Gotowe bibliografie tematyczne / Transparent orthography

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Gotowa bibliografia na temat „Transparent orthography”

Autor: Grafiati

Data publikacji: 4 czerwca 2021

Data aktualizacji: 10 marca 2023

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Artykuły w czasopismach na temat "Transparent orthography"

Zeguers, M. H. T., P. Snellings, H. M. Huizenga, and M. W. van der Molen. "Time course analyses of orthographic and phonological priming effects during word recognition in a transparent orthography." Quarterly Journal of Experimental Psychology 67, no. 10 (October 2014): 1925–43. http://dx.doi.org/10.1080/17470218.2013.879192.

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In opaque orthographies, the activation of orthographic and phonological codes follows distinct time courses during visual word recognition. However, it is unclear how orthography and phonology are accessed in more transparent orthographies. Therefore, we conducted time course analyses of masked priming effects in the transparent Dutch orthography. The first study used targets with small phonological differences between phonological and orthographic primes, which are typical in transparent orthographies. Results showed consistent orthographic priming effects, yet phonological priming effects w

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Öney, Banu, and Aydin Yücesan Durgunoğlu. "Beginning to read in Turkish: A phonologically transparent orthography." Applied Psycholinguistics 18, no. 1 (January 1997): 1–15. http://dx.doi.org/10.1017/s014271640000984x.

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AbstractThe purpose of this study was to investigate early literacy acquisition in a phonologically transparent orthography with regular letter-sound correspondences. It was considered that Turkish, with its systematic phonological and orthographic structure, would make different demands on the beginning reader than the languages used in many of the previous studies of literacy acquisition. First grade children were assessed using tests of phonological awareness, letter recognition, word and pseudoword recognition, spelling, syntactic awareness, and listening comprehension at the beginning of

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

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In theory, opaque orthographies should pose more difficulties for people with developmental dyslexia than transparent ones. (Frost, 2005). However, studies (Miller-Guron & Lundberg, 2000; Van der Leij & Morfidi, 2006) show that some people with dyslexia are better at reading L2 English than their L1 transparent orthography. The current study suggests that they have a form of dyslexia known as phonological dyslexia. On the basis of the dual-route model (Coltheart, 2005), it is proposed that membership of a dyslexic subtype - phonological or surface - influences success in dealing with o

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Goswami, Usha, Jean Emile Gombert, and Lucia Fraca de Barrera. "Children's orthographic representations and linguistic transparency: Nonsense word reading in English, French, and Spanish." Applied Psycholinguistics 19, no. 1 (January 1998): 19–52. http://dx.doi.org/10.1017/s0142716400010560.

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AbstractThree experiments were conducted to compare the development of orthographic representations in children learning to read English, French, or Spanish. Nonsense words that shared both orthography and phonology at the level of the rhyme with real words (cake-dake, comic-bomic), phonology only (cake-daik, comic-bommick), or neither (faish, ricop) were created for each orthography. Experiment I compared English and French children's reading of nonsense words that shared rhyme orthography with real words (dake) with those that did not (daik). Significant facilitation was found for shared rhy

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Georgiou, Georgios P. "How Do Speakers of a Language with a Transparent Orthographic System Perceive the L2 Vowels of a Language with an Opaque Orthographic System? An Analysis through a Battery of Behavioral Tests." Languages 6, no. 3 (July 11, 2021): 118. http://dx.doi.org/10.3390/languages6030118.

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Background: The present study aims to investigate the effect of the first language (L1) orthography on the perception of the second language (L2) vowel contrasts and whether orthographic effects occur at the sublexical level. Methods: Fourteen adult Greek learners of English participated in two AXB discrimination tests: one auditory and one orthography test. In the auditory test, participants listened to triads of auditory stimuli that targeted specific English vowel contrasts embedded in nonsense words and were asked to decide if the middle vowel was the same as the first or the third vowel b

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

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

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Duranović, Mirela. "Spelling Errors of Dyslexic Children in Bosnian Language With Transparent Orthography." Journal of Learning Disabilities 50, no. 5 (April 22, 2016): 591–601. http://dx.doi.org/10.1177/0022219416645814.

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The purpose of this study was to explore the nature of spelling errors made by children with dyslexia in Bosnian language with transparent orthography. Three main error categories were distinguished: phonological, orthographic, and grammatical errors. An analysis of error type showed 86% of phonological errors,10% of orthographic errors, and 4% of grammatical errors. Furthermore, the majority errors were the omissions and substitutions, followed by the insertions, omission of rules of assimilation by voicing, and errors with utilization of suffix. We can conclude that phonological errors were

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Zaretsky, Elena, Jelena Kuvac Kraljevic, Cynthia Core, and Mirjana Lencek. "Literacy predictors and early reading and spelling skills as a factor of orthography." Written Language and Literacy 12, no. 1 (August 18, 2009): 52–81. http://dx.doi.org/10.1075/wll.12.1.03zar.

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The majority view of reading development maintains the importance of specific cognitive and linguistic abilities, e.g. phonological awareness (PA) and vocabulary and verbal working memory (VWM). Another factor in attaining literacy may be the language of exposure, e.g. whether it has a transparent or a deep orthography. This study examines the interaction between known predictors for literacy development and the orthography. It focuses on early levels of literacy (decoding and spelling) amongst children with typical language development. English-speaking (deep orthography) and Croatian-speakin

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Adams, Ashley Marie, Arthur M. Glenberg, and M. Adelaida Restrepo. "Embodied reading in a transparent orthography." Learning and Instruction 62 (August 2019): 27–36. http://dx.doi.org/10.1016/j.learninstruc.2019.03.003.

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

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The first reports of phonological, surface and deep dyslexia come from orthographies containing quasi-regular mappings between orthography and phonology including English and French. Slovakian is a language with a relatively transparent orthography and hence a mostly regular script. The aim of this study was to investigate impaired oral reading in Slovakian. A novel diagnostic procedure was devised to determine whether disorders of Slovakian reading resemble characteristics in other languages. Slovakian speaking aphasics showed symptoms similar to phonological dyslexia and deep dyslexia in Eng

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Rozprawy doktorskie na temat "Transparent orthography"

Raman, Ilhan. "Single-word naming in a transparent alphabetic orthography." Thesis, Middlesex University, 1999. http://eprints.mdx.ac.uk/6754/.

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The cognitive processes involved in single-word naming of the transparent Turkish orthography were examined in a series of nine naming experiments on adult native readers. In Experiment 1, a significant word frequency effect was observed when matched (i.e. on initial phoneme, letter length and number of syllables) high- and low-frequency words were presented for naming. However, no frequency effect was found in Experiment 2, when an equal number of matched (i.e. on initial phoneme, letter length and number of syllables) nonword fillers were mixed with the target words. A null frequency effect

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Erdener, Vahit Dogu, University of Western Sydney, of Arts Education and Social Sciences College, and School of Psychology. "The effect of auditory, visual and orthographic information on second language acquisition." THESIS_CAESS_PSY_Erdener_V.xml, 2002. http://handle.uws.edu.au:8081/1959.7/685.

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The current study investigates the effect of auditory and visual speech information and orthographic information on second/foreign language (L2) acquisition. To test this, native speakers of Turkish (a language with a transparent orthography) and native speakers of Australian English (a language with an opaque orthography) were exposed to Spanish (transparent orthography) and Irish (opaque orthography) legal non-word items in four experimental conditions: auditory-only, auditory-visual, auditory-orthographic, and auditory-visual-orthographic. On each trial, Turkish and Australian English speak

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Petchko, Ekaterina. "Predicting reading achievement in a transparent orthography: Russian children learn to read." Diss., Temple University Libraries, 2009. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/26602.

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CITE/Language Arts<br>Ed.D.<br>This study investigated the cognitive, linguistic, and reading skills of 79 Russian-speaking first and second graders to determine the strongest concurrent predictors of reading achievement. The children were administered a battery of 15 tests from which nine objective, interval-scale measures were derived: phonological awareness, verbal short-term memory, decoding accuracy, listening comprehension, reading comprehension, nonverbal ability (IQ), vocabulary, decoding rate, and rapid naming. In a series of multiple regression analyses, phonological awareness accoun

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TOBIA, VALENTINA ANTONIA. "Cognitive profiles of typical and atypical readers: evidence from the italian orthography." Doctoral thesis, Università degli Studi di Milano-Bicocca, 2014. http://hdl.handle.net/10281/52635.

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Reading process has been the focus of a great amount of research over the past decades. However, recently Share (2008) claimed that reading research has been dominated by the study of the English language, and that this “Anglocentric research agenda” limited the relevance of the large amount of knowledge on reading in typical and atypical development. In line with this observation, there is evidence that learning to read transparent writing systems, such as Italian, is easier than learning to read opaque systems (Seymour, 2005), and that the precise weight of cognitive processes involved in re

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Hoxhallari, Lorenc. "Learning to read and spell in Albanian, English and Welsh : the effect of orthographic transparency." Thesis, Bangor University, 2006. https://research.bangor.ac.uk/portal/en/theses/learning-to-read-and-spell-in-albanian-english-and-welsh--the-effect-of-orthographic-transparency(9ec25b35-0627-492f-8f0c-425f9e74cc6f).html.

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Effects of orthographic transparency on literacy acquisition were examined by comparing data from children learning to read in Albanian, Welsh, and English. The Welsh and especially Albanian orthographies are extremely transparent, whereas the English orthography is notorious for its lack of transparency. In the pilot study, twenty Year I Albanian children were given a reading test consisting of a 100-word stratified sample of decreasing written frequency. These children were able to read accurately 80% of the words; reading latency was a direct effect of word length (R2 =. 89); and errors ten

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

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

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Seijsing, Emma, and Maria Martin. "Stavning i årskurs 3 : En jämförelse av elevtexter skrivna av elever i och utan lässvårigheter." Thesis, Linnéuniversitetet, Institutionen för svenska språket (SV), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-80324.

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Studiens syfte var att undersöka stavningen i 20 elevtexter skrivna av elever som antingen var i eller utan lässvårigheter när de gick i årskurs 2. Undersökningen fokuserade på stavningens korrekthet och olika typer av stavfel samt jämförde likheter och skillnader mellan texterna skrivna av elever i och utan lässvårigheter. Materialet bestod av elevtexter som skrevs under den fria narrativa skrivuppgiften i det nationella ämnesprovet i svenska i årskurs 3. Tio av elevtexterna var skrivna av elever som var i lässvårigheter i årskurs 2 och tio texter var skrivna av elever utan lässvårigheter i å

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Sanders, Rindra. "Numérisation 3D d'objets transparents par polarisation dans l'IR et par triangulation dans l'UV." Thesis, Dijon, 2011. http://www.theses.fr/2011DIJOS039/document.

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Les travaux présentés dans ce mémoire portent sur l'étude, la conception et le développement de deux nouveaux prototypes de reconstruction tridimensionnelle, spécifique aux objets transparents. La numérisation 3D d'objets opaques est abondamment traitée dans la littérature et de nombreux systèmes sont d'ailleurs commercialisés. Cependant, lorsqu'il s'agit de la numérisation 3D d'objets transparents, les publications se font rares et aucun système de scanning n'existe sur le marché. La technique de numérisation de surfaces transparentes demeure compliquée et non maîtrisée à l'heure actuelle. L'

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Kim, Hoyoung. "Conceptual expression and depictive opacity: Changing attitudes towards architectural drawings between 1960 and 1990." Diss., Georgia Institute of Technology, 2015. http://hdl.handle.net/1853/54363.

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This dissertation is a study of a remarkable change that came about in the kind of drawings that architects used to present their work between the decades of 1960 and 1990. Drawings in this period, visually rich and compositionally complex, seemed to mark an entirely new sensibility towards their function; their goal seemed to be not so much to clearly depict the forms of a proposed building, but to instead focus on its conceptual aspects. In fact, in several cases, drawings seemed to be treated as graphic projects in their own right, over and above the work they presented. This trend was acco

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Erdener, Dogu. "The effect of auditory, visual and orthographic information on second language acquisition." Thesis, 2002. http://handle.uws.edu.au:8081/1959.7/685.

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Książki na temat "Transparent orthography"

Gambarage, Joash J. Unmasking the Bantu Orthographic Vowels. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190256340.003.0019.

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Bantu vowel phonemes are reflexes of the Proto-Bantu seven-vowel system /*i *ɪ * ε‎ *a *ɔ *ʊ *u/. While lax high vowels were supplanted in some systems because of vowel mergers in the first two degrees /*i *ɪ/ and /*u *ʊ/, lax mid vowels / ε‎ ɔ/ are attested across most Bantu languages either underlyingly or at surface. Widespread use of roman orthographic vowels has left the phonemic status of mid vowels fuzzy. Here the orthography is treated as a “mask” disguising the phonetic quality of vowels, to be “unmasked” with the help of proper documentation and description. With examples from endang

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Części książek na temat "Transparent orthography"

Jiménez González, J. E. "Reading Disabilities in a Language with Transparent Orthography." In Basic Functions of Language, Reading and Reading Disability, 251–64. Boston, MA: Springer US, 2002. http://dx.doi.org/10.1007/978-1-4615-1011-6_15.

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Pietras, Izabela, and Marta Łockiewicz. "The Development of Reading and Spelling in Polish: A Semi-transparent Orthography." In Literacy Studies, 203–22. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-38811-9_13.

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Erdener, Doğu. "Second Language Instruction." In Advances in Educational Technologies and Instructional Design, 105–23. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2588-3.ch005.

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Speech perception has long been taken for granted as an auditory-only process. However, it is now firmly established that speech perception is an auditory-visual process in which visual speech information in the form of lip and mouth movements are taken into account in the speech perception process. Traditionally, foreign language (L2) instructional methods and materials are auditory-based. This chapter presents a general framework of evidence that visual speech information will facilitate L2 instruction. The author claims that this knowledge will form a bridge to cover the gap between psycholinguistics and L2 instruction as an applied field. The chapter also describes how orthography can be used in L2 instruction. While learners from a transparent L1 orthographic background can decipher phonology of orthographically transparent L2s –overriding the visual speech information – that is not the case for those from orthographically opaque L1s.

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"Reading Acquisition in a Transparent Orthography: The Case of Dutch." In Reading - From Words to Multiple Texts, 48–65. Routledge, 2012. http://dx.doi.org/10.4324/9780203131268-7.

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Raman, Ilhan. "The Role of Context on Age of Acquisition Effect." In Psycholinguistics and Cognition in Language Processing, 19–48. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-4009-0.ch002.

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Processes involved in converting print to sound are reported to be flexible and under the strategic control of skilled readers even in transparent orthographies. In this respect, word frequency effect, regularity, and lexicality have been the topic of much research and debate in understanding how context is involved in the emergence of strategies. However, whether age of acquisition (AoA) effects are influenced by context and under the strategic control of readers have yet to be established. A series of single-word naming experiments addresses this issue and examines the role of filler type critically manipulated on lexicality, frequency, and imageability on the size of AoA effect in word naming in an entirely transparent orthography. Overall, results, which are discussed within the current theoretical frameworks, suggest that context plays a significant role on AoA.

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Soriano, Manuel, and Ana Miranda. "Developmental dyslexia in a transparent orthography: A study of Spanish dyslexic children." In Advances in Learning and Behavioral Disabilities, 95–114. Emerald Group Publishing Limited, 2010. http://dx.doi.org/10.1108/s0735-004x(2010)0000023006.

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"The Role of Orthographic and Semantic Transparency of the Base Morpheme in Morphological Processing." In Morphological Aspects of Language Processing, 127–48. Psychology Press, 2013. http://dx.doi.org/10.4324/9780203773291-13.

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Streszczenia konferencji na temat "Transparent orthography"

Chernova, D. A., S. V. Alexeeva, and N. A. Slioussar. "WHAT DO WE LEARN FROM MISTAKES: PROCESSING DIFFICULTIES WITH FREQUENTLY MISSPELLED WORDS." In International Conference on Computational Linguistics and Intellectual Technologies "Dialogue". Russian State University for the Humanities, 2020. http://dx.doi.org/10.28995/2075-7182-2020-19-147-159.

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Even if we know how to spell, we often see words misspelled by other people — especially nowadays when we constantly read unedited texts on social media and in personal messages. In this paper, we present two experiments showing that the incidence of orthographic errors reduces the quality of lexical representations in the mental lexicon—even if one knows how to spell a word, repeated exposure to incorrect spellings blurs its orthographical representation and weakens the connection between form and meaning. As a result, it is more difficult to judge whether the word is spelled correctly, and —

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