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Analysis Of Orthographic Knowledge And Its Relationship To Naming Speed Phonological Awareness And Single Word Identification Microform
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Author :Jonathan Oren Golden Publisher :National Library of Canada = Bibliothèque nationale du Canada ISBN 13 :9780612222083 Total Pages :180 pages Book Rating :4.2/5 (22 download)
Book Synopsis Analysis of Orthographic Knowledge and Its Relationship to Naming Speed, Phonological Awareness, and Single Word Identification [microform] by : Jonathan Oren Golden
Download or read book Analysis of Orthographic Knowledge and Its Relationship to Naming Speed, Phonological Awareness, and Single Word Identification [microform] written by Jonathan Oren Golden and published by National Library of Canada = Bibliothèque nationale du Canada. This book was released on 1997 with total page 180 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Analysis of Orthographic Knowledge and Its Relationship to Naming Speed, Phonological Awareness, and Single Word Identification by :
Download or read book Analysis of Orthographic Knowledge and Its Relationship to Naming Speed, Phonological Awareness, and Single Word Identification written by and published by . This book was released on 1997 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Analysis of Orthographic Knowledge and Its Relationship to Naming Speed, Phonological Awareness, and Single Word Identification by :
Download or read book Analysis of Orthographic Knowledge and Its Relationship to Naming Speed, Phonological Awareness, and Single Word Identification written by and published by . This book was released on 1997 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Varieties of Orthographic Knowledge by : V.W. Berninger
Download or read book The Varieties of Orthographic Knowledge written by V.W. Berninger and published by Springer Science & Business Media. This book was released on 2013-03-09 with total page 390 pages. Available in PDF, EPUB and Kindle. Book excerpt: The role of orthography in reading and writing is not a new topic of inquiry. For example, in 1970 Venezky made a seminal contribution with The Structure of English Orthography in which he showed how both sequential redundancy (probable and permissible letter sequences) and rules of letter-sound correspondence contribute to orthographic structure. In 1980 Ehri introduced the concept of orthographic images, that is, the representation of written words in memory, and proposed that the image is created by an amalgamation of the word's orthographic and phonological properties. In 1981 Taylor described the evolution of orthographies in writing systems-from the earliest logographies for pictorial representation of ideas to syllabaries for phonetic representation of sounds to alphabets for phonemic representation of sounds. In 1985 Frith proposed a stage model for the role of orthographic knowledge in development of word recognition: Initially in the logographic stage a few words can be recognized on the basis of partial spelling information; in the alphabetic stage words are. recognized on the basis of grapheme-phoneme correspondence; in the orthographic stage spelling units are recognized automatically without phonological mediation. For an historical overview of research on visual processing of written language spanning the earliest records of writing to the early work in experimental psychology, see Venezky (1993).
Book Synopsis The Varieties of Orthographic Knowledge by : V.W. Berninger
Download or read book The Varieties of Orthographic Knowledge written by V.W. Berninger and published by Springer Science & Business Media. This book was released on 2012-12-06 with total page 474 pages. Available in PDF, EPUB and Kindle. Book excerpt: The role of orthography in reading and writing is not a new topic of inquiry. For example, in 1970 Venezky made a seminal contribution with The Structure of English Orthography in which he showed how both sequential redundancy (probable and permissible letter sequences) and rules of letter-sound correspondence contribute to orthographic structure. In 1972 Kavanagh and Mattingly edited Language by Eye and by Ear which contained important linguistic studies of the orthographic system. In 1980 Ehri introduced the concept of orthographic images, that is, the representation of written words in memory, and proposed that the image is created by an amalgamation of the word's orthographic and phonological In 1981 Taylor described the evolution of properties. orthographies in writing systems-from the earliest logographies for pictorial representation of ideas to syllabaries for phonetic representation of sounds to alphabets for phonemic representation of sounds. In 1985 Frith proposed a stage model for the role of orthographic knowledge in development of word recognition: Initially in the logographic stage a few words can be recognized on the basis of partial spelling information; in the alphabetic stage words are recognized on the basis of grapheme-phoneme correspondence; in the orthographic stage spelling units are recognized automatically without phonological mediation. In 1990 Adams applied connectionism to an analysis of the orthographic processing of skilled readers: letter patterns emerge from the association units linking individual letters.
Book Synopsis Development of Orthographic Knowledge and the Foundations of Literacy by : Shane Templeton
Download or read book Development of Orthographic Knowledge and the Foundations of Literacy written by Shane Templeton and published by Routledge. This book was released on 2013-07-04 with total page 400 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume unites spelling and word recognition -- two areas that have largely remained theoretically and empirically distinct. Despite considerable advances in the investigation of processes underlying word perception and the acknowledgement of the seminal importance of lexical access in the reading and writing processes, to date the development and functioning of orthographic knowledge across both encoding and decoding contexts has rarely been explored. The book begins to fill this void by offering a coherent and unified articulation of the perceptual, linguistic, and cognitive features that characterize an individual's advancing word/orthographic knowledge, providing evidence for a common knowledge base underlying spelling in writing and word recognition in reading. From a developmental perspective, the studies and syntheses presented in this volume blend insights from psychology and language study with those from clinical and classroom observations. These insights help explain how individuals, from preschool through adolescence, develop knowledge of the orthographic system underlying word structure in English and how they apply this knowledge in actual writing and reading contexts. Implications are drawn for the assessment and teaching of spelling, vocabulary, and word analysis from primary through middle grades.
Book Synopsis Contributions of Orthographic Representations, Phonological Processing and Rapid Naming to Reading and Spelling by : Catherine Christo
Download or read book Contributions of Orthographic Representations, Phonological Processing and Rapid Naming to Reading and Spelling written by Catherine Christo and published by . This book was released on 1997 with total page 268 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Orthographic Learning Through Self-Teaching by : Maria Deborah Callahan
Download or read book Orthographic Learning Through Self-Teaching written by Maria Deborah Callahan and published by . This book was released on 2011 with total page 118 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract Orthographic Learning Through Self-Teaching: Effects of Decoding Accuracy, Decoding Speed, Word Length, Morphology, and Individual Differences by Maria Deborah Callahan Doctor of Philosophy in Education University of California, Berkeley Professor Anne E. Cunningham, Chair The self-teaching hypothesis (Share, 1995) posits that readers learn the orthography of new words incidentally through the process of phonological recoding. In the current study, the self-teaching hypothesis was tested by simulating everyday reading through the use of real and pseudowords, analyzing the effects of syllable length, and considering the independent contributions of general cognitive ability, including rapid naming ability and prior orthographic knowledge. A total of 94 second grade children were presented with 24 pseudoword targets over a 7-week period, each embedded 4 times within a short passage to be read aloud and independently. The targets varied by length (containing 1, 2, or 3 syllables) and by morphological legality (with real affixes or fabricated affixes). Findings indicated that the length of a word and its morphological legality significantly influenced decoding speed and accuracy. Shorter words were read faster and more accurately than longer words, although the difference in accuracy between 2- and 3-syllable words was only seen in the morphologically illegal condition. In all cases, morphologically legal words were read faster and more accurately than their morphologically illegal counterparts. A week after encountering a new pseudoword, the children were assessed for orthographic learning using two measures--an orthographic choice task and a naming task. Children demonstrated robust orthographic learning on the orthographic choice posttest for all words, regardless of word length or morphological legality, and for 2- and 3-syllable words on the naming posttest. There were no word length effects on posttest performance, however morphologically legal words resulted in more orthographic learning on the orthographic choice task than their illegal counterparts. In order to examine mediating factors that may contribute to children's orthographic learning, measures of vocabulary, prior orthographic knowledge rapid automatized naming, morphological awareness, and print exposure were administered. Children were also given tests to measure individual levels of vocabulary, prior orthographic knowledge, rapid automatized naming, morphological awareness, and print exposure. These factors, along with decoding speed, decoding accuracy, morphological legality, and word length were then analyzed for the contributions to orthographic learning using hierarchical linear and logistic regression models. Consistent with prior research, decoding accuracy and prior orthographic knowledge were the most powerful independent predictors of orthographic learning. The trajectories of decoding speed and accuracy across 4 exposures to a new word were also examined. It was observed that decoding duration time drops off dramatically after the first encounter and, intriguingly, that children tend to stay with their first pronunciation of a word, accurate or inaccurate.
Book Synopsis Exploring the Relationship Between Orthographic Processing and Word Reading by : Talisa Tims
Download or read book Exploring the Relationship Between Orthographic Processing and Word Reading written by Talisa Tims and published by . This book was released on 2013 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Rapid Automatized Naming, Phonological Awareness, and Reading Comprehension by : Teresa Elizabeth Jenkins
Download or read book Rapid Automatized Naming, Phonological Awareness, and Reading Comprehension written by Teresa Elizabeth Jenkins and published by . This book was released on 2006 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This investigation examined relations between rapid automatized naming (RAN) and phonological awareness in predicting reading achievement in a sample of seventy, 8 to 10 year old, low average readers. Results showed that RAN-Letters contributed unique variance to Word Attack, Word Identification, Reading Fluency, and Passage Comprehension after age, Vocabulary and Elision (phonological awareness) were taken into account. Further analyses showed that RAN'S contribution to reading comprehension is through its shared association with accuracy and speed of word recognition. Results suggest that rapid automatized naming and phonological awareness reflect unique processing deficits for some poor readers.
Book Synopsis The Role of Naming Speed and Phonemic Awareness in Reading, Spelling, and Orthographic Knowledge by :
Download or read book The Role of Naming Speed and Phonemic Awareness in Reading, Spelling, and Orthographic Knowledge written by and published by . This book was released on 2000 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Literacy Acquisition by : R. Malatesha Joshi
Download or read book Literacy Acquisition written by R. Malatesha Joshi and published by IOS Press. This book was released on 2003 with total page 236 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Phonological Awareness in Reading by : Diane J. Sawyer
Download or read book Phonological Awareness in Reading written by Diane J. Sawyer and published by Springer Science & Business Media. This book was released on 2012-12-06 with total page 373 pages. Available in PDF, EPUB and Kindle. Book excerpt: In this volumume prominent scholars from different cultural and linguistic backgrounds are brought together to review the empirical studies on the ability to reflect upon and manipulate the phonemic segments of speech, and to present their insights on the relationship of phonological aware- ness to the reading process.
Book Synopsis Handbook of Orthography and Literacy by : R. Malatesha Joshi
Download or read book Handbook of Orthography and Literacy written by R. Malatesha Joshi and published by Routledge. This book was released on 2013-05-13 with total page 1203 pages. Available in PDF, EPUB and Kindle. Book excerpt: Until about two decades ago, the study of writing systems and their relationship to literacy acquisition was sparse and generally modeled after studies of English language learners. This situation is now changing. As the worldwide demand for literacy continues to grow, researchers from different countries with different language backgrounds have begun examining the connection between their writing systems and literacy acquisition. This text, which derives from a NATO sponsored conference on orthography and literacy, brings together the research of 70 scholars from across the world--the largest assemblage of such experts to date. Their findings are grouped into three parts, as follows: Part I, Literacy Acquisition in Different Writing Systems, describes the relationship between orthography and literacy in twenty-five orthographic systems. This section serves as a handy reference source for understanding the orthographies of languages as diverse as Arabic, Chinese, English, Icelandic, Kannada, and Kishwahili. Part II, Literacy Acquisition From a Cross-Linguistic Perspective, makes direct comparisons of literacy acquisition in English and other orthographic systems. The overall conclusion that emerges from these eight chapters is that the depth of an orthographic system does influence literacy acquisition primarily by slowing down the acquisition of reading skills. Even so, studies show that dyslexic readers can be found across all orthographic systems whether shallow or deep, which shows that dyslexia also has internal cognitive and biological components. Part III, Literacy Acquisition: Instructional Perspectives, explores literacy acquisition from developmental and instructional perspectives and ends with a look into the future of literacy research. This Handbook is appropriate for scholars, researchers, and graduate students in such diverse fields as cognitive psychology, psycholinguistics, literacy education, English as a second language, and communication disorders.
Book Synopsis Orthographies and Reading by : Leslie Henderson
Download or read book Orthographies and Reading written by Leslie Henderson and published by Routledge. This book was released on 2017-11-03 with total page 154 pages. Available in PDF, EPUB and Kindle. Book excerpt: Originally published in 1984, the previous two decades had seen a rebirth of psychological interest in the process of reading. Attention had increasingly been directed to aspects of fluent reading, such as eye-movement control or contextual effects within the sentence, to a great extent progress had depended on refinement of the experimental analysis of factors that govern the processing of isolated words. This seemingly narrow concern with word recognition turned out to raise a rich collection of questions about the reader’s access to phonology and meaning. In this volume these questions are pursued across the range of orthographic systems which written languages exhibit.
Book Synopsis Spelling Across Orthographies by : Teresa Limpo
Download or read book Spelling Across Orthographies written by Teresa Limpo and published by Frontiers Media SA. This book was released on 2021-07-29 with total page 230 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Developmental Orthography by : Philip Luelsdorff
Download or read book Developmental Orthography written by Philip Luelsdorff and published by John Benjamins Publishing. This book was released on 1991 with total page 290 pages. Available in PDF, EPUB and Kindle. Book excerpt: Philip Luelsdorff's highly original approach to the grammar of orthography is to analyse in detail how German pupils learn about written English. In this collection of essays and experiments we are presented with the rich finds of a decade of programmatic research. The context is set with an exposition of current cognitive models of reading and spelling. Cognitive psychology and psycholinguistics meet in Luelsdorff's concept of linguistic error. This concept forms the basis from which it is possible to derive the grammar that governs our largely unconscious and vast knowledge of written words. It is proper to talk about a grammar for both orthographic and syntactic aspects of language. This is because spelling knowledge is not piecemeal or erratic but bears all the hallmarks of a system. Through second language orthography the author is showing us a new view of this advanced stage of spelling knowledge and its acquisition. This view is exciting because it seems now possible to form very detailed hypotheses as regards first language spelling about the order in which purely orthographic knowledge is developed.
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