Artykuły w czasopismach na temat „Transparent orthography”
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Zeguers, M. H. T., P. Snellings, H. M. Huizenga i 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, nr 10 (październik 2014): 1925–43. http://dx.doi.org/10.1080/17470218.2013.879192.
Pełny tekst źródłaÖney, Banu, i Aydin Yücesan Durgunoğlu. "Beginning to read in Turkish: A phonologically transparent orthography". Applied Psycholinguistics 18, nr 1 (styczeń 1997): 1–15. http://dx.doi.org/10.1017/s014271640000984x.
Pełny tekst źródłaHaisma, Joyce. "Dyslexic Subtypes and Literacy Skills in L2 Opaque English". Toegepaste Taalwetenschap in Artikelen 81 (1.01.2009): 65–74. http://dx.doi.org/10.1075/ttwia.81.07hai.
Pełny tekst źródłaGoswami, Usha, Jean Emile Gombert i Lucia Fraca de Barrera. "Children's orthographic representations and linguistic transparency: Nonsense word reading in English, French, and Spanish". Applied Psycholinguistics 19, nr 1 (styczeń 1998): 19–52. http://dx.doi.org/10.1017/s0142716400010560.
Pełny tekst źródłaGeorgiou, 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, nr 3 (11.07.2021): 118. http://dx.doi.org/10.3390/languages6030118.
Pełny tekst źródłaRaman, Ilhan, i Brendan Stuart Weekes. "Deep Dysgraphia in Turkish". Behavioural Neurology 16, nr 2-3 (2005): 59–69. http://dx.doi.org/10.1155/2005/568540.
Pełny tekst źródłaDuranović, Mirela. "Spelling Errors of Dyslexic Children in Bosnian Language With Transparent Orthography". Journal of Learning Disabilities 50, nr 5 (22.04.2016): 591–601. http://dx.doi.org/10.1177/0022219416645814.
Pełny tekst źródłaZaretsky, Elena, Jelena Kuvac Kraljevic, Cynthia Core i Mirjana Lencek. "Literacy predictors and early reading and spelling skills as a factor of orthography". Written Language and Literacy 12, nr 1 (18.08.2009): 52–81. http://dx.doi.org/10.1075/wll.12.1.03zar.
Pełny tekst źródłaAdams, Ashley Marie, Arthur M. Glenberg i M. Adelaida Restrepo. "Embodied reading in a transparent orthography". Learning and Instruction 62 (sierpień 2019): 27–36. http://dx.doi.org/10.1016/j.learninstruc.2019.03.003.
Pełny tekst źródłaHricová, Marianna, i Brendan Stuart Weekes. "Acquired Dyslexia in a Transparent Orthography: An Analysis of Acquired Disorders of Reading in the Slovak Language". Behavioural Neurology 25, nr 3 (2012): 205–13. http://dx.doi.org/10.1155/2012/127419.
Pełny tekst źródłaBravo-Valdivieso, Luis, i José-Pablo Escobar. "How transparent is Spanish orthography? / ¿Cuán transparente es nuestra ortografía castellana?" Estudios de Psicología 35, nr 3 (2.09.2014): 442–49. http://dx.doi.org/10.1080/02109395.2014.965455.
Pełny tekst źródłaJusti, Francis R. R., i Antonio Jaeger. "Orthographic neighborhood effects in recognition and recall tasks in a transparent orthography." Journal of Experimental Psychology: Learning, Memory, and Cognition 43, nr 4 (2017): 565–78. http://dx.doi.org/10.1037/xlm0000327.
Pełny tekst źródłaSerrano, Francisca, i Sylvia Defior. "Dyslexia speed problems in a transparent orthography". Annals of Dyslexia 58, nr 1 (16.05.2008): 81–95. http://dx.doi.org/10.1007/s11881-008-0013-6.
Pełny tekst źródłaESCUDERO, PAOLA. "Orthography plays a limited role when learning the phonological forms of new words: The case of Spanish and English learners of novel Dutch words". Applied Psycholinguistics 36, nr 1 (styczeń 2015): 7–22. http://dx.doi.org/10.1017/s014271641400040x.
Pełny tekst źródłaZHANG, JIE, HONG LI, QIONG DONG, JIE XU i ELIZABETH SHOLAR. "Implicit use of radicals in learning characters for nonnative learners of Chinese". Applied Psycholinguistics 37, nr 3 (13.04.2015): 507–27. http://dx.doi.org/10.1017/s0142716415000090.
Pełny tekst źródłaTomcsányi, Judit. "Hipercorrección ortográfica en la marcación del acento en documentos académicos y divulgativos en Costa Rica (Orthographic Hypercorrection Using Accent Marks in Academic and Informative Documents in Costa Rica)". LETRAS 2, nr 58 (30.01.2017): 29. http://dx.doi.org/10.15359/rl.2-58.2.
Pełny tekst źródłaCuratelli, Francesco, i Chiara Martinengo. "Keystroke Saving in a Language with Highly Transparent Orthography". Journal of Computing and Information Technology 18, nr 3 (2010): 275. http://dx.doi.org/10.2498/cit.1001737.
Pełny tekst źródłaVerhoeven, Ludo, i Jos Keuning. "The Nature of Developmental Dyslexia in a Transparent Orthography". Scientific Studies of Reading 22, nr 1 (8.09.2017): 7–23. http://dx.doi.org/10.1080/10888438.2017.1317780.
Pełny tekst źródłaSilinskas, Gintautas, Minna Torppa, Marja-Kristiina Lerkkanen i Jari-Erik Nurmi. "The home literacy model in a highly transparent orthography". School Effectiveness and School Improvement 31, nr 1 (29.07.2019): 80–101. http://dx.doi.org/10.1080/09243453.2019.1642213.
Pełny tekst źródłaVuković, Bojana, i Mirela Duranović. "SPELLING ERRORS OF DYSLEXIC CHILDREN IN TRANSPARENT ORTHOGRAPHY: SPECIFIC DEFICIT OR DEVELOPMENTAL DEALY?" Research in Education and Rehabilitation 5, nr 2 (grudzień 2022): 80–90. http://dx.doi.org/10.51558/2744-1555.2022.5.2.80.
Pełny tekst źródłaRaman, Ilhan, Bahman Baluch i Peter Sneddon. "What Is the Cognitive System's Preferred Route for Deriving Phonology from Print?" European Psychologist 1, nr 3 (styczeń 1996): 221–27. http://dx.doi.org/10.1027/1016-9040.1.3.221.
Pełny tekst źródłaŁockiewicz, Marta, i Nina Ciecholewska. "Phonological processing and reading in a semi-transparent orthography (Polish)". L1 Educational Studies in Language and Literature 17, Open Issue, Open Issue (czerwiec 2017): 1–13. http://dx.doi.org/10.17239/l1esll-2017.17.01.02.
Pełny tekst źródłaMarcolini, Stefania, Cristina Burani i Lucia Colombo. "Lexical effects on children’s pseudoword reading in a transparent orthography". Reading and Writing 22, nr 5 (1.04.2008): 531–44. http://dx.doi.org/10.1007/s11145-008-9123-0.
Pełny tekst źródłaCossu, G., D. Shankweiler, I. Y. Liberman i M. Gugliotta. "Visual and phonological determinants of misreadings in a transparent orthography". Reading and Writing 7, nr 3 (wrzesień 1995): 237–56. http://dx.doi.org/10.1007/bf02539523.
Pełny tekst źródłaGoncalves, Alison Roberto, i Rosane Silveira. "Orthographic effects in speech production: A psycholinguistic study with adult Brazilian-Portuguese English bilinguals / Efeitos ortográficos na produção da fala: um estudo psicolinguístico com adultos bilíngues falantes de Português Brasileiro e Inglês". REVISTA DE ESTUDOS DA LINGUAGEM 28, nr 3 (27.05.2020): 1461. http://dx.doi.org/10.17851/2237-2083.28.3.1461-1494.
Pełny tekst źródłaJiménez, Juan E., Isabel Hernández-Valle, Gustavo Ramírez, Mª del Rosario Ortiz, Mercedes Rodrigo, Adelina Estévez, Isabel O'Shanahan, Eduardo García i María de la Luz Trabaue. "Computer Speech-Based Remediation for Reading Disabilities: The Size of Spelling-to-Sound Unit in a Transparent Orthography". Spanish Journal of Psychology 10, nr 1 (styczeń 2007): 52–67. http://dx.doi.org/10.1017/s1138741600006314.
Pełny tekst źródłaJoshi, R. Malatesha, Kausalai Wijekumar i Amy Gillespie Rouse. "International Perspectives on Spelling and Writing in Different Orthographies: Introduction to the Special Series". Journal of Learning Disabilities 55, nr 2 (17.12.2021): 83–86. http://dx.doi.org/10.1177/00222194211059836.
Pełny tekst źródłaDavies, Robert, i Fernando Cuetos. "Acquired Dyslexia in Spanish: A Review and Some Observations on a New Case of Deep Dyslexia". Behavioural Neurology 16, nr 2-3 (2005): 85–101. http://dx.doi.org/10.1155/2005/872181.
Pełny tekst źródłaSaletta, Meredith. "Orthography and speech production in children with good or poor reading skills". Applied Psycholinguistics 40, nr 4 (22.04.2019): 905–31. http://dx.doi.org/10.1017/s0142716419000055.
Pełny tekst źródłaBigozzi, Lucia, Christian Tarchi i Giuliana Pinto. "Spelling across Tasks and Levels of Language in a Transparent Orthography". PLOS ONE 11, nr 9 (22.09.2016): e0163033. http://dx.doi.org/10.1371/journal.pone.0163033.
Pełny tekst źródłaTilanus, Elisabeth A. T., Eliane Segers i Ludo Verhoeven. "Diagnostic profiles of children with developmental dyslexia in a transparent orthography". Research in Developmental Disabilities 34, nr 11 (listopad 2013): 4194–202. http://dx.doi.org/10.1016/j.ridd.2013.08.039.
Pełny tekst źródłaSchaars, Moniek M. H., Eliane Segers i Ludo Verhoeven. "Word decoding development in incremental phonics instruction in a transparent orthography". Reading and Writing 30, nr 7 (7.03.2017): 1529–50. http://dx.doi.org/10.1007/s11145-017-9735-3.
Pełny tekst źródłaRakhlin, Natalia V., Catalina Mourgues, Cláudia Cardoso-Martins, Alexander N. Kornev i Elena L. Grigorenko. "Orthographic processing is a key predictor of reading fluency in good and poor readers in a transparent orthography". Contemporary Educational Psychology 56 (styczeń 2019): 250–61. http://dx.doi.org/10.1016/j.cedpsych.2018.12.002.
Pełny tekst źródłaPagliuca, Giovanni, Lisa S. Arduino, Laura Barca i Cristina Burani. "Fully transparent orthography, yet lexical reading aloud: The lexicality effect in Italian". Language and Cognitive Processes 23, nr 3 (kwiecień 2008): 422–33. http://dx.doi.org/10.1080/01690960701626036.
Pełny tekst źródłaBorleffs, Elisabeth, Frans Zwarts, Ade R. Siregar i Ben A. M. Maassen. "GraphoLearn SI: Digital Learning Support for Reading Difficulties in a Transparent Orthography". Human Technology 16, nr 1 (28.02.2020): 92–111. http://dx.doi.org/10.17011/ht/urn.202002242164.
Pełny tekst źródłaMkandawire, Sitwe Benson. "English versus Zambian Languages: Exploring some Similarities and Differences with their Implication on the Teaching of Literacy and Language in Primary Schools". British Journal of Multidisciplinary and Advanced Studies 3, nr 2 (8.11.2022): 1–20. http://dx.doi.org/10.37745/bjmas.2022.0037.
Pełny tekst źródłaDavies, Robert, Fernando Cuetos i Rosa Mary Glez-Seijas. "Reading development and dyslexia in a transparent orthography: a survey of Spanish children". Annals of Dyslexia 57, nr 2 (28.11.2007): 179–98. http://dx.doi.org/10.1007/s11881-007-0010-1.
Pełny tekst źródłaTorppa, Minna, George K. Georgiou, Pekka Niemi, Marja-Kristiina Lerkkanen i Anna-Maija Poikkeus. "The precursors of double dissociation between reading and spelling in a transparent orthography". Annals of Dyslexia 67, nr 1 (10.06.2016): 42–62. http://dx.doi.org/10.1007/s11881-016-0131-5.
Pełny tekst źródłaBorgwaldt, Susanne R., Frauke M. Hellwig i Annette M. B. de Groot. "Word-initial entropy in five languages". Written Language and Literacy 7, nr 2 (22.03.2005): 165–84. http://dx.doi.org/10.1075/wll.7.2.03bor.
Pełny tekst źródłaMilankov, Vesela, Slavica Golubović, Tatjana Krstić i Špela Golubović. "Phonological Awareness as the Foundation of Reading Acquisition in Students Reading in Transparent Orthography". International Journal of Environmental Research and Public Health 18, nr 10 (19.05.2021): 5440. http://dx.doi.org/10.3390/ijerph18105440.
Pełny tekst źródłaTorkildsen, Janne von Koss, Joanne Arciuli i Ona Bø Wie. "Individual differences in statistical learning predict children's reading ability in a semi-transparent orthography". Learning and Individual Differences 69 (styczeń 2019): 60–68. http://dx.doi.org/10.1016/j.lindif.2018.11.003.
Pełny tekst źródłaCaravolas, Markéta, i Jan Volín. "Phonological spelling errors among dyslexic children learning a transparent orthography: the case of Czech". Dyslexia 7, nr 4 (październik 2001): 229–45. http://dx.doi.org/10.1002/dys.206.
Pełny tekst źródłaCossu, Giuseppe, Maria Gugliotta i John C. Marshall. "Acquisition of reading and written spelling in a transparent orthography: Two non parallel processes?" Reading and Writing 7, nr 1 (marzec 1995): 9–22. http://dx.doi.org/10.1007/bf01026945.
Pełny tekst źródłaKim, Young-Suk Grace, Jeung-Ryeul Cho i Soon-Gil Park. "Unpacking Direct and Indirect Relationships of Short-Term Memory to Word Reading: Evidence From Korean-Speaking Children". Journal of Learning Disabilities 51, nr 5 (11.08.2017): 473–81. http://dx.doi.org/10.1177/0022219417724817.
Pełny tekst źródłaErgül, Cevriye, Zeynep Bahap Kudret, Meral Ç. Ökcün-Akçamuş, Gözde Akoğlu, Ergül Demir i Burcu Kılıç Tülü. "How Do Phonological Awareness and Rapid Naming Predict Reading? Findings from a Highly Transparent Orthography". Literacy Research and Instruction 61, nr 1 (6.12.2021): 41–60. http://dx.doi.org/10.1080/19388071.2021.2008557.
Pełny tekst źródłaTsesmeli, Styliani N., i Katerina Stoumpou. "Dynamic assessment in spelling and morphological awareness in Greek: The case of a transparent orthography". Research in Developmental Disabilities 117 (październik 2021): 104047. http://dx.doi.org/10.1016/j.ridd.2021.104047.
Pełny tekst źródłaKairaluoma, Leila, Minna Torppa, Jari Westerholm, Timo Ahonen i Mikko Aro. "The Nature of and Factors Related to Reading Difficulties Among Adolescents in a Transparent Orthography". Scientific Studies of Reading 17, nr 5 (wrzesień 2013): 315–32. http://dx.doi.org/10.1080/10888438.2012.701257.
Pełny tekst źródłaBigozzi, Lucia, Christian Tarchi, Giuliana Pinto i Beatrice Accorti Gamannossi. "Predicting Dyslexia in a Transparent Orthography From Grade 1 Literacy Skills: A Prospective Cohort Study". Reading & Writing Quarterly 32, nr 4 (15.12.2015): 353–72. http://dx.doi.org/10.1080/10573569.2014.988310.
Pełny tekst źródłaKotoulas, Vassilios. "The Development of Phonological Awareness Throughout The School Years: The Case of a Transparent Orthography". L1?Educational Studies in Language and Literature 4, nr 2-3 (styczeń 2004): 183–201. http://dx.doi.org/10.1007/s10674-004-1025-8.
Pełny tekst źródłaKendeou, Panayiota, Timothy C. Papadopoulos i Marianna Kotzapoulou. "Evidence for the early emergence of the simple view of reading in a transparent orthography". Reading and Writing 26, nr 2 (21.02.2012): 189–204. http://dx.doi.org/10.1007/s11145-012-9361-z.
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