Siga este link para ver outros tipos de publicações sobre o tema: Orthography.
Artigos de revistas sobre o tema "Orthography"
Crie uma referência precisa em APA, MLA, Chicago, Harvard, e outros estilos
Veja os 50 melhores artigos de revistas para estudos sobre o assunto "Orthography".
Ao lado de cada fonte na lista de referências, há um botão "Adicionar à bibliografia". Clique e geraremos automaticamente a citação bibliográfica do trabalho escolhido no estilo de citação de que você precisa: APA, MLA, Harvard, Chicago, Vancouver, etc.
Você também pode baixar o texto completo da publicação científica em formato .pdf e ler o resumo do trabalho online se estiver presente nos metadados.
Veja os artigos de revistas das mais diversas áreas científicas e compile uma bibliografia correta.
1
Roberts, David. "A tone orthography typology". Written Language and Literacy 14, n.º 1 (17 de fevereiro de 2011): 82–108. http://dx.doi.org/10.1075/wll.14.1.05rob.
Texto completo da fonteResumo:
Discussions about tone orthography have long been hampered by imprecise terminology. This article aims to bring clarity by means of an explicit typology composed of six parameters. Each parameter is defined by a choice: domain, target, symbol, position, density, and depth. The orthographer assesses each typological aspect individually, while always bearing in mind that the six parameters together generate a complex matrix of responses. The result is a precise and informative character profile for any Roman script tone orthography. Keywords: typology; tone; orthography; orthographic depth
2
Serrau, Vera, Cecilia Gunnarsson-Largy e Pierre Largy. "The impact of the cognitive effects of L1 orthographic depth and morphological complexity on L2 French morphographic processing". Language, Interaction and Acquisition 14, n.º 1 (27 de outubro de 2023): 127–66. http://dx.doi.org/10.1075/lia.22013.ser.
Texto completo da fonteResumo:
Abstract Orthographic depth has been shown to influence the default orthographic processing mechanisms. However, the question of the impact of L1 orthographic depth on the processing of L2 orthography is still open. Crucially, current studies on orthographic depth tend to focus on the processing of simple words and do not consider other factors that interact with orthographic depth, such as morphological complexity. Our study is a preliminary investigation of whether the processing of L2 written inflected words shows crosslinguistic cognitive transfer effects of L1 orthographic depth and L1 morphological complexity. We focus on homophonic vs. heterophonic French subject-verb agreement (arrive / arrivent [aʁiv] (‘arrives’ (3sg) / ‘arrive’ (3pl)) vs. part [paʁ] / partent [paʁt] (‘leaves’ (3sg) / ‘leave’ (3pl)) in two groups of experienced L2 French learners whose L1 is Spanish or Italian (both exhibiting shallow orthography and complex morphology) vs. English (exhibiting deep orthography and simple morphology). Results suggest that during the processing of L2 written inflected words, L2 learners whose L1 is morphologically complex with shallow orthography rely more on orthography-oriented morphological (sub-lexical) processing; whilst L2 learners whose L1 is morphologically simple with deep orthography rely more on phonology-oriented lexical processing.
3
Jacobsen, Henrik Galberg. "Den normative ortografi og udtalen. Skitse til en typologi". Folia Scandinavica Posnaniensia 20, n.º 1 (1 de dezembro de 2016): 41–50. http://dx.doi.org/10.1515/fsp-2016-0024.
Texto completo da fonteResumo:
Abstract The paper deals with the relations between Danish pronunciation and the so-called ‘normative orthography’, i.e. the official Danish writing rules as laid down by the authorities in orthographic directives since 1889. The specific aim of the paper is to suggest a model for defining and describing the different kinds of normative orthography and their mutual relations. The criteria used for placing the orthographic rules in the model are (a) whether the rule is dependent on pronunciation or not, and (b) whether the resulting orthography (i.e. the prescribed letters) are linguistic signs (inflectional endings, morphemes) or non-signs. The model thus consists of four types of normative orthography, i.e. autonomous expression orthography (Danish: autonom udtryksortografi), autonomous content orthography (Danish: autonom indholdsortografi), mirrored expression orthography (Danish: spejlet udtryksortografi) and mirrored content orthography (Danish: spejlet indholdsortografi). Among these, mirrored expression orthography constitutes the core domain, followed by mirrored content orthography, which has been a growing domain after the 1889-directives, and autonomous content orthography, which is a potentially growing domain.
4
Burkhardt, Jey Lingam, e Jürgen Martin Burkhardt. "Developing a unified orthography for Berawan". Written Language and Literacy 22, n.º 2 (31 de dezembro de 2019): 280–306. http://dx.doi.org/10.1075/wll.00029.bur.
Texto completo da fonteResumo:
Abstract Berawan is a small ethnic community, numbering fewer than 4,000 members, in the Malaysian state of Sarawak on Borneo Island. There are four language varieties; namely, Long Jegan (LJG), Batu Belah (BB), Long Teru (LTU) and Long Terawan (LTN). This paper describes the development of the preliminary unified Berawan orthography by the authors, in collaboration with representatives from three Berawan communities (BB, LTU and LJG). Smalley’s (1959, 1965) criteria for orthography development are discussed in relation to the authors’ stage framework for orthographic development, which has been adapted from Rempel (1995) within the context of developing the Berawan orthography and the orthographic decisions made by the Berawan. Two additional factors for orthography implementation are proposed. The first stresses the importance of adequate testing, which is essential for both obtaining objective measurements to inform decision making and establishing a well-designed and effective orthography. The second new factor emphasizes the importance of having sufficient time available to learn the developed orthography.
5
van Putten, Marijn. "The Development of the Hijazi Orthography". Millennium 20, n.º 1 (1 de janeiro de 2023): 107–28. http://dx.doi.org/10.1515/mill-2023-0007.
Texto completo da fonteResumo:
Abstract This paper examines the main orthographic innovations of the early Islamic orthography in comparison to the Nabataean orthography and traces through new epigraphic evidence when and where these innovations came to be used. It is shown that a number of them clearly develop already in the pre-Islamic period. Besides this, the paper looks at the complexities of Arabic orthography and morphophonological spelling as it is reflected in the Quranic orthography as well as pre-Islamic inscriptions and argues that the early Islamic orthography represents the continuation of a developed Hijazi scribal tradition.
6
Rustamovna, Abduraxmonova Umida. "Methods Of Orthographic And Grammatic Analysis Of Uzbek Writing". American Journal of Social Science and Education Innovations 03, n.º 04 (30 de abril de 2021): 364–69. http://dx.doi.org/10.37547/tajssei/volume03issue04-55.
Texto completo da fonteResumo:
Orthography is a system of rules adopted to correctly express an idea through writing, which ensures that the idea is equally expressed both for the writer and for the reader. In the teaching of orthography, hearing and sight play an important role. In addition, factors such as logical thinking, memory, intelligence also play an important role in the formation of orthographic skills in students. These are those in which orthography creates a certain system in teaching, one complements the other. This article will give an idea of the methods of orthographic analysis.
7
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, n.º 3 (11 de julho de 2021): 118. http://dx.doi.org/10.3390/languages6030118.
Texto completo da fonteResumo:
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 by clicking on the corresponding labels. The orthography test followed the same procedure as the auditory test, but instead, the two labels contained grapheme representations of the target vowel contrasts. Results: All but one vowel contrast could be more accurately discriminated in the auditory than in the orthography test. The use of nonsense words in the elicitation task eradicated the possibility of a lexical effect of orthography on auditory processing, leaving space for the interpretation of this effect on a sublexical basis, primarily prelexical and secondarily postlexical. Conclusions: L2 auditory processing is subject to L1 orthography influence. Speakers of languages with transparent orthographies such as Greek may rely on the grapheme–phoneme correspondence to decode orthographic representations of sounds coming from languages with an opaque orthographic system such as English.
8
Choi, Jungsook. "Analysis of cases of orthographic misuse in college student writing and education on orthography". Research Society for the Korean Language Education 21 (30 de abril de 2024): 141–61. http://dx.doi.org/10.25022/jkler.2024.21.141.
Texto completo da fonteResumo:
The purpose of this paper was to analyze cases of orthographic errors in texts written by students and discuss orthographic education methods. We examined the most frequent cases of students’ orthographic errors by dividing them into ‘spacing, spelling, and punctuation’. And it was confirmed through the secondary school curriculum that students' errors in orthography were due to insufficient education on orthography. In this paper, the writings written by students were analyzed by dividing them into 'spacing errors', 'spelling errors', and 'punctuation errors'. In addition, the secondary school curriculum was reviewed, and guidance measures for each case were presented for education on orthographic errors. Although this paper does not represent all of the writings of college students, it is expected that it will be able to provide the content of orthography education necessary for some students.
9
Miller, Kimberly M., e Diane Swick. "Orthography Influences the Perception of Speech in Alexic Patients". Journal of Cognitive Neuroscience 15, n.º 7 (1 de outubro de 2003): 981–90. http://dx.doi.org/10.1162/089892903770007371.
Texto completo da fonteResumo:
Interactive models of reading propose that phonological representations directly activate and/or constrain orthographic representations through feedback. These models also predict that spoken words should activate their orthographic forms. The effect of word orthography on auditory lexical access was investigated in two patients with alexia without agraphia. Several theories of alexia suggest that letter-by-letter reading results from impaired access to orthographic representations. Although alexics can often correctly identify orally spelled words and spell to dictation, it is unknown whether they can access the whole orthographic “word-form” as a unit via auditory presentation. The nonobligatory activation of orthography was examined in an auditory lexical decision task, in which the orthographic and phonological similarity between prime and target was manipulated. In controls, the combined effect of phonological and orthographic relatedness (OP) produced greater facilitation than phonological relatedness alone, indicating that orthography can influence auditory lexical decisions. The alexics displayed patterns of facilitation comparable to controls, suggesting they can quickly access whole-word orthographic information via the auditory modality. An alternate account posits that the OP advantage does not require on-line access of orthography, but instead is a developmental by-product of learning to read an orthographically inconsistent language. The results have implications for cognitive theories of alexia and provide support for interactive models of word recognition.
10
Venckienė, Jurgita. "Orthography of books and their authors at the end of the 19th and the beginning of the 20th century". Lietuvių kalba, n.º 15 (28 de dezembro de 2020): 1–15. http://dx.doi.org/10.15388/lk.2020.22451.
Texto completo da fonteResumo:
During development of the Standard Lithuanian language at the end of the 19th century, the dialectal basis was chosen first, and the orthography varied yet for another twenty years. This article analyses the dual orthography – of books and personal orthography of their authors. The study is designed to find out whether the books published during that period reflect the orthographic model chosen by their authors; what factors, in addition to the author’s choice, may have influenced the orthography of the books.The influence of printers on the orthography of books during that period was smaller than before, as many authors did the proofreading themselves. Thus, printers were able to change the orthography in cases where books were printed without the author’s knowledge or consent, such as prayer books. If the author chose unusual, rare, or even self-invented characters, a limited inventory of prints could be a serious obstacle to keep their orthography in the book. As the case of Jonas Basanavičius shows, even when the author offered to finance the acquisition of the necessary prints, this was not necessarily done.At the end of the 19th century, books were published as supplements to periodicals. The editors of newspapers Ūkininkas and Tėvynės sargas adapted the orthography of such books to their periodicals. Under the terms of the press ban, it was often important for authors just to print a book, and the spelling model was chosen by the publisher. However, authors such as Basanavičius, who considered themselves the creators of the standard language, took care to present their chosen or created model of orthography in their books as well.As the cases of Liudvika Didžiulienė, Dominykas Tumėnas and Basanavičius show, two orthographic standards emerged during the research period: correspondence was written one way and books were printed another. Hence, it is not always possible to judge the orthographic model chosen by the authors in books published at the end of the 19th century and the early 20th century.
11
Paulesu, Eraldo, Rolando Bonandrini, Laura Zapparoli, Cristina Rupani, Cristina Mapelli, Fulvia Tassini, Pietro Schenone, Gabriella Bottini, Conrad Perry e Marco Zorzi. "Effects of Orthographic Consistency on Bilingual Reading: Human and Computer Simulation Data". Brain Sciences 11, n.º 7 (30 de junho de 2021): 878. http://dx.doi.org/10.3390/brainsci11070878.
Texto completo da fonteResumo:
English serves as today’s lingua franca, a role not eased by the inconsistency of its orthography. Indeed, monolingual readers of more consistent orthographies such as Italian or German learn to read more quickly than monolingual English readers. Here, we assessed whether long-lasting bilingualism would mitigate orthography-specific differences in reading speed and whether the order in which orthographies with a different regularity are learned matters. We studied high-proficiency Italian-English and English-Italian bilinguals, with at least 20 years of intensive daily exposure to the second language and its orthography and we simulated sequential learning of the two orthographies with the CDP++ connectionist model of reading. We found that group differences in reading speed were comparatively bigger with Italian stimuli than with English stimuli. Furthermore, only Italian bilinguals took advantage of a blocked presentation of Italian stimuli compared to when stimuli from both languages were presented in mixed order, suggesting a greater ability to keep language-specific orthographic representations segregated. These findings demonstrate orthographic constraints on bilingual reading, whereby the level of consistency of the first learned orthography affects later learning and performance on a second orthography. The computer simulations were consistent with these conclusions.
12
Showalter, Catherine E. "Impact of Cyrillic on Native English Speakers’ Phono-lexical Acquisition of Russian". Language and Speech 61, n.º 4 (26 de março de 2018): 565–76. http://dx.doi.org/10.1177/0023830918761489.
Texto completo da fonteResumo:
We investigated the influence of grapheme familiarity and native language grapheme–phoneme correspondences during second language lexical learning. Native English speakers learned Russian-like words via auditory presentations containing only familiar first language phones, pictured meanings, and exposure to either Cyrillic orthographic forms (Orthography condition) or the sequence <XXX> (No Orthography condition). Orthography participants saw three types of written forms: familiar-congruent (e.g., <KOM>-[kom]), familiar-incongruent (e.g., <PAT>-[rɑt]), and unfamiliar (e.g., <ФИЛ>-[fil]). At test, participants determined whether pictures and words matched according to what they saw during word learning. All participants performed near ceiling in all stimulus conditions, except for Orthography participants on words containing incongruent grapheme–phoneme correspondences. These results suggest that first language grapheme–phoneme correspondences can cause interference during second language phono-lexical acquisition. In addition, these results suggest that orthographic input effects are robust enough to interfere even when the input does not contain novel phones.
13
Pletneva, Alexandra. "Советская орфография: предыстория, программы, реализация". Fontes Slaviae Orthodoxae 1, n.º 1 (12 de fevereiro de 2019): 109–26. http://dx.doi.org/10.31648/fso.3047.
Texto completo da fonteResumo:
The article is devoted to the orthographic reform of 1917-1918 and the cultural and historical context in which it was prepared. The era between the reign of Alexander II and the revolution is characterized by a broad public debate about a wide range of reforms. During these decades, a mass of various reform projects appeared. It is in this context that projects of simplification of Russian orthography should also be considered. The issue of simplification of orthography was first raised by the teachers, complaining that teaching children orthographic rules took almost the entire academic time. In the course of this discussion, positions of both reform advocates and their opponents were formed. Then public and academic institutions developing the reform project began to arise. The projects of “simplified” orthography, which resulted from the reform”, in practice meant its approach to a variety of "national" orthography systems. In the first years after the revolution, many of the projects discussed before the revolution were realized. The orthographic reform was among them. The new norm was much more rigid and brooked no exceptions, unlike the pre-reform one.
14
Vokic, Gabriela. "When alphabets collide: Alphabetic first-language speakers’ approach to speech production in an alphabetic second language". Second Language Research 27, n.º 3 (31 de maio de 2011): 391–417. http://dx.doi.org/10.1177/0267658310396627.
Texto completo da fonteResumo:
This study analysed the extent to which literate native speakers of a language with a phonemic alphabetic orthography rely on their first language (L1) orthography during second language (L2) speech production of a language that has a morphophonemic alphabetic orthography. The production of the English flapping rule by 15 adult native speakers of Spanish (NSS) was analysed. Flap production should not be problematic for NSS learning English as L2, since the flap [ ] exists in the Spanish phonemic inventory and it has similar acoustic, articluatory, and distributional properties in English and Spanish. However, this study hypothesizes that access to the flap is blocked by NSS participants’ lack of phonological awareness in English, which is brought about by the participants’ reliance on the Spanish orthographic system, since the graphs used to represent the English flap intervocalically have either different surface realizations in Spanish (such as <t> and <d>) or have no equivalents in the Spanish orthographic system (such as <tt> and <dd>). It was found that NSS relied on the Spanish orthographic system at a statistically significant level, despite both languages having alphabetic orthographies and sharing the same visual code. Less reliance on L1 orthography was observed in frequent L2 lexical items, demonstrating that negative effects of L1 orthography are inversely correlated to familiarity with L2 lexical items and that frequent lexical items promote L2 phonological awareness.
15
Vaughn, Charlotte, e Aubrey Whitty. "Investigating the relationship between comprehensibility and social evaluation". 25 years of Intelligibility, Comprehensibility and Accentedness 6, n.º 3 (10 de setembro de 2020): 483–504. http://dx.doi.org/10.1075/jslp.20022.vau.
Texto completo da fonteResumo:
Abstract The processing fluency hypothesis proposes that listeners’ perceived difficulty processing the speech of L2 speakers (called comprehensibility/processing fluency) leads them to downgrade those speakers socially. In this paper, we investigate this relationship, focusing on context-specificity. L1-English listeners provided comprehensibility and social evaluation ratings of L1-Korean speakers speaking English, while an orthographic depiction of the speech either appeared alongside the audio or did not, a manipulation aiming to affect comprehensibility. Varying orthography between subjects, Experiment 1 found that orthography resulted in greater comprehensibility, but not more positive social evaluations. Experiment 2 manipulated orthography within subjects, varying context: orthography trials were presented first or last. Comprehensibility and social evaluation ratings were related only when orthography was first, suggesting a conditional, asymmetrical relationship where listeners more readily downgrade than upgrade the same speaker when orthography changes. Our results highlight the context-dependent nature of these constructs, limiting the generalizability of the processing fluency hypothesis.
16
Melnyk, Yevhenii. "THE FRENCH ORTHOGRAPHY THROUGH THE EYES OF THE FRENCH: HISTORICAL, PSYCHOLOGICAL AND DIDACTIC ASPECTS". Scientific and methodological journal "Foreign Languages", n.º 1 (12 de maio de 2023): 58–63. http://dx.doi.org/10.32589/1817-8510.2023.1.278115.
Texto completo da fonteResumo:
In this article, we have analyzed some recent publications in the French mass media that concern the issue of the historical development and the present state of the French orthography which is not without reason considered to be complicated. It is noted that when teaching French and French-speaking culture, the approach to problems related to the orthography should ultimately form in pupils and students not only the imperative for constant attention in the process of writing, but also an understanding of the modern linguistic and sociocultural reality: the French orthography is the result of certain linguistic, historical and political processes, a fact and an accomplishment of French-speaking civilization, a phenomenon that reflects a certain mentality and that deserves an unconditional respect, a friendly attitude and a willingness to accept the recommendations offered by scientists in the French-speaking world. It has been accentuated that it is desirable for pupils and students to get acquainted, in general or in depth, with the attitude of speakers of the French language and French-speaking culture – linguists, journalists, writers, artists, and educators in particular – to the specified problems. In the article the consequences of the French perception of the French language in general as a statebuilding factor and the orthography in particular as a cultural heritage that requires unconditional preservation under the French Academy have been highlighted. Some historical facts that caused the complexity of the French orthography have been given. The trends characterizing the situation in the formation of orthographic competence in the French school and the influence of orthographic competence on the professional career of the French have been specified. The factors contributing to the degradation of orthographic skills and the prospects for further reform of the French orthography have been analyzed. The possibilities of using dictation as the main means of formation and quality control of orthographic skills have been illustrated.
17
Šubarić, Sanja. "О НЕКИМ ОРТОГРАФСКИМ ОДЛИКАМА ПИСАНЕ ГРАЂЕ ИЗ 19. ВИЈЕКА (ИЛУСТРАЦИЈЕ И КОМЕНТАРИ) / ON SOME ORTHOGRAPHIC CHARACTERISTICS OF THE WRITTEN MATERIAL FROM THE 19TH CENTURY (ILLUSTRATIONS AND COMMENTS)". Folia linguistica et litteraria XII, n.º 37 (30 de outubro de 2021): 105–34. http://dx.doi.org/10.31902/fll.37.2021.8.
Texto completo da fonteResumo:
One hundred and seventy years after the death of Petar II Petrovic Njegos, and one hundred and ninety years since he was elected as the head of the Montenegrin state, and, therefore, since the establishment of the Montenegrin Senate, are all the reasons and an important occasion for returning to the written material of the Montenegrin Senate in this paper. The paper is part of a broader linguistic analysis of the documentation of the central and highest state authority in 19th -century Montenegro. It represents an orthographic analysis of the original documents of the Montenegrin Senate (formed at the beginning of the rule of Njegos – 1831) – both as the addresser and the addressee. Specifically, we followed the written reflection of consonant contacts at the morpheme boundaries within words, as well as consonant contacts at the junctions of individual words. Given the number of correspondents of the epistolary communication of the Montenegrin Senate, our analysis reveals the segments of collective orthographic practice from that period in Montenegro. The conclusions about the collective orthographic practice of one period are based on the process of monitoring the spelling procedures of individuals of different literacy levels. In spite of their limitations and, therefore, the limitations of the analysis, it provided the material that helped us discern a collective orthographic trait – a considerable inconsistency in the orthography of consonant groups at the morpheme boundaries within words and relative stability in their orthography at the junction of individual words: in the orthography of consonant groups at the morpheme boundaries within words, two ways of writing are dominant – morphological and phonological, while in the orthography of consonant groups at the junctions of separate words, the morphological principle is mostly established. The same type of orthographic instability was mainly characteristic of the literary expression of the 19th century. This is observable in the comparison of the recorded situation with the data about the orthography of Njegos and with the data on the orthographic procedures of other writers of the time in Montenegro.
18
ESCUDERO, PAOLA, ELLEN SIMON e KAREN E. MULAK. "Learning words in a new language: Orthography doesn't always help". Bilingualism: Language and Cognition 17, n.º 2 (25 de setembro de 2013): 384–95. http://dx.doi.org/10.1017/s1366728913000436.
Texto completo da fonteResumo:
Previous studies have shown that orthography is activated during speech processing and that it may have positive and negative effects for non-native listeners. The present study examines whether the effect of orthography on non-native word learning depends on the relationship between the grapheme–phoneme correspondences across the native and non-native orthographic systems. Specifically, congruence between grapheme–phoneme correspondences across the listeners’ languages is predicted to aid word recognition, while incongruence is predicted to hinder it. Native Spanish listeners who were Dutch learners or naïve listeners (with no exposure to Dutch) were taught Dutch pseudowords and their visual referents. They were trained with only auditory forms or with auditory and orthographic forms. During testing, non-native listeners were less accurate when the target and distractor pseudowords formed a minimal pair (differing in only one vowel) than when they formed a non-minimal pair, and performed better on perceptually easy than on perceptually difficult minimal pairs. For perceptually difficult minimal pairs, Dutch learners performed better than naïve listeners and Dutch proficiency predicted learners’ word recognition accuracy. Most importantly and as predicted, exposure to orthographic forms during training aided performance on minimal pairs with congruent orthography, while it hindered performance on minimal pairs with incongruent orthography.
19
Wiese, Richard. "How to optimize orthography". Written Language and Literacy 7, n.º 2 (22 de março de 2005): 305–31. http://dx.doi.org/10.1075/wll.7.2.08wie.
Texto completo da fonteResumo:
The basic goal of this paper is to provide a formal treatment of “orthographic principles” in terms of optimization. Starting from a discussion of a preference-oriented vs. a rule-oriented systematic theory of orthography, the paper explores an explicit description of orthographic regularities in terms of Optimality Theory, that is, in terms of a theory of constraints and their interaction. The empirical focus of this paper is on German orthography, in particular on sound–letter correspondences, on morphological constancy in the light of phonological alternations, and on the (non-)doubling of graphemes. Interactions of various constraints to specify the relationship between regular and irregular spellings involving these domains on the one hand and phonological forms on the other hand are presented.
20
Bernāne, Līga. "SOLUTIONS FOR LATGALIAN ORTHOGRAPHY PROBLEMS IN THE PRESS IN THE FIRST HALF OF THE 20th CENTURY". Via Latgalica, n.º 1 (31 de dezembro de 2008): 91. http://dx.doi.org/10.17770/latg2008.1.1600.
Texto completo da fonteResumo:
As soon as the ban on printing was abolished, one particular solution for the question of Latgalian orthography was found. However, it could not satisfy all language users, since it was too complicated and did not solve all orthographic problems. Teachers were not satisfied by the established orthographic rules either, because the reproduction of phonetic forms did not correspond to the forms as used among the people. However, although historic events were dramatic and tough in the first half of the 20th century (war, change of government, foundation and consolidation of an independent state), the work of linguists was not suspended – newspapers featured publications about language problems, orthography conferences were organized, and books on grammar were published. The amount of publications during that time was quite impressive. Therefore, their review is divided into the following periods: 1. From 1908–1918 only two Latgalian printed publications, „Drywa” and „Jaunas Zinias”, existed on a long-term basis. These paid a great deal of attention to the integrity of the language and problems of orthography, and the authors of the articles were concerned with the „pollution” of the language by germanisms and baltisms. There are only a few publications, for example, an article by Ontons Skrinda called „Woludas waicojumâ”(literally - „On the Issue of Language”, „Drywa”, 21/1913), which raises concrete questions about spelling and orthography. 2. During the time from 1920, when the political situation in the new Latvian state in the post-war period became stable, until the 1923 orthography conference, discussions of problems of language and orthography became even more ardent, articles became more thorough, and there were less pathetic appeals. The paper reviews articles from the magazine „Zīdūnis”, and the newspapers „Latgolas Wōrds” and „Latgalītis”.. Authors of the most important publications of that period are Francis Kemps, Francis Trasuns, as well as Piters Strods, who became the most active and progressive promoter and reviewer of the discussion around orthography problems. 3. From 1923 until 1927 an orthography committee was appointed by the Ministry of Education. Its decisions were binding for all the users up until the end of the 20th century. During that period of time a lot of periodicals were published in Latgalian. Articles on the problems of language and orthography, however, can mainly be found in the newspaper „Latgolas Vōrds”, as well as in the magazines „Latgolas Škola” and „Zīdūnis”. The author of the most serious and thorough articles is P. Strods, who at that time became the main promoter of the solution of the orthographic problems. Unfortunately, there are plenty of publications where the authors’ personal ambitions are more dominant than the questions regarding the problems of orthography. All in all, it can be concluded that all the publications of the first half of the 20th century can be divided into two groups: 1. those which deal with general questions of the existence of the Latgalian language existence and its development, but do not discuss particular orthography problems, and 2. those in which the authors refer to the solution of particular orthography problems and offer concrete suggestions.
21
Stenger, Irina, Klára Jágrová, Andrea Fischer, Tania Avgustinova, Dietrich Klakow e Roland Marti. "Modeling the impact of orthographic coding on Czech–Polish and Bulgarian–Russian reading intercomprehension". Nordic Journal of Linguistics 40, n.º 2 (outubro de 2017): 175–99. http://dx.doi.org/10.1017/s0332586517000130.
Texto completo da fonteResumo:
Focusing on orthography as a primary linguistic interface in every reading activity, the central research question we address here is how orthographic intelligibility can be measured and predicted between closely related languages. This paper presents methods and findings of modeling orthographic intelligibility in a reading intercomprehension scenario from the information-theoretic perspective. The focus of the study is on two Slavic language pairs: Czech–Polish (West Slavic, using the Latin script) and Bulgarian–Russian (South Slavic and East Slavic, respectively, using the Cyrillic script). In this article, we present computational methods for measuring orthographic distance and orthographic asymmetry by means of the Levenshtein algorithm, conditional entropy and adaptation surprisal method that are expected to predict the influence of orthography on mutual intelligibility in reading.
22
Yudina, N. V. "RUSSIAN ORTHOGRAPHY AND PUNCTUATION IN THE 21ST CENTURY: «MAN» AND «LAW»". Bulletin of Kemerovo State University, n.º 3 (28 de julho de 2016): 227–333. http://dx.doi.org/10.21603/2078-8975-2016-3-227-333.
Texto completo da fonteResumo:
The paper is focused on the research and description of several active processes in Russian orthography and punctuation of the 21st century. The following tendencies are most specific: difference between the codified recommendations of rules and the written (orthographic and punctuative) practice; wish of a modern language personality to make the linguistic activity creative, use the expressive means of graphics, orthography and punctuation and draw attention of those who read and write; intentional violation of the orthographic and punctuative norms caused either by a low level of the written communication, neglect of the existing rules, or motive to the linguistic self-identification. The tendencies in the dynamics of Russian orthography and punctuation are viewed as an active part of the common processes in the Russian language and speech. The research makes it possible to investigate and review the existing orthographic and punctuative norms in order to meet the “challenges of time” and build a reasonable and functional dialogue between a modern language personality and the normative “laws” of the Russian language of the 21st century.
23
HSUAN, CHUNG-HUI, HENRY J. TSAI e RHONA STAINTHORP. "The role of phonological and orthographic awareness in learning to read among Grade 1 and 2 students in Taiwan". Applied Psycholinguistics 39, n.º 1 (17 de julho de 2017): 117–43. http://dx.doi.org/10.1017/s0142716417000194.
Texto completo da fonteResumo:
ABSTRACTThe role of phonological and orthographic awareness on Chinese character reading from Grade 1 to 2 was investigated with 112 Taiwanese children. Phonological awareness (onset, rime, and tone), rudimentary orthographic awareness (character configuration and structure knowledge), and character reading were assessed in each grade. The strategy of learning to read novel characters using regular or sophisticated orthography-to-phonology correspondence rules or character mapping was tested in Grade 2. Our results suggested that (a) phonological and orthographic awarenesses are important in Grade 1, and tone awareness in Grade 1 uniquely predicts character reading in Grade 2; and (b) the use of sophisticated orthography-to-phonology correspondence rules and mapping strategy are crucial for character reading in Grades 1 and 2. In addition, phonological and rudimentary orthographic awarenesses are important for using sophisticated orthographic strategy when learning to read novel characters.
24
Smejkalova, Anezka, e Fabienne Chetail. "Learning Spelling From Meaning". Experimental Psychology 70, n.º 3 (maio de 2023): 145–54. http://dx.doi.org/10.1027/1618-3169/a000587.
Texto completo da fonteResumo:
Abstract. According to the instance-based approach, each novel word encounter is encoded as an episodic trace, including different aspects of word knowledge (orthography, semantics, phonology) and context. Experiencing the novel word again leads to reactivating the previous instances to support word identification. Accordingly, once a link between orthography and meaning is established through several instances of co-occurrence, presenting the novel word form enhances semantic learning even if the contexts are uninformative about the meaning ( Eskenazi et al., 2018 ). Here, we investigated whether informative contexts enhance orthographic learning in the absence of the novel word form. Participants read pseudowords in three definition-like sentences, followed by three unrelated filler sentences (baseline condition), three uninformative sentences (orthographic condition), or three informative sentences with synonyms replacing the pseudoword (semantic condition). After reading, participants were better at spelling pseudowords exposed in the semantic than in the baseline condition and recalled more definitions of the pseudowords exposed in the orthographic than in the baseline condition. Such results indicate that both semantic and orthographic learning benefit from the contexts where the target information is absent. Overall, this supports the instance-based approach and contributes to the understanding of the interplay between orthography and semantics in contextual word learning.
25
Bergqvist, S. "”Wie schrieuwe Seeltersk” – a study of the orthography of Saterland Frisian literary texts". Us Wurk 69, n.º 1-2 (1 de agosto de 2020): 73–91. http://dx.doi.org/10.21827/5d4811bbc7724.
Texto completo da fonteResumo:
The purpose of this paper is to investigate whether literary texts in Saterland Frisian correspond to the written form codified in dictionaries. In order to answer this question, two dictionaries have been investigated: one by Pyt Kramer, and one by Marron C. Fort. Both Kramer and Fort have proposed their own orthographic systems, and made efforts to establish them not only in their respective dictionaries, but in other written works as well. Two literary texts, written by speakers of Saterland Frisian, have been compared to the dictionaries in terms of orthography: one by Gesina Lechte-Siemer, and one by Gretchen Grosser. The results of the investigation show that Lechte-Siemer’s orthography mostly corresponds to that of Kramer. However, Grosser’s text – which is the more recent of the two – does not adhere strictly to either orthographic system, instead combining aspects of both. This indicates that neither Kramer’s nor Fort’s orthography has established itself as standard, and that a degree of flexibility remains when using Saterland Frisian in writing.
26
Zeguers, M. H. T., P. Snellings, H. M. Huizenga e 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, n.º 10 (outubro de 2014): 1925–43. http://dx.doi.org/10.1080/17470218.2013.879192.
Texto completo da fonteResumo:
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 were absent. The second study explicitly manipulated the strength of the phonological difference and revealed that both orthographic and phonological priming effects became identifiable when phonological differences were strong enough. This suggests that, similar to opaque orthographies, strong phonological differences are a prerequisite to separate orthographic and phonological priming effects in transparent orthographies. Orthographic and phonological priming appeared to follow distinct time courses, with orthographic codes being quickly translated into phonological codes and phonology dominating the remainder of the lexical access phase.
27
Berta, Tibor. "La norma ortográfica en el contexto de la historia de la lengua española". Acta Hispanica 22 (1 de janeiro de 2017): 15–23. http://dx.doi.org/10.14232/actahisp.2017.22.15-23.
Texto completo da fonteResumo:
The orthographic norm is one of the social conventions responsible for the homogeneity of the language that assures the mutual comprehensibility for the speakers by moderating the heterogeneity generated by the co-existence of diatopic, diastratic and diaphasic variants and overcoming the effects of the linguistic changes produced during the evolution of the language. Throughout the course of the history of the Spanish language, the claim for a phonemic orthography, based exclusively on the inventory of phonemes, arose several times but none of the proposals achieved considerable impact. In this paper, analysing the attitude of different works on grammar and orthography, we review how the set of components that determined the concept of orthography developed from the medieval period until the present day. We also examine the question why the phonemic orthography is a utopia, that is, an ideal pursued but not reached by the users of language.
28
Templeton, Shane, e Linda Scarborough-Franks. "The spelling's the thing: Knowledge of derivational morphology in orthography and phonology among older students". Applied Psycholinguistics 6, n.º 4 (dezembro de 1985): 371–89. http://dx.doi.org/10.1017/s0142716400006317.
Texto completo da fonteResumo:
ABSTRACTThis study examines the ability of good and poor spellers at grades six and ten to generate orthographic and phonetic derivatives for three predominant vowel alternation patterns characteristic of internal derivational morphology. Results support the hypothesis that a productive knowledge of these patterns in orthography precedes a productive knowledge of these patterns in phonology. Further, orthographic (visual) information was found to be superior to phonetic (aural) information in accessing the appropriate derivational morphological rules. An order is identified for the acquisition of a productive knowledge of the three vowel alternation patterns in both orthography and phonology. Based on these results and analyses, instructional implications for both spelling and vocabulary are offered.
29
DEACON, S. H., D. LEBLANC e C. SABOURIN. "When cues collide: children's sensitivity to letter- and meaning-patterns in spelling words in English". Journal of Child Language 38, n.º 4 (18 de outubro de 2010): 809–27. http://dx.doi.org/10.1017/s0305000910000322.
Texto completo da fonteResumo:
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.
30
Öney, Banu, e Aydin Yücesan Durgunoğlu. "Beginning to read in Turkish: A phonologically transparent orthography". Applied Psycholinguistics 18, n.º 1 (janeiro de 1997): 1–15. http://dx.doi.org/10.1017/s014271640000984x.
Texto completo da fonteResumo:
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 the school year. The impact of these factors on the development of word recognition, spelling, and reading comprehension was examined. The results strongly suggest that a phonologically transparent orthography fosters the early development of word recognition skills, and that phonological awareness contributes to word recognition in the early stages of reading acquisition. Once the children's word recognition performance is high, listening comprehension ability distinguishes the different levels of reading comprehension among children. These patterns of results were interpreted as reflecting the phonological and orthographic characteristics of the Turkish language and orthography.
31
Schmidl, Martina. "Ad astra: Graphic Signalling in the Acrostic Hymn of Nebuchadnezzar II (BM 55469)". Altorientalische Forschungen 48, n.º 2 (5 de novembro de 2021): 318–26. http://dx.doi.org/10.1515/aofo-2021-0021.
Texto completo da fonteResumo:
Abstract This article examines two orthographic features in the Acrostic Hymn of Nebuchadnezzar II. It aims to show that the text makes use of the possibilities of the cuneiform writing system to create various levels of meaning. The first example clarifies structure and content with regard to a difficult passage in the fourth and last stanza of the text, in which a possible change of actors is indicated by an orthographic feature. The second example shows how orthography is used in the first stanza of the text to augment its message. These examples demonstrate how structural elements and micro-features such as orthography were used creatively to enhance the message of the hymn.
32
Nation, Kate. "Form–meaning links in the development of visual word recognition". Philosophical Transactions of the Royal Society B: Biological Sciences 364, n.º 1536 (27 de dezembro de 2009): 3665–74. http://dx.doi.org/10.1098/rstb.2009.0119.
Texto completo da fonteResumo:
Learning to read takes time and it requires explicit instruction. Three decades of research has taught us a good deal about how children learn about the links between orthography and phonology during word reading development. However, we have learned less about the links that children build between orthographic form and meaning. This is surprising given that the goal of reading development must be for children to develop an orthographic system that allows meanings to be accessed quickly, reliably and efficiently from orthography. This review considers whether meaning-related information is used when children read words aloud, and asks what we know about how and when children make connections between form and meaning during the course of reading development.
33
Jaroszewicz, Henryk. "Ortografie współczesnego piśmiennictwa śląskojęzycznego". Slavia Occidentalis, n.º 78/1-79/1 (24 de janeiro de 2023): 67–83. http://dx.doi.org/10.14746/so.2021/2022.78-79.6.
Texto completo da fonteResumo:
Over the past two decades, Silesian literature has been written in eleven different types of orthography, the most important of which are the classical, neo-Steuer and “slabikŏrzowa” orthographies. Other orthographic proposals, e.g. by D. Dyrda, B. Kallus, P. Kalinowski, H. Kaluza, R. Wencel, did not become popular and were abandoned rather quickly. As a result, contemporary Silesian literature was dominated by the “ślabikŏrzowa” spelling, gaining popularity due to its conservative form and the support of the most essential Silesian publishing houses. However, an obstacle to the complete stabilisation of Silesian orthography is the variant spelling of “ślabikŏrzowa” (“full “ślabikorz” and simplified “ślabikŏrz”) and no detailed, explicative normative works (i.e. orthographic dictionary, grammar).
34
Goswami, Usha, Jean Emile Gombert e Lucia Fraca de Barrera. "Children's orthographic representations and linguistic transparency: Nonsense word reading in English, French, and Spanish". Applied Psycholinguistics 19, n.º 1 (janeiro de 1998): 19–52. http://dx.doi.org/10.1017/s0142716400010560.
Texto completo da fonteResumo:
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 rhymes in English, with reduced effects in French. Experiment 2 compared English and French children's reading of nonsense words that shared rhyme phonology with real words (daik) with those that did not (faish). Significant facilitation for shared rhyme phonology was found in both languages. Experiment 3 compared English, French, and Spanish children's reading of nonsense words (dake vs. faish) and found a significant facilitatory effect of orthographic and phonological familiarity for each language. The size of the familiarity effect, however, was much greater in the less transparent orthographies (English and French). These results are interpreted in terms of the level of phonology that is represented in the orthographic recognition units being developed by children who are learning to read more and less transparent orthographies.
35
Rafat, Yasaman, e Ryan A. Stevenson. "Auditory-orthographic integration at the onset of L2 speech acquisition". Language and Speech 62, n.º 3 (15 de junho de 2018): 427–51. http://dx.doi.org/10.1177/0023830918777537.
Texto completo da fonteResumo:
Recent studies have provided evidence for both a positive and a negative effect of orthography on second language speech learning. However, not much is known about whether orthography can trigger a McGurk-like effect (McGurk & MacDonald, 1976) in second language speech learning. This study examined whether exposure to auditory and orthographic input may lead to a McGurk-like effect in naïve English-speaking participants learning a second language with Spanish phonology and orthography. Specifically, it reports on (a) production of non-target-like combinations such as [lj] as in [poljo] for <pollo>-[pojo], where the auditory Spanish [j] and the first language English [l] that correspond to the shared digraph <ll> are integrated, and (b) fusion quantified in terms of [z] devoicing such as [z̥apito] for <zapito>-[zapito]. Moreover, the effects of (a) type of grapheme-to-sound correspondence, (b) position in the word, and (c) condition of training and testing were examined. Participants were assigned to four groups: (a) auditory only, (b) orthography at training and production, (c) orthography at training, and (d) orthography at production. The positions included word-initial and word-medial. The grapheme-to-sound correspondences consisted of <v>-[b], <d>-[δ], <z>-[s] and <ll>-[j]. Results were indicative of a McGurk-like effect only for the Spanish digraph <ll>. The highest rate of combination productions was attested in the orthography-training condition in the word-medial position.
36
Arab-Moghaddam, Narges, e Monique Senechal. "Orthographic and phonological processing skills in reading and spelling in Persian/English bilinguals". International Journal of Behavioral Development 25, n.º 2 (março de 2001): 140–47. http://dx.doi.org/10.1080/01650250042000320.
Texto completo da fonteResumo:
The concurrent development of reading and spelling in English and Persian were examined in a sample of bilingual children. The objective was to compare how phonological and orthographic processing skills contribute to reading and spelling for two alphabetic languages that differ drastically. English orthography is characterised by both polyphony (i.e., a grapheme representing more than one phoneme) and polygraphy (i.e., a phoneme represented by more than one grapheme) which results in a complex script to read and write. In contrast, vowelised-Persian orthography is characterised by polygraphy only, which results in a simple script to read but more complex to write. Fifty-five Iranian children in grades 2 and 3, who had lived in English-speaking Canada for an average of 4 years, were tested on word reading and spelling in English and Persian. We found that the predictors of reading performance were similar across languages: Phonological and orthographic processing skills each predicted unique variance in word reading in English and in Persian once we had controlled for grade level, vocabulary, and reading experience. As expected, the predictors of spelling performance differed across language: Spelling in English was predicted similarly by phonological and orthographic processing skills, whereas spelling in Persian was predicted by orthographic processing skills only. It is possible that the nature of the Persian orthography encourages children to adopt different strategies when reading and spelling words. Spelling Persian words might be particularly conducive to using an analytic strategy which, in turn, promotes the development of and reliance on orthographic skills.
37
Douglas, Heather, Marcia Gail Headley, Stephanie Hadden e Jo-Anne LeFevre. "Knowledge of mathematical symbols goes beyond numbers". Journal of Numerical Cognition 6, n.º 3 (3 de dezembro de 2020): 322–54. http://dx.doi.org/10.5964/jnc.v6i3.293.
Texto completo da fonteResumo:
The written language of mathematics is dense with symbols and with conventions for combining those symbols to express mathematical ideas. For example, reading a factored polynomial function such as f(x) = x²(2x + 15) requires the knowledge that parenthesis can be used to signify function notation in one context and multiplication in another. Mathematical orthography is defined as orthographic knowledge of symbolic mathematics. It entails both knowledge of discrete mathematical symbols and the conventions for combining those symbols into expressions and equations. The ability to read text written in the base-ten system, comprised of digits and conventions for combining digits to express whole and rational quantities, is an important aspect of mathematical orthography. However, success in secondary and post-secondary programs requires more advanced mathematical orthography. The goal of this research was to determine if a simple and novel measure of mathematical orthography captures individual differences in adults’ mathematical skills. Mathematical orthography was measured with a timed dichotomous symbol decision task. Adults (N = 58) discriminated between conventional and non-conventional combinations of mathematical symbols (e.g., x² vs. ²x; |y| vs. ||y). The mathematical symbol decision task uniquely predicted individual differences in whole-number arithmetic, fraction/algebra procedures, and word problem solving. These findings suggest that the symbol decision task is a useful index of symbol associations in mathematical development and, thus, provides a tool for understanding the role of mathematical orthography in individual differences in adults’ mathematical skills.
38
Jouravlev, Olessia, e Debra Jared. "Cross-script orthographic and phonological preview benefits". Quarterly Journal of Experimental Psychology 71, n.º 1 (janeiro de 2018): 11–19. http://dx.doi.org/10.1080/17470218.2016.1226906.
Texto completo da fonteResumo:
The present experiment examined the use of parafoveally presented first-language (LI) orthographic and phonological codes during reading of second-language (L2) sentences in proficient Russian-English bilinguals. Participants read English sentences containing a Russian preview word that was replaced by the English target word when the participant’s eyes crossed an invisible boundary located before the preview word. The use of English and Russian allowed us to manipulate orthographic and phonological preview effects independently of one another. The Russian preview words overlapped with English target words in (a) orthography ( ВЕЛЮР [vʲɪˈlʲʉr]– BERRY), (b) phonology ( БЛАНК [blank]– BLOOD), or (c) had no orthographic or phonological overlap ( КАЛАЧ [kɐˈlat͡ɕ]– BERRY; ГЖЕЛЬ [ɡʐɛlʲ]– BLOOD). The results of this study showed a clear and strong benefit of the parafoveal preview of Russian words that shared either orthography or phonology with English target words. This study is the first demonstration of cross-script orthographic and phonological parafoveal preview benefit effects. Bilinguals integrate orthographic and phonological information across eye fixations in reading, even when this information comes from different languages.
39
Bird, Steven. "Orthography and identity in Cameroon". Written Language and Literacy 4, n.º 2 (8 de novembro de 2001): 131–62. http://dx.doi.org/10.1075/wll.4.2.02bir.
Texto completo da fonteResumo:
The tone languages of sub-Saharan Africa raise challenging questions for the design of new writing systems. Marking too much or too little tone can have grave consequences for the usability of an orthography. Orthography development, past and present, rests on many sociolinguistic issues having little to do with the technical phonological concerns that usually preoccupy orthographers. Some of these issues are familiar from the spelling reforms which have taken place in European languages. However, many of the issues faced in sub-Saharan Africa are different, being concerned with the creation of new writing systems in a multi-ethnic context — involving residual colonial influences, the construction of new nation-states, detribalization vs. culture preservation and language reclamation. Language development projects which crucially rely on creating or revising orthographies may founder if they do not attend to the various layers of identity (colonial, national, ethnic, local, or individual) that are indexed by orthography. This study reviews the history and politics of orthography in Cameroon, with a focus on tone-marking. The article concludes by calling present-day orthographers to a deeper and broader understanding of orthographic issues.
40
Palomino Gonzales, Niel Agripino. "Técnica Lecretexor para dinamizar la enseñanza y aprendizaje de la ortografía". Revista Investigación Universitaria 11, n.º 2 (30 de dezembro de 2021): 571–82. http://dx.doi.org/10.53470/riu.v11i2.23.
Texto completo da fonteResumo:
The principal objective of investigation serves to be the determination of the form in than the application of the technique LECRETEXOR (reading and creation of orthographic texts) influences the learning of orthography. The methodology used was the cuasiexperimental. The subjects of the cross - section constituted the schoolgirls of the first grade of secondary (First A, Experimental group) and (First B, Control group) of private school of misses Juan Landázuri of Cusco. The principal conclusion of investigation are: Than applying the technique LECRETEXOR in several learning sessions, it turns out well that schoolgirls learn the orthography in effective form and use her, in the same measure, the schoolgirls become addicted to the autocorrection; That they infer the orthographic rules as from the orthographic texts read by them. These results coincide with the research of Quiñones (2010) who, applying a reading method, found that 100% of the students improved their bad spelling problems, after reading specially selected texts.
41
Clark, Grace T., e Christina Reuterskiöld. "Orthographic Support for Word Learning in Clinical Populations: A Systematic Review". Language, Speech, and Hearing Services in Schools 52, n.º 3 (7 de julho de 2021): 937–48. http://dx.doi.org/10.1044/2021_lshss-20-00123.
Texto completo da fonteResumo:
Purpose A systematic review was performed to determine the extent to which orthographic facilitation, a strategy to improve word learning, has been demonstrated in the literature for children and adolescents from clinical categories such as developmental language disorders (DLD), autism spectrum disorders (ASD), Down syndrome, dyslexia, hearing impairment, intellectual disability, and cerebral palsy. Method Five databases were searched for all studies published through December 2019. Eligible studies included participants from a clinical population (DLD, ASD, dyslexia, cerebral palsy, Down syndrome, hearing impairment, etc.) and compared word learning with and without orthography. Selected studies were extracted for pertinent information. In addition, assessment of the methodological rigor was performed for each study. Results The review yielded five studies that targeted word learning with orthographic facilitation for children from various clinical populations including DLD, verbal children with autism, Down syndrome, and dyslexia. All studied populations showed a benefit for word learning in picture naming posttests when words were trained in the presence of orthography. Conclusions For the studied populations, training words in the presence of orthography will improve word learning accuracy and retention. The review highlights the need for more research in this area across other clinical populations. Supplemental Material https://doi.org/10.23641/asha.14632791
42
Barrios, Shannon L., e Rachel Hayes-Harb. "Second language learning of phonological alternations with and without orthographic input: Evidence from the acquisition of a German-like voicing alternation". Applied Psycholinguistics 41, n.º 3 (maio de 2020): 517–45. http://dx.doi.org/10.1017/s0142716420000077.
Texto completo da fonteResumo:
AbstractWhile a growing body of research investigates the influence of orthographic input on the acquisition of second language (L2) segmental contrasts, few studies have examined its influence on the acquisition of L2 phonological processes. Hayes-Harb, Brown, and Smith (2018) showed that exposure to words’ written forms caused native English speakers to misremember the voicing of final obstruents in German-like words exemplifying voicing neutralization. However, they did not examine participants’ acquisition of the final devoicing process. To address this gap, we conducted two experiments wherein native English speakers (assigned to Orthography or No Orthography groups) learned German-like words in suffixed and unsuffixed forms, and later completed a picture naming test. Experiment 1 investigated learners’ knowledge of the surface voicing of obstruents in both final and nonfinal position, and revealed that while all participants produced underlyingly voiced obstruents as voiceless more often in final than nonfinal position, the difference was only significant for No Orthography participants. Experiment 2 investigated participants’ ability to apply the devoicing process to new words, and provided no evidence of generalization. Together these findings shed light on the acquisition of final devoicing by naïve adult learners, as well as the influence of orthographic input in the acquisition of a phonological alternation.
43
Kiselev, Michael Yu. "«Орфография нового калмыцкого литературного языка»: позиция Ц.-Д. Номинханова". Монголоведение (Монгол судлал) 12, n.º 2 (25 de agosto de 2020): 326–37. http://dx.doi.org/10.22162/2500-1523-2020-2-326-337.
Texto completo da fonteResumo:
Goals. The paper studies a manuscript monograph by Ts.-D. Nominkhanov titled ‘Orthography of the New Kalmyk Literary Language’ (December 25, 1932) and contained in the Archive of the Russian Academy of Sciences. Materials. The work investigates sections and subsections of the monograph, namely: ‘Preface’ narrating about areas of residence and dialects of Kalmyk ethnic groups; ‘Old Script Orthography’ supplemented with a Latinized Jangar epic excerpt (alphabet of the 1930s) illustrating Zaya Pandita’s spelling patterns; ‘Spelling of Russified Kalmyk Script’ providing an excerpt from the Latinized spelling-book (Russ. Светлый путь), and reviews decisions of the February 1928 Kalmyk transcription and orthography development meeting; ‘Latinized Script Orthography’ introduces spelling patterns adopted by 1931 Moscow and Elista-based scientific conferences. Results. Prof. Ts. Nominkhanov concluded that the Latinized alphabet of the 1930s based on Zaya Pandita’s spelling could not meet the then needs of orthography. According to him, a scientifically unified Kalmyk literary language was to be based on the development of all Kalmyk dialects through their free interaction towards foundations of the Torghut dialect for further assimilation of different spelling subtleties and final enrichment the Kalmyk language proper. To facilitate this, he proposed that certain measures be undertaken, such as publication of a scientifically reasoned spelling book, organization of consistent academic studies in Kalmyk orthography and existing Kalmyk dialects at large, establishment of a central body that would check all manuscripts against orthographic, grammatical and other regulations introduced prior to publication. Conclusions. The study shall expand the source base on the history of the Kalmyk language and Prof. Ts.-D. Nominkhanov’s scientific heritage, and can be used for further research and educational purposes.
44
Villa, Laura. "Official orthographies, spelling debates and nation-building projects after the fall of the Spanish Empire". Written Language and Literacy 18, n.º 2 (31 de agosto de 2015): 228–47. http://dx.doi.org/10.1075/wll.18.2.03vil.
Texto completo da fonteResumo:
The collapse of the Spanish Empire in the first half of the nineteenth century prompted a need to reorganize the former colonial space in independent countries by creating territorial, political and identity boundaries in Spanish-speaking America. The imposition of a national language – the officialization of grammatical and orthographic norms and their promotion through emerging public education systems – was a key instrument in the nation-building processes developed in Spain and the newly independent American republics. In this socio-political context resistance to official norms and their implementation was frequent. This article studies three language ideological debates over Spanish orthography, occurring in the central decades of the century: the resistance to the officialization of the Royal Spanish Academy’s orthography in Spain (1844), the opposition to Sarmiento’s simplification proposal in Chile (1844) and the reception of the Chilean orthography in Spain (1846). The significance of spelling as an identity marker and a political tool is emphasized.
45
Bermúdez-Margaretto, Beatriz, Federico Gallo, Mikhail Pokhoday, Yury Shtyrov, Hamutal Kreiner e Andriy Myachykov. "Understanding Language Attrition through Orthography". Languages 6, n.º 4 (2 de dezembro de 2021): 199. http://dx.doi.org/10.3390/languages6040199.
Texto completo da fonteResumo:
The decay in the proficiency of the native language (L1), known as first language attrition, is one of the least understood phenomena associated with the acquisition of a second language (L2). Indeed, the exact cause for the deterioration in L1 performance, be that either the interference from L2 acquisition or the less frequent use of L1, still remains elusive. In this opinion paper, we focus on one largely understudied aspect of L1 attrition—namely, the erosion of the L1 orthographic knowledge under the influence of L2 orthography. In particular, we propose to study differences in orthographic processing between mono- and bilingual populations as an approach, which, in turn, will allow to address both cognitive and neurophysiological mechanisms underlying L1 attrition. We discuss relevant experimental paradigms, variable manipulations and appropriate research methods that may help disentangle the largely debated question of L2 interference vs. L1 disuse, clarifying the nature of the L1 orthographic attrition.
46
Amirzhanova, N., e D. Sadyk. "SCIENTIFIC AND PRACTICAL PROBLEMS OF AUTOMATION OF THE KAZAKH ORTHOGRAPHY THROUGH THE METHOD OF MODELING". Tiltanym, n.º 2 (17 de julho de 2024): 172–81. http://dx.doi.org/10.55491/2411-6076-2024-2-172-181.
Texto completo da fonteResumo:
The rapid development of digital technologies, including the emergence of the Internet, led to a radical change in the communicative landscape of the 20th century. The possibility of constant access to the Internet, as well as the use of applications for the exchange of instant messages online gave an impetus to the formation of a new digital language, the development of a new language environment. Currently, the Kazakh language entered the digital space and the life force of the Kazakh language was formed in the virtual space. In this regard, an inventory of knowledge related to the Kazakh language was carried out and the development of Kazakh language resources in the virtual space was put on the agenda.Automation of orthography is the process of using computer programs and tools to check the spelling of words in a text. This allows one to automatically correct spelling errors and reduce the time spent on text editing. Innovative functions require the development of a formal language model. And for formal modeling of orthography, first of all, it is necessary to conduct an inventory of knowledge related to orthography, to identify difficulties in spelling. Currently, scientists of the Institute of Linguistics named after A. Baitursynuly are conducting research within the framework of the program-targeted financing project “Automatic recognition of Kazakh text: development of linguistic modules and IT solutions”. As a part of the research, linguistic resources are differentiated and analyzed, allowing to automatically correct errors in word spelling.The article analyzes in detail the automation of knowledge related to orthography, scientific and practical problems of its automatic representation, modeling of knowledge related to Kazakh orthography, definition of model concepts, common types of modeling, types of modeling used in automation. Also, for the automation of Kazakh orthography, types of modeling using phonetic-phonological and orthographic distinctive signs are proposed, the stages of automation of Kazakh orthography are described.
47
Geva, Esther, e Min Wang. "The development of basic reading skills in children: a cross-language perspective". Annual Review of Applied Linguistics 21 (janeiro de 2001): 182–204. http://dx.doi.org/10.1017/s0267190501000113.
Texto completo da fonteResumo:
This chapter reviews recent empirical evidence for universal and orthography- or language-specific processes in the development of basic reading skills in school age children, suggesting that universal and orthography- or language-specific processes should be considered in tandem. The review focuses on three different aspects of reading, phonological processing, rapid naming, and morphosyntactic complexity, targeted in recent research on development of word recognition skills. Studies on L1 school children and studies of children who learn to read concurrently in their L1 and/or in a second language (L2) are examined within the context of variations in orthographic transparency. When children learn to read, characteristics of the spoken language interact with characteristics of the orthography. The chapter concludes that (a) individual differences in phonological processing skills, verbal memory, and rapid naming predict the development of reading in L1 and L2 children in various alphabetic and nonalphabetic languages; and (b) individual differences on such prerequisite skills can indicate smooth or problematic acquisition of L2 reading skills in children, regardless of oral language proficiency. However, task demands associated with learning to read in different orthographies vary and yield steeper or more moderate learning slopes. Regardless of the language and orthography combinations under study, children can develop reading strategies that help them read.
48
Friedmann, Naama, e Aviah Gvion. "An even more universal model of reading: Various effects of orthography on dyslexias". Behavioral and Brain Sciences 35, n.º 5 (29 de agosto de 2012): 285–86. http://dx.doi.org/10.1017/s0140525x12000167.
Texto completo da fonteResumo:
AbstractThe properties of a specific orthography dictate the way people read it. We bring considerations from dyslexia to suggest that the claim can be extended further. First, the effect of orthographic neighborhood density can be extended beyond letter-position encoding and beyond the orthographic lexicon. Second, Hebrew and Arabic differ with respect to letter forms, and hence, in letter-position encoding.
49
Hricová, Marianna, e Brendan Stuart Weekes. "Acquired Dyslexia in a Transparent Orthography: An Analysis of Acquired Disorders of Reading in the Slovak Language". Behavioural Neurology 25, n.º 3 (2012): 205–13. http://dx.doi.org/10.1155/2012/127419.
Texto completo da fonteResumo:
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 English and French, but there was no evidence of surface dyslexia. The findings are discussed in terms of the orthographic depth hypothesis.
50
ESCUDERO, 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, n.º 1 (janeiro de 2015): 7–22. http://dx.doi.org/10.1017/s014271641400040x.
Texto completo da fonteResumo:
ABSTRACTSome previous studies have shown that the availability of orthographic information leads to positive effects for second language (L2) phonology, while others document negative effects. In this paper, we examine the role of orthography on novel spoken-word learning by comparing word pairs that differed in most or all of their segments (nonminimal pairs) and those that only differed in one phoneme (minimal pairs) that was considered easy or difficult to discriminate. We tested the performance of learners whose native languages have transparent orthographies as well as learners with opaque orthographies. Our findings show that regardless of linguistic background and native orthographic system, availability of orthographic information during word learning did not have an effect on nonminimal pairs or perceptually easy minimal pairs. However, it had a positive effect on two minimal pairs that had the highest accuracy among the seven perceptually difficult ones, indicating that orthography only helped contrasts that were relatively easy to discriminate. The implications of these findings for L2 teaching and for future directions within L2 phonology are discussed.