. However, it is also widely agreed that prereaders do not have access to phoneme units. Here we show that the building of associations between letters and syllables, which we call the ‘syllabic bridge’, might be a faster and more direct way of learning spelling-to-sound correspondences in French. After a few minutes of exposure, prereaders are able to learn the statistical properties of letter co-occurrences. Statistical learning is boosted by explicit instructions about the associations between letter clusters and syllables. Building the syllabic bridge from available phonological syllables and frequent letter clusters may therefore be the first step in learning to read.
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Treiman, Rebecca. "Children's spelling errors on syllable-initial consonant clusters." Journal of Educational Psychology 83, no. 3 (1991): 346–60. http://dx.doi.org/10.1037/0022-0663.83.3.346.
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Silva, Cláudia. "Writing in Portuguese chats :)." Written Language and Literacy 14, no. 1 (2011): 143–56. http://dx.doi.org/10.1075/wll.14.1.07sil.
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This paper aims at determining the relationship between writing in chats and features from different writing systems. Although net users do not realise it, they recreate features mainly from morphographic systems and consonantal scripts and, consequently, they seem to be searching for a more economical way of conveying meaning through writing. When carrying out a corpus-based study, involving 90 minutes of real-time conversations in a Portuguese chat programme, we observed tendencies concerning spelling changes: the syllable onset is usually preserved, which resembles consonantal scripts; the number of syllables is frequently maintained, in common with syllabaries; the use of emoticons reminds us of morphographic systems, and spelling words as they are heard imitates phonemically transparent orthographies. This paper aims to reflect on the phenomenon that net users unconsciously recreate features which make spelling more efficient. Tracing the deviations occuring in chats may be seen as a way of accessing the speakers’ intuitive knowledge. Keywords: chat; writing system; spelling; deviation; syllable; corpus study; Portuguese
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Rakić, Stanimir. "Some Further Observations on the Spelling of English Compounds." ELOPE: English Language Overseas Perspectives and Enquiries 7, no. 1 (2010): 8–26. http://dx.doi.org/10.4312/elope.7.1.8-26.
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This paper explores the main factors which determine the spelling of English N+N compounds. On the basis of a corpus extracted from LDCE (2000) and LDCE (2003), I discuss the following factors, which may have an influence on the spelling of English N+N compounds: the number of syllables, the morphological structure of the first constituent of compounds and the nature of phonotactic transition at the morpheme boundary. The analysis shows that the first two factors exert major influences on the spelling of compounds, while the influence of the third factor varies depending on the number of syllables. In the examined corpus, very few compounds with more than four syllables are spelled solid. The majority of two-syllable compounds are spelled solid under all circumstances, while only 74 four-syllable compounds are spelled solid. The highest percentage of two-syllable compounds are spelled open (49.7%) if the first constituent ending in a consonant builds a consonant cluster at the morpheme boundary. The majority of three-syllable compounds are spelled open unless the first constituent ends in a schwa. The proposed analysis of the extracted corpus shows varied influence of different factors and enables us to establish their partial ranking.
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Fulk, R. D. "Conditions for the voicing of Old English fricatives, II: morphology and syllable structure." English Language and Linguistics 6, no. 1 (2002): 81–104. http://dx.doi.org/10.1017/s1360674302001053.
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Old English fricatives at points of morpheme juncture are studied to determine whether they conform to the rule of voicing between voiced sounds that applies morpheme-internally. Should we expect a voiced or a voiceless fricative in words like OE heorð-weorod, Wulfweard, and stīðlīce? The evidence examined regards chiefly compounds and quasi-compounds (the latter comprising both forms bearing clear derivational affixes and ‘obscured’ compounds, those in which the deuterotheme has lost its lexical independence), though a small amount of evidence in regard to voicing before inflectional suffixes is considered. Evidence is derived from place-names, personal names, and common nouns, on the basis of Modern English standard pronunciation, assimilatory changes in Old English, modern dialect forms, post-Conquest and nonstandard Old English spellings, and analogous conditioning for the loss of OE /x/. A considerable preponderance of the evidence indicates that in compounds as well as in quasi-compounds, fricatives were voiced at the end of the prototheme when a voiced sound followed, but not a voiceless one. It follows from the evidence that there was no general devoicing of fricatives in syllable-final position in Old English, despite Anglo-Saxon scribes' use of <h> for etymological [Γ] in occasional spellings like <fuhlas> and <ahnian>. Old English spellings of this kind need be taken to imply nothing more than a tendency for <h> and <g> to be used interchangeably in noninitial positions, due to the noncontrastive distribution of the sounds they represent everywhere except morpheme-initially. Rare early Middle English spellings of this kind may or may not have a phonological basis, but they cannot plausibly be taken to evidence a phonological process affecting /v, ð, z/.
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Hoffman, Paul R., and Janet A. Norris. "On the Nature of Phonological Development." Journal of Speech, Language, and Hearing Research 32, no. 4 (1989): 787–94. http://dx.doi.org/10.1044/jshr.3204.787.
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Spelling errors of 45 elementary school children were analyzed for phonological process patterns. A considerable proportion of errors involved both syllabic reduction and feature changes similar to those seen in normal speech development. Results are discussed with respect to application of phonological constructs to the study of development of speech production. An alternative psychological model of development is proposed in outline.
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MARCHAND, YANNICK, and ROBERT I. DAMPER. "Can syllabification improve pronunciation by analogy of English?" Natural Language Engineering 13, no. 1 (2006): 1–24. http://dx.doi.org/10.1017/s1351324905004043.
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In spite of difficulty in defining the syllable unequivocally, and controversy over its role in theories of spoken and written language processing, the syllable is a potentially useful unit in several practical tasks which arise in computational linguistics and speech technology. For instance, syllable structure might embody valuable information for building word models in automatic speech recognition, and concatenative speech synthesis might use syllables or demisyllables as basic units. In this paper, we first present an algorithm for determining syllable boundaries in the orthographic form of unknown words that works by analogical reasoning from a database or corpus of known syllabifications. We call this syllabification by analogy (SbA). It is similarly motivated to our existing pronunciation by analogy (PbA) which predicts pronunciations for unknown words (specified by their spellings) by inference from a dictionary of known word spellings and corresponding pronunciations. We show that including perfect (according to the corpus) syllable boundary information in the orthographic input can dramatically improve the performance of pronunciation by analogy of English words, but such information would not be available to a practical system. So we next investigate combining automatically-inferred syllabification and pronunciation in two different ways: the series model in which syllabification is followed sequentially by pronunciation generation; and the parallel model in which syllabification and pronunciation are simultaneously inferred. Unfortunately, neither improves performance over PbA without syllabification. Possible reasons for this failure are explored via an analysis of syllabification and pronunciation errors.
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Basrah, Anita, Anni Holila Pulungan, and Rahmad Husein. "NATURALIZATION IN TRANSLATION OF ENGLISH ACCOUNTING TERMS INTO INDONESIAN." LINGUISTIK TERAPAN 18, no. 1 (2021): 33. http://dx.doi.org/10.24114/lt.v18i1.25377.
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This research was to analyze the process of spelling adjustment of naturalization applied in translation of English accounting terms into Indonesian. The objective of the study was to find out the Process of spelling adjustment of naturalization were used by accounting terms. This research used a descriptive and qualitative method. The data of this study were words containing naturalization were taken from the translation of selected articles of accounting textbook, Accounting 21e (2008). The data were collected through documentary technique. The data analysis was concerned of the implementation of spelling adjustment of naturalization. The findings show that naturalization in English-Indonesian accounting terms occurred in three categories, namely grapheme, and syllabic adapatation (double consonant become single consonant and consonant inhibitory. The products of naturalization have followed the guidance yet several new adjustment standards need to be included to enrich the pattern of foreign term adoption. In addition, this study recommends that proess of absorption in the Indonesian guidance of term formation needs to be revisited in order to precisely classify how foreign terms spelling adjustment is made in the Indonesian language Keywords: Naturalization, Translation Procedure, Accounting Terms, Spelling Adjustment
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Cardoso-Martins, Cláudia, Marcela F. Corrêa, Letícia S. Lemos, and Ricardo F. Napoleão. "Is there a syllabic stage in spelling development? Evidence from Portuguese-speaking children." Journal of Educational Psychology 98, no. 3 (2006): 628–41. http://dx.doi.org/10.1037/0022-0663.98.3.628.
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Alfahadi, Abdurrahman M. "Exploring Writing Errors Problems from EFL Lecturers’ Perspectives at University Level." International Journal of Linguistics, Literature and Translation 4, no. 2 (2021): 106–10. http://dx.doi.org/10.32996/ijllt.2021.4.2.13.
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The purpose of this study was to identify the probable reasons for these spelling errors form EFL lecturer’s perspective and to tackle spelling problems. was hoped the results would suggest remedial action the lecturers and the students might take to address the problem of spelling. The findings revealed the main reasons for the spelling errors made by Saudi university students which includes the interference of Arabic when learning English, the nature of the English language itself, for instance, its irregularity and limited rules, and other contextual effects like the inadequacy of the university English language syllabus and classroom instructions in terms of teaching spelling rules. The participants in this study suggested various possible strategies to address the problem of spelling; for instance, academic intervention strategies such as ways to engage the learners and pedagogical practices that could help EFL students learn English better.
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ÁLVAREZ, CARLOS J., DAVID COTTRELL, and OLIVIA AFONSO. "Writing dictated words and picture names: Syllabic boundaries affect execution in Spanish." Applied Psycholinguistics 30, no. 2 (2009): 205–23. http://dx.doi.org/10.1017/s0142716409090092.
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ABSTRACTTwo experiments examined the role of syllables in writing Spanish words. In Experiment 1, participants had to write single words that were aurally presented. The interletter intervals (ILIs) between critical letters were measured. Longer ILIs were found in the intersyllabic than the intrasyllabic condition. In Experiment 2, the inputs were pictures to remove any potential phonological bias stemming from the input stimulus. Results suggested that the linguistic nature of the input is not determining the output. Post hoc analyses revealed that other characteristics of the stimuli cannot explain the results. These results indicate that syllables are essential units of processing in writing Spanish and that central processes related to spelling and the graphemic buffer affect peripheral processes at movement execution.
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Sprenger-Charolles, Liliane, and Linda S. Siegel. "A longitudinal study of the effects of syllabic structure on the development of reading and spelling skills in French." Applied Psycholinguistics 18, no. 4 (1997): 485–505. http://dx.doi.org/10.1017/s014271640001095x.
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ABSTRACTThe central hypothesis of this study was that phonological mediation plays a critical role in the early development of reading and spelling in French. Therefore, the phonological structure of items, as opposed to their visual characteristics, was expected to be a significant determinant of performance. This hypothesis was tested in a short-term longitudinal study with a group of first graders (N = 57) who were administered a reading and a spelling task involving pseudowords of different syllabic structures. The first prediction was that there would be better performance on pseudowords with a simple structure (CVCVCV) than on pseudowords with a complex structure (CCVCVC or CVCCVC), and that errors on syllables with a complex structure would involve the deletion of codas or the simplification of complex onsets. We also predicted that errors would be consistent with a sonority hierarchy; for example, we expected more deletions of liquids than obstruents in clusters.
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GOSLIN, JEREMY, and CAROLINE FLOCCIA. "Comparing French syllabification in preliterate children and adults." Applied Psycholinguistics 28, no. 2 (2007): 341–67. http://dx.doi.org/10.1017/s0142716407070178.
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The influence of development and literacy upon syllabification in French was evaluated by comparing the segmental behavior of 4- to 5-year-old preliterate children and adults using a pause insertion task. Participants were required to repeat bisyllabic words such as “fourmi” (ant) by inserting a pause between its two syllabic components (/fur/-/mi/). In the first experiment we tested segmentation over a range of 49 double intervocalic consonant clusters. A similar general segmentation behavior was observed in both age groups, with a pattern that fit the predictions from a legality principle-based model of syllabification. Experiment 2 revealed that opacity between phonological and orthographic representations lead to increased ambisyllabic responses and a reduction in segmentation consistency in adults. In total, these findings indicate that syllabic forms are consistently represented from an early age, but that segmentation in metalinguistic tasks is susceptible to contamination from spelling and etymological knowledge.
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Papini, Alessandro. "Preliminary Investigation on the / Graphemic Oscillation in Latin Inscriptions From Rome." Acta Classica Universitatis Scientiarum Debreceniensis 56 (September 1, 2020): 107–23. http://dx.doi.org/10.22315/acd/2020/7.
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This paper is aimed at supplementing the results obtained in Papini 2019. In particular, I will consider the position of the investigated <ae>/<ĕ> and <ae>/<ē> graphemic oscillations with respect to both 1) lexical stress (distinguishing between misspellings occurring in stressed and unstressed position) and 2) syllabic structure (i.e., open vs closed syllables). The aim of the present paper is to verify whether the relationship between the investigated spelling variations and these two variables might be regarded as simply due to chance.
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WINSKEL, HEATHER, and VIVILIA WIDJAJA. "Phonological awareness, letter knowledge, and literacy development in Indonesian beginner readers and spellers." Applied Psycholinguistics 28, no. 1 (2007): 23–45. http://dx.doi.org/10.1017/s0142716407070026.
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The aim of the present study was to investigate the grain size predominantly used by children learning to read and spell in Indonesian. Indonesian is an orthographically transparent language, and the syllable is a salient unit. Tasks assessing various levels of phonological awareness as well as letter knowledge, reading familiar words and nonwords, and spelling stem and affixed words were administered to children in Grade 1 and subsequently 1 year later in Grade 2. The results in general indicate that the phoneme is the prominent phonological unit in the early acquisition of reading and spelling in Indonesian, but the syllable also plays a significant role, particularly when reading long multisyllabic affixed words. This highlights the variable nature of grain size used by beginners, which is dependent on developmental stage, the demands of the task administered, and the characteristics of the language and its orthography.
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Martínez, Naroa, and Edurne Goikoetxea. "Predictors of Reading and Spelling Words Change as a Function of Syllabic Structure in Spanish." Psicología Educativa 26, no. 1 (2019): 37–48. http://dx.doi.org/10.5093/psed2019a20.
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MASPONG, Sireemas, and Pittayawat PITTAYAPORN. "Length contrast of high vowels in the Thai language of the Sukhothai period." Cahiers de Linguistique Asie Orientale 48, no. 1 (2019): 30–60. http://dx.doi.org/10.1163/19606028-04801001.
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Abstract In an attempt to study the length distinction of high vowels in Sukhothai Thai, this research compares an analysis of the graphemic system and spelling variations found in the Sukhothai inscriptions with the phonemes in Proto-Southwestern Tai (PSWT) and donor languages of the loanwords. The result indicates that short and long high vowels in PSWT behave differently in phonemic-graphemic mapping. Short vowels are mapped with ⟨i⟩ and ⟨u⟩ whereas long vowels with ⟨ī⟩, ⟨ï̄⟩, and ⟨ū⟩. In addition, the existing spelling variations are limited to specific kinds of words, namely: open-syllable words, loanwords, and function words, all of which are susceptible to variation in spelling. These findings attest to the existence of length contrast in Sukhothai Thai.
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Hu, Min. "The Relationship between English Phonological Awareness of Chinese English Learners and Their English Skills." Theory and Practice in Language Studies 9, no. 1 (2019): 45. http://dx.doi.org/10.17507/tpls.0901.07.
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This study investigated the relationship between English phonological awareness (PA) of Chinese English learners and their three English skills (reading, spelling, and listening). Four-hundred college students participated in the study. The results of correlation and regression analyses demonstrated that: 1) overall PA correlated significantly with the three skills and predicted spelling strongly, listening intermediately, and reading weakly; 2) the three levels of PA had differential effects on English skills: reading was only significantly predicted by syllable awareness, spelling by onset-rhyme and phoneme awareness, and listening by all levels of PA; and 3) the predictive effects of tasks corresponded to the difficulty of the processing skill required by a task. This study has borne out a vital role of English PA in improving adult Chinese English learners’ English skills.
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Гуль, О. Г. "Peculiarities of spelling the Chinese syllables ju, qu, xu, yu." Studia Philologica, no. 10 (2018): 110–13. http://dx.doi.org/10.28925/2311-2425.2018.10.16.
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Considering the significance and actuality of the Chinese syllables: their phonetic sounding and peculiarities of pronunciation, the proposed article will focus on the syllables which are regarded to be a difficult phonetic aspect. The main goal of this article is to become a brief guide of the correct and incorrect spelling for the Chinese syllables “ju”, “qu”, “xu” and “yu”, and to bring clearance into understanding of the necessity to spell the Chinese character correctly, in accordance with the basic phonetic laws. The article provides the rules of correct spelling, frequent spelling mistakes, syllable peculiarities and difficulties in understanding the main point of the statement, while being pronounces incorrectly. The article will reveal that the background of the issue is hidden in the formation of pinyin, and the consecutive process of its reformation and simplification. The information and research, provided in the article will be supported by the fundamental pinyin Chart, shown in two parallels: the original Chinese writing and spelling of the syllables, on the one hand and the spelling, offered by the Archimandrite Palladyi for the transcription and transliteration of the Chinese syllables into Cyrillic script, on the other.
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Enderby, Jodie L., Julia M. Carroll, M. Luisa Tarczynski-Bowles, and Helen L. Breadmore. "The roles of morphology, phonology, and prosody in reading and spelling multisyllabic words." Applied Psycholinguistics 42, no. 4 (2021): 865–85. http://dx.doi.org/10.1017/s0142716421000096.
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AbstractWhile most English words are multisyllabic, research on literacy acquisition has tended to focus on early acquisition of monosyllabic words. The processes involved in multisyllabic word reading and spelling in middle childhood are likely to differ from those in monosyllabic reading and spelling. The current paper examines the contributions of morphological awareness (MA; awareness of derivational morphemes), prosodic sensitivity (sensitivity to lexical stress), and phonological awareness (PA; awareness of phonemes) for multisyllabic word reading and spelling, after accounting for background variables (age, vocabulary, nonverbal IQ, short-term memory). Seventy 7–10-year-old children completed a battery of tasks. MA and prosodic sensitivity were independent predictors of multisyllabic reading, while MA and PA were independent predictors of multisyllabic spelling. These results contrast with previous research, which instead found that PA plays a more prominent role while prosodic sensitivity appears to demonstrate only an indirect influence. However, those studies largely examined reading of shorter, one to three syllable words. These findings indicate when words are longer and multisyllabic, prosodic sensitivity, PA, and MA have differing direct influences on literacy. MA and prosodic sensitivity relate to word reading, while MA and PA are important for spelling.
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Sopian, Rahmat. "Kesalahan Ejaan pada Hasil Ketikan Aksara Sunda di Komputer dengan Menggunakan Font Aksara Sunda Berbasis Silabis." Metahumaniora 8, no. 2 (2018): 263. http://dx.doi.org/10.24198/metahumaniora.v8i2.20701.
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AbstrakSejak diluncurkannya font aksara Sunda Unicode (SundaneseLatin) pada tahun2008, penggunaan aksara Sunda mulai memasuki wilayah-wilayah baru. AksaraSunda yang sebelumnya hanya ditemukan pada buku-buku dan karya seni, kinimulai digunakan untuk penulisan nama diri, instansi, jalan, dll. Bahkan, tidak sedikitjuga digunakan sebagai media kreativitas pada benda-benda untuk kepentingankomersial seperti pada kaus, stiker, dll. Namun, keberadaan font SundaneseLatin inidi sisi lain dikhawatirkan akan menimbulkan kesalahan hasil tik aksara Sunda. Haltersebut di antaranya disebabkan adanya perbedaan teknik pengetikan aksara Sundadi komputer dan kurang pahamnya masyarakat pengguna terhadap aksara Sunda itusendiri. Aksara Sunda yang bersifat silabis (satu lambang satu suku kata) memilikiteknik pengetikan yang berbeda pada komputer yang memiliki sifat pengetikan secarafonetis. Akibatnya, pada hasil ketikan font aksara Sunda sering ditemukan kesalahanmeskipun sebenarnya pada saat peluncuran font aksara Sunda sudah disertai petunjukteknis cara pengetikannya. Berdasarkan penelusuran kesalahan aksara Sunda saat iniditemukan pada buku, papan nama jalan, papan nama ruangan, spanduk, dll. Secarasingkat kesalahan yang terjadi berupa penambahan aksara vokal, ketidaktepatanpemilihan vokalisasi, dan kesalahan penggunaan aksara. Berdasarkan hal tersebut,dalam penelitian ini kami akan melakukan inventarisasi dan menganalisis kesalahankesalahanpengetikan aksara Sunda sehingga dapat ditemukan solusi untuk perbaikanfont aksara Sunda di kemudian hari. Adapun metode penelitian yang akan kami gunakanadalah metode kualitatif (Staruss dan Corbin, 2003). Dengan metode tersebut kami akanmelakukan penelitian lapangan dalam rangka mengumpulkan data kesalahan ejaanpada hasil ketikan yang menggunakan font aksara Sunda berbasis silabis. Data-datahasil penelitian lapangan selanjutnya akan diklasifikasi berdasarkan jenis objeknyadan dianalisis dengan berlandaskan pada ejaan yang berlaku saat ini (Djajasudarma,1987; Sudaryat, 2007; Tim Pengembang Pedoman Bahasa Indonesia, 2016). Kemudian,hasil analisis akan dijadikan dasar dalam pengkondisian (conditional) font aksara Sundadengan menggunakan software pembuat font sehingga dihasilkan karakter ataupun tatatulis font aksara Sunda yang sesuai dengan ejaan yang berlaku saat ini (Munir, 2007).Kata kunci: Kesalahan ejaan, aksara Sunda, font aksara Sunda.AbstractSince the Unicode Sundanese font script (Sundanese Latin) was launched in 2008,the use of Sundanese font script began to enter new territories. The script that was previouslyonly found in books and artworks now began to be used for writing proper names, agencies,roads, etc even it has been widely used as a medium of creativity in objects for commercialpurposes such as on t-shirts, stickers, etc. What becomes the concern about this on the other hand is that there may be some errors in the typing. This may be caused by the differences of technique of typing this Sundanese script on computer and there is a lack of knowledgea bout this Sundanese script of the users. The Sundanese script is syllabic (one symbol of one syllable) so it has a different typing technique on a computer keyboard that has phonetic typing properties. So the results of typing the Sundanese font script are frequently found error, although the launch of the Sundanese font script has already been accompanied by technical instructions on how to type correctly. Based on the observation, Sundanese script errors are currently found in books, street nameplate, room nameplate, banners, etc. In general, the error is in the addition of vowel script, inaccurate selection of vocalizations, and misused of script. Based on that, this research will do an inventory and will analyze the mistakes in the typing Sundanese script. By doing this it is expected that there will be a solution to overcome what has had happened. The research method we will use is qualitative method (Staruss and Corbin, 2007). With this method the research team will conduct research in the real environment to collect spelling data error on typing results using syllabic base Sundanese font. The results will be classified by object type and analyzed based on the current spelling (Djajasudarma, 1987; Sudaryat, 2007; Indonesian Developer Development Team, 2016). Then the results of the analysis will be applied as a basis in conditioning Sundanese font script using font maker software, so that the character or the writing of Sundanese font script will be in accordance with current spelling (Munir, 2007).Keywords: spelling error, Sundanese script, Sundanese font script
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Sopian, Rahmat. "Kesalahan Ejaan pada Hasil Ketikan Aksara Sunda di Komputer dengan Menggunakan Font Aksara Sunda Berbasis Silabis." Metahumaniora 8, no. 2 (2018): 263. http://dx.doi.org/10.24198/mh.v8i2.20701.
Full textAbstract:
AbstrakSejak diluncurkannya font aksara Sunda Unicode (SundaneseLatin) pada tahun2008, penggunaan aksara Sunda mulai memasuki wilayah-wilayah baru. AksaraSunda yang sebelumnya hanya ditemukan pada buku-buku dan karya seni, kinimulai digunakan untuk penulisan nama diri, instansi, jalan, dll. Bahkan, tidak sedikitjuga digunakan sebagai media kreativitas pada benda-benda untuk kepentingankomersial seperti pada kaus, stiker, dll. Namun, keberadaan font SundaneseLatin inidi sisi lain dikhawatirkan akan menimbulkan kesalahan hasil tik aksara Sunda. Haltersebut di antaranya disebabkan adanya perbedaan teknik pengetikan aksara Sundadi komputer dan kurang pahamnya masyarakat pengguna terhadap aksara Sunda itusendiri. Aksara Sunda yang bersifat silabis (satu lambang satu suku kata) memilikiteknik pengetikan yang berbeda pada komputer yang memiliki sifat pengetikan secarafonetis. Akibatnya, pada hasil ketikan font aksara Sunda sering ditemukan kesalahanmeskipun sebenarnya pada saat peluncuran font aksara Sunda sudah disertai petunjukteknis cara pengetikannya. Berdasarkan penelusuran kesalahan aksara Sunda saat iniditemukan pada buku, papan nama jalan, papan nama ruangan, spanduk, dll. Secarasingkat kesalahan yang terjadi berupa penambahan aksara vokal, ketidaktepatanpemilihan vokalisasi, dan kesalahan penggunaan aksara. Berdasarkan hal tersebut,dalam penelitian ini kami akan melakukan inventarisasi dan menganalisis kesalahankesalahanpengetikan aksara Sunda sehingga dapat ditemukan solusi untuk perbaikanfont aksara Sunda di kemudian hari. Adapun metode penelitian yang akan kami gunakanadalah metode kualitatif (Staruss dan Corbin, 2003). Dengan metode tersebut kami akanmelakukan penelitian lapangan dalam rangka mengumpulkan data kesalahan ejaanpada hasil ketikan yang menggunakan font aksara Sunda berbasis silabis. Data-datahasil penelitian lapangan selanjutnya akan diklasifikasi berdasarkan jenis objeknyadan dianalisis dengan berlandaskan pada ejaan yang berlaku saat ini (Djajasudarma,1987; Sudaryat, 2007; Tim Pengembang Pedoman Bahasa Indonesia, 2016). Kemudian,hasil analisis akan dijadikan dasar dalam pengkondisian (conditional) font aksara Sundadengan menggunakan software pembuat font sehingga dihasilkan karakter ataupun tatatulis font aksara Sunda yang sesuai dengan ejaan yang berlaku saat ini (Munir, 2007).Kata kunci: Kesalahan ejaan, aksara Sunda, font aksara Sunda.AbstractSince the Unicode Sundanese font script (Sundanese Latin) was launched in 2008,the use of Sundanese font script began to enter new territories. The script that was previouslyonly found in books and artworks now began to be used for writing proper names, agencies,roads, etc even it has been widely used as a medium of creativity in objects for commercialpurposes such as on t-shirts, stickers, etc. What becomes the concern about this on the other hand is that there may be some errors in the typing. This may be caused by the differences of technique of typing this Sundanese script on computer and there is a lack of knowledgea bout this Sundanese script of the users. The Sundanese script is syllabic (one symbol of one syllable) so it has a different typing technique on a computer keyboard that has phonetic typing properties. So the results of typing the Sundanese font script are frequently found error, although the launch of the Sundanese font script has already been accompanied by technical instructions on how to type correctly. Based on the observation, Sundanese script errors are currently found in books, street nameplate, room nameplate, banners, etc. In general, the error is in the addition of vowel script, inaccurate selection of vocalizations, and misused of script. Based on that, this research will do an inventory and will analyze the mistakes in the typing Sundanese script. By doing this it is expected that there will be a solution to overcome what has had happened. The research method we will use is qualitative method (Staruss and Corbin, 2007). With this method the research team will conduct research in the real environment to collect spelling data error on typing results using syllabic base Sundanese font. The results will be classified by object type and analyzed based on the current spelling (Djajasudarma, 1987; Sudaryat, 2007; Indonesian Developer Development Team, 2016). Then the results of the analysis will be applied as a basis in conditioning Sundanese font script using font maker software, so that the character or the writing of Sundanese font script will be in accordance with current spelling (Munir, 2007).Keywords: spelling error, Sundanese script, Sundanese font script
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Patel, P. G., and Henry V. Soper. "Acquisition of Reading and Spelling in a Syllabo-Alphabetic Writing System." Language and Speech 30, no. 1 (1987): 69–81. http://dx.doi.org/10.1177/002383098703000106.
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DEACON, S. H., D. LEBLANC, and C. SABOURIN. "When cues collide: children's sensitivity to letter- and meaning-patterns in spelling words in English." Journal of Child Language 38, no. 4 (2010): 809–27. http://dx.doi.org/10.1017/s0305000910000322.
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ABSTRACTIn many learning situations, we need to determine to which cues to attend, particularly in cases when these cues conflict. These conflicts appear often in English orthography. In two experiments, we asked children to spell two-syllable words that varied on two dimensions: morphological and orthographic structure. In one set of these words, the two sources of information conflicted. Results of Experiment 1 suggest that seven- to nine-year-old children are sensitive to both orthographic and morphological dimensions of words, and that this dual sensitivity sometimes leads to correct spelling and sometimes to incorrect spelling. Results of Experiment 2 suggest that orthographic information dominates young (six-year-old) children's spelling, at least in a case when there is a strong orthographic regularity. Taken together, these experiments suggest that children are sensitive to the multiple dimensions of regularity in English orthography and that this sensitivity can lead to mistakes.
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Gombyn, Narmandakh. "«Қазақ» гэх нэрийн дөрвөн хэлний дуудлагын тухай өгүүлэх нь (= Произношение этнонима ‘қазақ’ в монгольском, казахском, китайском и русском языках)". Монголоведение (Монгол судлал) 12, № 3 (2020): 521–28. http://dx.doi.org/10.22162/2500-1523-2020-3-521-528.
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Introduction. Kazakhs are a Turkic people dominant in present-day Republic of Kazakhstan. The former also reside in adjacent territories of China, Russia, Uzbekistan, Mongolia, and Turkey. Ancient written sources employed quite a number of ethnonyms — including the endonym қазақ (Qazaq) — to denote the ethnos. And the issue of etymology is still debatable. According to the main version, the word қазақ stands for a ‘free, unrestricted, independent person’. Goals. The paper seeks to examine spelling variants of the ethnonym in national languages of bordering countries — Mongolian, Chinese, and Russian. Results. The ethnonym has two spelling variants in Mongolian, namely: хасаг and казак. The former is the traditional spelling adopted by Mongols since ancient times. In Mongolian, the first syllable ка- (ka-) turns into ха- (kha-), which thus gave rise to the mentioned form. The second spelling variant was borrowed in the mid-to-late 20th century from Russian, and is a neologism. The Chinese hasake is as transformed as other ethnonyms, e.g., монгол (Mongol) — menggu, русский (Russian) — eluosi, ойрат (Oirat) — weilate, elute. Russians tended to call Kazakhs ‘Kirghiz-Kaisaks’, or ‘Kirghizes’ till the early 20th century. The latter ethnonym was replaced by қазақ (Qazaq), and further the spelling казах (Kazakh) was officially accepted.
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LEHTONEN, ANNUKKA, and REBECCA TREIMAN. "Adults' knowledge of phoneme–letter relationships is phonology based and flexible." Applied Psycholinguistics 28, no. 1 (2007): 95–114. http://dx.doi.org/10.1017/s0142716406070056.
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Despite the importance of phonemic awareness in beginning literacy, several studies have demonstrated that adults, including teacher trainees, have surprisingly poor phonemic skills. Three experiments investigated whether adults' responses in phonemic awareness and spelling segmentation tasks are based on units larger than single letters and phonemes. Responses often involved large units, and they were influenced by sonority and syllable structure. Participants who performed a phoneme counting task before a spelling segmentation task produced significantly more phoneme-based responses and fewer onset–rime responses than participants who first counted words in sentences. This training effect highlights the flexibility of adults' strategies. Although adults are capable of phoneme-based processing, they sometimes fail to use it.
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Balci, Emine, and Aybala Cayir. "Reading Performance Profile of Children with Dyslexia in Primary and Secondary School Students." Journal of Education and Learning 7, no. 1 (2017): 80. http://dx.doi.org/10.5539/jel.v7n1p80.
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The purpose of the present research was to provide information to the community about the reading subskill profiles of children with dyslexia in primary and secondary school students. 175 children (aged 7-15 yrs) were examined on a varied set of phonological coding, spelling and fluent reading tasks. For this purpose, students’ fluent reading were determined using The Informal Reading Inventory. The student’s letter recognition and phonetics were measured by the alphabet test. The syllable test was used to measure the learner’s ability to read syllables. Results have shown that most of the dyslexic students have the spelling problem (35%) and fluent reading problem (51%). The proportion of students who can only learn letters (5%) and students who never learn to read (7%) is very small. Results revealed that dyslexic students do not have any significant problems in the phonological coding process but these students at each grade level have problems especially in spelling and fluent reading processes.
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Hagemann, Jörg. "(An-)Lauttabellen und silbenbasierte Lehrwerke im Deutschunterricht der Primarstufe." Glottotheory 9, no. 1 (2018): 1–27. http://dx.doi.org/10.1515/glot-2018-0003.
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Abstract Teaching materials in German lessons at primary level, which are intended to guide or support the acquisition of written language, have different concepts. As part of a nationwide survey, between 2013 and 2015, the question was asked about the textbooks used in German lessons, and especially about the use of an initial sound table. The evaluation focuses on the distribution of syllabic-oriented textbooks and the use of initial sound tables. It can be seen that the nationwide distribution shows regional tendencies. Follow-up surveys and a correlation with spelling and reading at later points in time of the cohorts collected can provide possible indications as to how learn-effective textbooks could be.
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Paschoal, Larissa, Isabela de Oliveira Pezarini, Suellen Vaz, and Lourenço Chacon. "Characteristics of fricatives consonants orthography in Brazilian children." Audiology - Communication Research 19, no. 4 (2014): 333–37. http://dx.doi.org/10.1590/s2317-64312014000400001448.
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Purpose (1) describe children’s orthographic performance in the record of fricative consonants in a position of simple syllabic attack; (2) verify the influence of the accent in errors occurrence; and (3) categorize the kind of errors found. Methods Fifteen children’s text productions were selected, they attended the First grade of Primary School in 2001, referred to 14 thematic proposals. From these productions, all the words with occurrence of fricative consonants in syllabic position of simple attack were selected. These occurrences were distributed in hits and errors, these were, then, organized according to the appearance in pre-tonic, tonic and post-tonic syllables, unstressed monosyllables and tonic monosyllables. Results It was noted that (1) a predominance of hits compared to the errors; (2) the non-relevance of the accent in the record of unconventional fricatives; (3) higher occurrence of phonological substitutions, followed by the orthographical ones and, finally, in lower number, omissions; (40 predominance of errors inside the fricative phonological class. Conclusion The group of children studied, even in the beginning of literacy, already shows very stable in the record of graphemes that is sent to the fricative phonemes. At last, it was observed that the errors seems to be motivated, mainly, by the difficulty of these children with the spelling of PB.
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Holz, Heiko, Katharina Brandelik, Benedikt Beuttler, Jochen Brandelik, and Manuel Ninaus. "How to train your syllable stress awareness - A digital game-based intervention for German dyslexic children." International Journal of Serious Games 5, no. 3 (2018): 37–59. http://dx.doi.org/10.17083/ijsg.v5i3.242.
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Developmental dyslexia is one of the most frequent learning disorders and affects 4-10 % of the German population. The learning disorder affects educational, personal, and social development of children in a negative way. We examine three different approaches to treat learning disorders. That is, therapeutic, computer-based, and digital game-based interventions. We reflect on the advantages and disadvantages of these approaches that have been shown to be supportive for dyslexic primary-school children. Our literature review shows that there is a lack of digital game-based interventions for the treatment of spelling disorders. To fill this gap, we propose such a mobile serious game which uses evidence-based trainings and introduces novel features in order to help dyslexic children to improve their reading and spelling performance. We propose an intervention to train awareness of syllable stress and explore the innovative use of mouth motor activities and embodied trainings. To conclude, we suggest that, in addition to traditional approaches, digital-game based approaches should be used supplementary to (re-) engage and motivate learners.
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Viebahn, Malte C., James M. McQueen, Mirjam Ernestus, Ulrich H. Frauenfelder, and Audrey Bürki. "How much does orthography influence the processing of reduced word forms? Evidence from novel-word learning about French schwa deletion." Quarterly Journal of Experimental Psychology 71, no. 11 (2018): 2378–94. http://dx.doi.org/10.1177/1747021817741859.
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This study examines the influence of orthography on the processing of reduced word forms. For this purpose, we compared the impact of phonological variation with the impact of spelling-sound consistency on the processing of words that may be produced with or without the vowel schwa. Participants learnt novel French words in which the vowel schwa was present or absent in the first syllable. In Experiment 1, the words were consistently produced without schwa or produced in a variable manner (i.e., sometimes produced with and sometimes produced without schwa). In Experiment 2, words were always produced in a consistent manner, but an orthographic exposure phase was included in which words that were produced without schwa were either spelled with or without the letter <e>. Results from naming and eye-tracking tasks suggest that both phonological variation and spelling-sound consistency influence the processing of spoken novel words. However, the influence of phonological variation outweighs the effect of spelling-sound consistency. Our findings therefore suggest that the influence of orthography on the processing of reduced word forms is relatively small.
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Clarke-Klein, Susan, and Barbara Williams Hodson. "A Phonologically Based Analysis of Misspellings by Third Graders With Disordered-Phonology Histories." Journal of Speech, Language, and Hearing Research 38, no. 4 (1995): 839–49. http://dx.doi.org/10.1044/jshr.3804.839.
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Misspellings evidenced in written responses of third graders during administration of a battery containing 25 true words and 20 nonsense syllable items were analyzed phonologically. Children with histories of disordered phonologies evidenced more phonologically based deviations in their written misspellings than did their peers who had experienced normal phonological development. In addition, the children with disordered-phonology histories relied more on less productive spelling strategies and evidenced poorer phonological awareness skills than their peers with normal-phonology histories.
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KIM, YOUNG-SUK. "Phonological awareness and literacy skills in Korean: An examination of the unique role of body-coda units." Applied Psycholinguistics 28, no. 1 (2007): 69–94. http://dx.doi.org/10.1017/s014271640707004x.
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This study examines a salient intrasyllabic phonological unit in Korean, the body-coda unit, its role in literacy skills in Korean, and a possible source of the salience of body-coda units in the spoken language. Data were collected from Korean-speaking, monolingual beginning readers (41 kindergarteners, 40 first graders). The results indicate that body-coda boundary (e.g.,ca-t) is more salient than onset–rime boundary (e.g.,c-at) for Korean children and show that children's body-coda awareness is an important predictor of word decoding and spelling in Korean. Furthermore, the analysis of phonological neighbors and frequency of syllable types suggests that a phonotactic feature in Korean, the frequency of consonant–verb syllable type, may be a possible source of the saliency of the body-coda intrasyllabic division for Korean children.
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Mehta, Sheena, Yi Ding, Molly Ness, and Eric C. Chen. "Invented Spelling, Word Stress, and Syllable Awareness in Relation to Reading Difficulties in Children." Journal of Psycholinguistic Research 47, no. 3 (2017): 585–606. http://dx.doi.org/10.1007/s10936-017-9547-2.
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Houston, Stephen D. "The phonetic decipherment of Mayan glyphs." Antiquity 62, no. 234 (1988): 126–35. http://dx.doi.org/10.1017/s0003598x00073610.
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The complete decipherment of Mayan glyphs is an event that neither we, nor perhaps our children, shall ever see: the script is tortuously complicated, as many hieroglyphic writing systems are, and hardly susceptible to rapid and unequivocal ‘codebreaking’. Nevertheless, good progress has been made towards reading the glyphs, with many solid achievements in reconstructing the genealogies and political interaction of royal dynasties of the Classic period (e.g. Berlin 1959; Proskouriakoff 1960). The focus of the present paper is another, more controversial feature of Mayan glyphs: a set of ‘phonetic’ or syllabic units used in spelling Mayan words. Virtually all glyph specialists now accept the validity of these units, but the path to consensus has been difficult and acrimonious. We shall examine here why many good scholars resisted ‘phoneticism’ in Mayan script, and why additional evidence so impressively confirms its existence.
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Jiménez, Juan E., Isabel Hernández-Valle, Gustavo Ramírez, et al. "Computer Speech-Based Remediation for Reading Disabilities: The Size of Spelling-to-Sound Unit in a Transparent Orthography." Spanish Journal of Psychology 10, no. 1 (2007): 52–67. http://dx.doi.org/10.1017/s1138741600006314.
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This study was designed to assess the effects of four reading-training procedures for children with reading disabilities (RD) in a transparent orthography, with the aim of examining the effects of different spelling-to-sound units in computer speech-based reading. We selected a sample of 83 Spanish children aged between 7 years 1 month and 10 years 6 months (M = 105.2, SD = 7.8) whose pseudoword reading performance was below the 25th percentile and IQ > 90. The participants were randomly assigned to five groups: (a) the whole-word training group (WW) (n = 17), (b) the syllable training group (S)(n = 16), (c) the onset-rime training group (OR) (n = 17), (d) the phoneme training group (P) (n = 15), and (e) the untrained control group (n = 18). Children were pre- and post-tested in word recognition, reading comprehension, phonological awareness, and orthographic and phonological tasks. The results indicate that experimental groups who participated in the phoneme and syllable conditions improved their word recognition in comparison with the control group. In addition, dyslexics who participated in the phoneme, syllable, and onset-rime conditions made a greater number of requests during computer-based word reading under conditions that required extensive phonological computation (low frequency words and long words). Reading time, however, was greater for long words in the phoneme group during computer-based reading. These results suggest the importance of training phonological processes in improving word decoding in children with dyslexia who learn in a consistent orthography.
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Purwanto, Andri. "TEACHING PRONUNCIATION USING VARIETIES OF PRONUNCIATION TEACHING MATERIALS AND PRACTICES." Scope : Journal of English Language Teaching 3, no. 2 (2019): 81. http://dx.doi.org/10.30998/scope.v3i2.4129.
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<p><br />The objectives of this research are to design a varied materials for teaching pronunciation practices with fun and attractive, to introduce the correct spelling in teaching pronunciation and to encourage students in using English as medium of communication. For these reasons, this study was aimed at exploring the pronunciation teaching materials in Pronunciation Practice module and course syllabus at Indraprasta PGRI University, Jakarta. This reserach tries to measure the output of learning pronunciation with pronunciation practice module which is designed according to Tergujeff’s pronunciation teaching materials: namely phonetic training, reading aloud, listen and repeat, rhyme and verse, rules and instructions, awareness-raising activities, spelling and dictation and ear training; and Celce Murcia’s Pronunciation teaching materials. This confirms that the creative and dynamic use of current pronunciation teaching materials enable the students not only to undergo accuracy-oriented exercises but also fluency-based activities.</p>