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Roberts, David. "A tone orthography typology." Written Language and Literacy 14, no. 1 (February 17, 2011): 82–108. http://dx.doi.org/10.1075/wll.14.1.05rob.
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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
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Serrau, Vera, Cecilia Gunnarsson-Largy, and 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, no. 1 (October 27, 2023): 127–66. http://dx.doi.org/10.1075/lia.22013.ser.
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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.
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Jacobsen, Henrik Galberg. "Den normative ortografi og udtalen. Skitse til en typologi." Folia Scandinavica Posnaniensia 20, no. 1 (December 1, 2016): 41–50. http://dx.doi.org/10.1515/fsp-2016-0024.
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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.
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Burkhardt, Jey Lingam, and Jürgen Martin Burkhardt. "Developing a unified orthography for Berawan." Written Language and Literacy 22, no. 2 (December 31, 2019): 280–306. http://dx.doi.org/10.1075/wll.00029.bur.
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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.
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van Putten, Marijn. "The Development of the Hijazi Orthography." Millennium 20, no. 1 (January 1, 2023): 107–28. http://dx.doi.org/10.1515/mill-2023-0007.
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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.
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Rustamovna, Abduraxmonova Umida. "Methods Of Orthographic And Grammatic Analysis Of Uzbek Writing." American Journal of Social Science and Education Innovations 03, no. 04 (April 30, 2021): 364–69. http://dx.doi.org/10.37547/tajssei/volume03issue04-55.
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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.
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Georgiou, Georgios P. "How Do Speakers of a Language with a Transparent Orthographic System Perceive the L2 Vowels of a Language with an Opaque Orthographic System? An Analysis through a Battery of Behavioral Tests." Languages 6, no. 3 (July 11, 2021): 118. http://dx.doi.org/10.3390/languages6030118.
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Background: The present study aims to investigate the effect of the first language (L1) orthography on the perception of the second language (L2) vowel contrasts and whether orthographic effects occur at the sublexical level. Methods: Fourteen adult Greek learners of English participated in two AXB discrimination tests: one auditory and one orthography test. In the auditory test, participants listened to triads of auditory stimuli that targeted specific English vowel contrasts embedded in nonsense words and were asked to decide if the middle vowel was the same as the first or the third vowel 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.
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Choi, Jungsook. "Analysis of cases of orthographic misuse in college student writing and education on orthography." Research Society for the Korean Language Education 21 (April 30, 2024): 141–61. http://dx.doi.org/10.25022/jkler.2024.21.141.
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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.
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Pavlova, N. P. "Current Trends in Research on Russian Orthography." Nauchnyi dialog 14, no. 4 (May 30, 2025): 138–54. https://doi.org/10.24224/2227-1295-2025-14-4-138-154.
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This article examines contemporary studies of the Russian orthographic system. The relevance of this research is underscored by the necessity for theoretical reflection on existing scientific approaches to orthographic material. The diversity of directions, positions, and methods employed by authors in their approaches to the orthographic system is characterized. A theoretical analysis of sources, selected based on keywords from scientometric databases, has been utilized. An increasing interest in linguistic norms in the current linguistic situation of recent years is noted. Attention is given to the issues of standardization of the orthographic system during periods of social change. It is observed that recent years have seen a focus on studying the orthographic identity of the average language user. The emergence of “spontaneous” (natural) orthography is discussed. The necessity for writing to meet the demands of modern information technologies is emphasized. The influence of virtual communication on orthographic norms is identified. Overall, a synthesized overview of contemporary perspectives on Russian orthography is presented. As a result, the author concludes that there is a multifaceted nature to the directions in the study of current issues in Russian orthography. The potential for further research in the theory and history of Russian orthography, as well as methodologies for teaching it in schools and universities, is highlighted.
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Miller, Kimberly M., and Diane Swick. "Orthography Influences the Perception of Speech in Alexic Patients." Journal of Cognitive Neuroscience 15, no. 7 (October 1, 2003): 981–90. http://dx.doi.org/10.1162/089892903770007371.
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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.
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Venckienė, Jurgita. "Orthography of books and their authors at the end of the 19th and the beginning of the 20th century." Lietuvių kalba, no. 15 (December 28, 2020): 1–15. http://dx.doi.org/10.15388/lk.2020.22451.
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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.
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Štumberger, Saška. "Nemški pravopis in spolno vključujoče pisanje." Jezik in slovstvo 66, no. 2-3 (January 4, 2024): 181–92. http://dx.doi.org/10.4312/jis.66.2-3.181-192.
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The article presents the path to a uniform orthography for the German language and the German spelling reform of 1996. The German language is spoken in different countries, so spelling uniformity is not self-evident. The reasons for this are practical, and international commissions with experts from various fields cooperate in the preparation of spelling rules and recommendations. The first German orthography was written in 1880 by a high school teacher, Konrad Duden, and was declared to be authoritative at the Second Orthographic Conference of 1901. In 1902, German orthography was approved by Austria and Switzerland. Reform initiatives followed, such as that of 1944, but a new orthography was not approved until 1996. The result of the orthographic reform was, however, unsatisfactory, so in 2004 the Council for German Orthography was established, which in 2006 removed the most controversial changes and ensured the unity of the standard language. The Council’s current work includes giving opinions on current spelling topics. In 2018, it gave an opinion on gender-inclusive writing and emphasised the importance of creating comprehensible and readable texts.
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Stausland Johnsen, Sverre. "1901-rettskrivinga, midlandsmakselen og riksstyremålet." Arkiv för nordisk filologi 135 (April 21, 2025): 95–112. https://doi.org/10.63420/anf.v135i.27840.
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The Norwegian Ministry of Church and Education decided on a new orthography for the Norwegian language in 1901. There are some common misconceptions about this decision in the scholarly literature on the history of the Norwegian language, and this article aims to correct these misconceptions. Contrary to common belief, the orthography of 1901 was not the first official orthography for Norwegian. Instead, the first official orthography for Norwegian was declared by the Ministry in 1893. Next, the Ministry did not mandate that the central administration had to follow the new orthography, nor did it allow school children to follow an alternative orthography (the “Midland norm”). Although the orthography of 1901 is commonly known as the “Hægstad norm”, it does not follow Prof. Marius Hægstad’s proposal in every respect. There is also nothing to indicate that the publishing house Det norske samlaget took the initiative for orthographic reform, despite this being a common claim.
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Stevanović, Jelena M., Jadranka Ž. Milošević, and Emilija N. Lazarević. "OPEN AND CLOSED COMPOUND WORDS IN SERBIAN ORTHOGRAPHY: DIACHRONIC APPROACH." Узданица XXI, no. 2 (2024): 49–68. http://dx.doi.org/10.46793/uzdanica21.2.049s.
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The main goal of the paper is to determine the differences related to one of the most complex areas of Serbian orthography – open and closed compound words – explored from the diachronic perspective, that is, our goal is to examine what formal and se- mantic criteria authors/editors of orthography handbooks followed when it comes to writing compounds, semi-compounds, and syntagms. The corpus consists of the following: Srpski pravopis [Serbian Orthography] (1914); Pravopis srpskohrvatskog književnog jezika [Or- thography of the Serbo-Croatian Literary Language] (1923); Pravopisno uputstvo za sve os- novne, srednje i stručne škole Kralјevine Srba, Hrvata i Slovenaca [Orthographic Handbook for all Primary, Secondary, and Vocational Schools of the Kingdom of Serbs, Croats, and Slovenes] (1929); Novo pravopisno uputstvo srpskog književnog jezika [New Orthographic Handbook of the Serbian Literary Language] (1942); Pravopis srpskohrvatskoga književnog jezika [Orthography of the Serbo-Croatian Literary Language] (1960); Pravopis srpskoga jezika [Orthography of the Serbian Language] (1993); and Pravopis srpskoga jezika [Or- thography of the Serbian Language] (2014). The selection of the corpus is based on the fact that over a century (1914–2014) the editors of orthography handbooks did not always con- sistently adhere to the traditional rules of writing Serbian open and close compound words, and that inevitable changes in the .language imposed new orthographic rules to be applied in this area. This paper explores the extent to which the differences are visible, as well as the segments of writing open and closed compound words that have changed the most
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Paulesu, Eraldo, Rolando Bonandrini, Laura Zapparoli, Cristina Rupani, Cristina Mapelli, Fulvia Tassini, Pietro Schenone, Gabriella Bottini, Conrad Perry, and Marco Zorzi. "Effects of Orthographic Consistency on Bilingual Reading: Human and Computer Simulation Data." Brain Sciences 11, no. 7 (June 30, 2021): 878. http://dx.doi.org/10.3390/brainsci11070878.
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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.
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Showalter, Catherine E. "Impact of Cyrillic on Native English Speakers’ Phono-lexical Acquisition of Russian." Language and Speech 61, no. 4 (March 26, 2018): 565–76. http://dx.doi.org/10.1177/0023830918761489.
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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.
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Pletneva, Alexandra. "Советская орфография: предыстория, программы, реализация". Fontes Slaviae Orthodoxae 1, № 1 (12 лютого 2019): 109–26. http://dx.doi.org/10.31648/fso.3047.
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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.
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ABIOLA, Olaide Saheed, and Oluwafemi Emmanuel BAMIGBADE. "Repositioning Yorùbá Orthography in Christian Yorùbá Hymnal Apps." International Journal of Research and Innovation in Social Science VIII, IIIS (2024): 4638–43. http://dx.doi.org/10.47772/ijriss.2024.803338s.
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This paper investigates the level of conformity of selected Christian Yorùbá hymns with the Standard Yorùbá orthography based on three different Hymnal Apps. The data for this study are selected from hymnal Apps of three Christian denominations; Christ Apostolic Church, Baptist Church and Anglican Church (CAC, BC and AC respectively) and analyzed within the theoretical framework of orthography principles (easy acquisition theory, spelling theory and tone economic theory). The findings of the paper showed that there are lots of inconsistencies in the use of Yorùbá orthography across the selected hymnal Apps. The study also reveals that the hymns are transcribed using Yorùbá orthography without respect to Yorùbá suprasegmental features which are significant to Yorùbá orthographic rules. The hymns Apps ignore the fact that Yorùbá is a tone language which presents many contradictions and complications across the three Yorùbá Hymnal Apps and against the standard Yorùbá orthography. This paper therefore concludes that Yorùbá scholars should intensify efforts to mend the existing gap between the town and gown by repositioning the Yorùbá orthography in the Christian Yorùbá hymnal Apps to the Standard Yorùbá orthography. This paper also calls for the general review of the accepted Yorùbá orthography.
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Kruijt, Anne. "“Laway muk doren!”." Germanistische Linguistik 56, no. 1 (2024): 347–72. http://dx.doi.org/10.5771/0072-1492-2024-1-347.
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This paper critically evaluates the academic orthography of Iraqw by examining emerging spelling conventions in social media. Iraqw (Southern Cushitic) is a primarily oral minority language spoken in Tanzania. Community-oriented language resources are produced using a standard orthography, which has not been tested for readability. This paper analyzes the spelling of the phonemes /x/, /ŋ/, and /ɬ/, as well as the representation of grammatical tone and vowel length in written Iraqw in social media. By examining the differences between the standard orthography and the emerging orthographic conventions in social media, this paper aims to reflect on the orthographic standardization of minority languages. It shows how language use in social media can contribute to the creation of accessible linguistic and cultural resources for minority language communities.
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Vokic, Gabriela. "When alphabets collide: Alphabetic first-language speakers’ approach to speech production in an alphabetic second language." Second Language Research 27, no. 3 (May 31, 2011): 391–417. http://dx.doi.org/10.1177/0267658310396627.
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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.
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Vaughn, Charlotte, and Aubrey Whitty. "Investigating the relationship between comprehensibility and social evaluation." 25 years of Intelligibility, Comprehensibility and Accentedness 6, no. 3 (September 10, 2020): 483–504. http://dx.doi.org/10.1075/jslp.20022.vau.
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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.
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Melnyk, Yevhenii. "THE FRENCH ORTHOGRAPHY THROUGH THE EYES OF THE FRENCH: HISTORICAL, PSYCHOLOGICAL AND DIDACTIC ASPECTS." Scientific and methodological journal "Foreign Languages", no. 1 (May 12, 2023): 58–63. http://dx.doi.org/10.32589/1817-8510.2023.1.278115.
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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.
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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, № 37 (30 жовтня 2021): 105–34. http://dx.doi.org/10.31902/fll.37.2021.8.
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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.
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ESCUDERO, PAOLA, ELLEN SIMON, and KAREN E. MULAK. "Learning words in a new language: Orthography doesn't always help." Bilingualism: Language and Cognition 17, no. 2 (September 25, 2013): 384–95. http://dx.doi.org/10.1017/s1366728913000436.
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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.
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Dedková, Iva. "De l’ancienne à la nouvelle orthographe du français : le cas de la presse francophone." Çédille, no. 26 (2024): 279–307. https://doi.org/10.25145/j.cedille.2024.26.16.
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The article examines the use of traditional and rectified French orthography (1990) in journalistic texts, focusing on the most prevalent type of orthography applied during the period 2014 to 2021. The analysis is based on four sub-corpora created from a large French textual orpus incorporated into the Sketch Engine platform. The study’s findings shed light not only on the predominant graphical variants in the analyzed sub-corpora but also on the potential correlation, or its lack, between these forms and other characteristics such as the frequency in occurrence of selected words, the source country, and the orthographic rules in question. It should be noted that the old orthography remains widely used in this sector, in which the author is not required to follow the rectified orthography
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Wiese, Richard. "How to optimize orthography." Written Language and Literacy 7, no. 2 (March 22, 2005): 305–31. http://dx.doi.org/10.1075/wll.7.2.08wie.
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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.
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Bernāne, Līga. "SOLUTIONS FOR LATGALIAN ORTHOGRAPHY PROBLEMS IN THE PRESS IN THE FIRST HALF OF THE 20th CENTURY." Via Latgalica, no. 1 (December 31, 2008): 91. http://dx.doi.org/10.17770/latg2008.1.1600.
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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.
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Stenger, Irina, Klára Jágrová, Andrea Fischer, Tania Avgustinova, Dietrich Klakow, and Roland Marti. "Modeling the impact of orthographic coding on Czech–Polish and Bulgarian–Russian reading intercomprehension." Nordic Journal of Linguistics 40, no. 2 (October 2017): 175–99. http://dx.doi.org/10.1017/s0332586517000130.
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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.
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Yudina, N. V. "RUSSIAN ORTHOGRAPHY AND PUNCTUATION IN THE 21ST CENTURY: «MAN» AND «LAW»." Bulletin of Kemerovo State University, no. 3 (July 28, 2016): 227–333. http://dx.doi.org/10.21603/2078-8975-2016-3-227-333.
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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.
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Gallardo, Richards Emma. "La ortografía catalana en los manuales para la enseñanza del castellano en Cataluña: el caso de El Auxiliar del Maestro Catalán (1869-1925) de Salvador Genís." Boletín de la Sociedad Española de Historiografía Lingüística 13 (December 22, 2019): 235–55. https://doi.org/10.5281/zenodo.3612378.
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This paper aims to examine the transformation of the Catalan orthography in <em>El Auxiliar del Maestro Catalan </em>by Salvador Genís i Bech, a bilingual textbook (Catalan-Spanish) that was used in the schools in Catalonia for teaching Spanish between the second half of the 19th century and the first decades of the 20th century. In order to distinguish the stages that Catalan orthography undergoes throughout the fourteen editions of the textbook, we firstly refer to the mentions recorded in the forewords about the orthographic models that are going to be followed in each edition. Secondly, we present the evolution of two orthographic changes that can be traced in the textbook. Thus, this analysis has highlighted the continued reforms in the Catalan orthography that the author introduces, which are linked to the codification process that this language goes through at that point in time.
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HSUAN, CHUNG-HUI, HENRY J. TSAI, and RHONA STAINTHORP. "The role of phonological and orthographic awareness in learning to read among Grade 1 and 2 students in Taiwan." Applied Psycholinguistics 39, no. 1 (July 17, 2017): 117–43. http://dx.doi.org/10.1017/s0142716417000194.
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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.
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Minić, Tamara S. "POSSIBILITIES OF USING RECENT RESEARCH ON ORTHOGRAPHY IN TEACHING." Узданица XXI, no. 2 (2024): 69–82. http://dx.doi.org/10.46793/uzdanica21.2.069m.
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This paper explores recent research on ortography, as well as the poten- tial use of the research with the purpose of improving teaching practice. Our goal was to include scientific papers and books relating to orthography, written and published in the 21st century. The corpus consists of four books by Veljko Brborić (Pravopis srpskog jezika u nastavnoj praksi, Pravopis i škola, O srpskom pravopisu and Muke oko jezika i pravopisa) and seven scientific articles by different authors. The results of previous research studies offer new approaches in teaching, which mainly relate to the creativity of teachers and students within the teaching process, thus contributing to the development of students’ creative activities. The studies provide ways of using orthography quizzes, illustrated materials and linguodidactic texts, which can con- tribute to modernising teaching orthography and to making students capable to use Pravo- pis srpskoga jezika and other orthography manuals. Given that orthographic knowledge is needed not only during schooling but also for further career development, it can be concluded that it is necessary to continue dealing with ways of modernising orthography teaching.
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Zeguers, M. H. T., P. Snellings, H. M. Huizenga, and M. W. van der Molen. "Time course analyses of orthographic and phonological priming effects during word recognition in a transparent orthography." Quarterly Journal of Experimental Psychology 67, no. 10 (October 2014): 1925–43. http://dx.doi.org/10.1080/17470218.2013.879192.
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In opaque orthographies, the activation of orthographic and phonological codes follows distinct time courses during visual word recognition. However, it is unclear how orthography and phonology are accessed in more transparent orthographies. Therefore, we conducted time course analyses of masked priming effects in the transparent Dutch orthography. The first study used targets with small phonological differences between phonological and orthographic primes, which are typical in transparent orthographies. Results showed consistent orthographic priming effects, yet phonological priming effects 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.
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Bergqvist, S. "”Wie schrieuwe Seeltersk” – a study of the orthography of Saterland Frisian literary texts." Us Wurk 69, no. 1-2 (August 1, 2020): 73–91. http://dx.doi.org/10.21827/5d4811bbc7724.
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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.
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Smejkalova, Anezka, and Fabienne Chetail. "Learning Spelling From Meaning." Experimental Psychology 70, no. 3 (May 2023): 145–54. http://dx.doi.org/10.1027/1618-3169/a000587.
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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.
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Violeta, Januševa, and Jurukovska Jana. "THE ORTHOGRAPHY OF THE HYPHENATED COMPOUND NOUNS IN THE STANDARD MACEDONIAN LANGUAGE AND THE JOURNALISTIC SUB-STYLE." European Journal of Foreign Language Teaching 2, no. 3 (June 27, 2017): 1–16. https://doi.org/10.5281/zenodo.820133.
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The orthography provides the basis for formation of a written text and its correct implementation guaranties the stability of the standard norm. At the same time, the development of society implies development of the language, because it has to address the needs of its users. New words permanently enter the language, so the orthography has to provide explanations and precise rules that will regulate their correct use. Thus, the orthography should constantly be updated with new examples and rules, which will contribute to decrease the possibility for ambiguous orthographic solutions. After almost a period of 20 year of using the same edition of the Orthography from 1998, it is a pleasure to announce the presence of the new edition of the Orthography, published in 2015. This edition is undoubtedly important for all speakers of the Macedonian language, especially for the Macedonian linguistic experts. Taking into account that the orthography of the compound nouns evokes many dilemmas in the late edition of the Orthography it is very useful to notice whether the new edition of the Orthography has introduced some significant changes in their orthography. Hence, the paper provides an analysis of certain rules that refer to the hyphenated compound nouns in the edition of the Orthography from 1998 that are not clear and precise enough and leads to the possibility of dual interpretation. Then, these rules are compared with the same rules in the new edition of the Orthography from 2015 in order to get an insight into the changes and supplements. Finally, the rules from the new edition are analyzed regarding their preciseness and possibility for ambiguity. The research has qualitative paradigm (content analysis) and the descriptive design. The data processing and concluding employs analysis, comparison and synthesis. The results indicate that the new edition of the Orthography provides a great deal of clearness and new information in comparison with the previous edition. Still, new dilemmas and different interpretation of the rules are present. This encourages the idea of more frequent changes and modifications of the already existed rules, as well as frequent appearances of new orthography editions.
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Berta, Tibor. "La norma ortográfica en el contexto de la historia de la lengua española." Acta Hispanica 22 (January 1, 2017): 15–23. http://dx.doi.org/10.14232/actahisp.2017.22.15-23.
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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.
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Templeton, Shane, and Linda Scarborough-Franks. "The spelling's the thing: Knowledge of derivational morphology in orthography and phonology among older students." Applied Psycholinguistics 6, no. 4 (December 1985): 371–89. http://dx.doi.org/10.1017/s0142716400006317.
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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.
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Vuković, Petar. "Pravopisna reforma: nauk dveh poskusov iz 60. let 20. stoletja." Jezik in slovstvo 66, no. 2-3 (January 4, 2024): 9–20. http://dx.doi.org/10.4312/jis.66.2-3.9-20.
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In the early 1960s, attempts were made to radically reform two Slavic orthography systems: Russian and Czech. As these two reform attempts demonstrate, in languages with an established tradition and stabilised practice of writing, it is almost impossible to fundamentally change the orthography to bring it closer to the phonological system. It is, however, possible to study the internal dynamics of the orthography system in order to better understand the relationships between the principles on which the system is based; it is also possible to study contemporary written usage in order to determine what its developmental tendencies are and which elements of orthographic codification are not realised in practice. In principle, only minor interventions in orthography and punctuation are acceptable, essentially to systematise what is not fully systematised, but possibly also to adapt to the developmental tendencies of contemporary written usage. In normal circumstances, the language community is reluctant to accept interventions in the graphic system and the rules of use of individual graphemes.
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Dinislamova, O. Yu, and L. N. Panchenko. "To the issue about graphic and orthography variation in the modern Mansi language." BULLETIN OF UGRIC STUDIES 14, no. 2 (2024): 267–78. http://dx.doi.org/10.30624/2220-4156-2024-14-2-267-278.
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the article is devoted to the variation of graphics and orthography of the Sosva dialect of the modern Mansi language, which is part of the Northern dialect and is the basis of the written and literary language. Objective: identification and description of the graphic and orthographic variation of the modern Mansi literary language (Sosva dialect). Research materials: lexical units of the Sosva dialect of the Northern dialect of the Mansi language that have more than one spelling variant. Results and novelty of the research: the article for the first time in modern Mansi linguistics considers the issue of graphic and orthographic variation. The relevance of the research is due to the specifics of graphic and orthographic norms and difficulties that arise in choosing variant spellings. The article examines the linguistic content of variation and the norm related to spelling; provides examples of variant spellings, on the basis of which zones of orthography instability are identified. It has been revealed that graphic variation currently consists solely in spelling words with allophones c’ – sch. In realization of the orthography norms, the most significant contradictions are presented in choosing of the variants of the joined-up, separate or hyphenated spelling of words, phonetic and morphological variants, uppercase or lowercase letters in complex and compound anthroponyms, spelling of borrowed words. The practical significance of the discussion of this issue lies in the fact that its results will contribute to the development of linguistic variability and normative studies and can be used in the development of a typology of the orthographic variants, a new set of rules for graphics and orthography of the Mansi language based on unified norms, in compiling dictionaries of the Mansi language.
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DEACON, S. H., D. LEBLANC, and C. SABOURIN. "When cues collide: children's sensitivity to letter- and meaning-patterns in spelling words in English." Journal of Child Language 38, no. 4 (October 18, 2010): 809–27. http://dx.doi.org/10.1017/s0305000910000322.
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ABSTRACTIn many learning situations, we need to determine to which cues to attend, particularly in cases when these cues conflict. These conflicts appear often in English orthography. In two experiments, we asked children to spell two-syllable words that varied on two dimensions: morphological and orthographic structure. In one set of these words, the two sources of information conflicted. Results of Experiment 1 suggest that seven- to nine-year-old children are sensitive to both orthographic and morphological dimensions of words, and that this dual sensitivity sometimes leads to correct spelling and sometimes to incorrect spelling. Results of Experiment 2 suggest that orthographic information dominates young (six-year-old) children's spelling, at least in a case when there is a strong orthographic regularity. Taken together, these experiments suggest that children are sensitive to the multiple dimensions of regularity in English orthography and that this sensitivity can lead to mistakes.
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Öney, Banu, and Aydin Yücesan Durgunoğlu. "Beginning to read in Turkish: A phonologically transparent orthography." Applied Psycholinguistics 18, no. 1 (January 1997): 1–15. http://dx.doi.org/10.1017/s014271640000984x.
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AbstractThe purpose of this study was to investigate early literacy acquisition in a phonologically transparent orthography with regular letter-sound correspondences. It was considered that Turkish, with its systematic phonological and orthographic structure, would make different demands on the beginning reader than the languages used in many of the previous studies of literacy acquisition. First grade children were assessed using tests of phonological awareness, letter recognition, word and pseudoword recognition, spelling, syntactic awareness, and listening comprehension at the beginning of 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.
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Schmidl, Martina. "Ad astra: Graphic Signalling in the Acrostic Hymn of Nebuchadnezzar II (BM 55469)." Altorientalische Forschungen 48, no. 2 (November 5, 2021): 318–26. http://dx.doi.org/10.1515/aofo-2021-0021.
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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.
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Nation, Kate. "Form–meaning links in the development of visual word recognition." Philosophical Transactions of the Royal Society B: Biological Sciences 364, no. 1536 (December 27, 2009): 3665–74. http://dx.doi.org/10.1098/rstb.2009.0119.
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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.
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Jaroszewicz, Henryk. "Ortografie współczesnego piśmiennictwa śląskojęzycznego." Slavia Occidentalis, no. 78/1-79/1 (January 24, 2023): 67–83. http://dx.doi.org/10.14746/so.2021/2022.78-79.6.
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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).
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Goswami, Usha, Jean Emile Gombert, and Lucia Fraca de Barrera. "Children's orthographic representations and linguistic transparency: Nonsense word reading in English, French, and Spanish." Applied Psycholinguistics 19, no. 1 (January 1998): 19–52. http://dx.doi.org/10.1017/s0142716400010560.
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AbstractThree experiments were conducted to compare the development of orthographic representations in children learning to read English, French, or Spanish. Nonsense words that shared both orthography and phonology at the level of the rhyme with real words (cake-dake, comic-bomic), phonology only (cake-daik, comic-bommick), or neither (faish, ricop) were created for each orthography. Experiment I compared English and French children's reading of nonsense words that shared rhyme orthography with real words (dake) with those that did not (daik). Significant facilitation was found for shared 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.
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Rafat, Yasaman, and Ryan A. Stevenson. "Auditory-orthographic integration at the onset of L2 speech acquisition." Language and Speech 62, no. 3 (June 15, 2018): 427–51. http://dx.doi.org/10.1177/0023830918777537.
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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.
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Arab-Moghaddam, Narges, and Monique Senechal. "Orthographic and phonological processing skills in reading and spelling in Persian/English bilinguals." International Journal of Behavioral Development 25, no. 2 (March 2001): 140–47. http://dx.doi.org/10.1080/01650250042000320.
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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.
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Douglas, Heather, Marcia Gail Headley, Stephanie Hadden, and Jo-Anne LeFevre. "Knowledge of mathematical symbols goes beyond numbers." Journal of Numerical Cognition 6, no. 3 (December 3, 2020): 322–54. http://dx.doi.org/10.5964/jnc.v6i3.293.
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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.
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Jouravlev, Olessia, and Debra Jared. "Cross-script orthographic and phonological preview benefits." Quarterly Journal of Experimental Psychology 71, no. 1 (January 2018): 11–19. http://dx.doi.org/10.1080/17470218.2016.1226906.
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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.