共查询到20条相似文献，搜索用时 15 毫秒
1.
Elisabeth Beyersmann Johannes C. Ziegler Jonathan Grainger 《Scientific Studies of Reading》2015,19(5):360-373
A letter-search task was used to test the hypothesis that affixes are chunked during morphological processing and that such chunking might operate differently for prefixes and suffixes. Participants had to detect a letter target that was embedded either in a prefix or suffix (e.g., ‘R’ in propoint or filmure) or in a non-prefix beginning or non-suffix ending (e.g., ‘R’ in cropoint or filmire). Prefixed and suffixed letter-strings comprised real stems and affixes but never formed a real word. Effects of letter cluster frequency were also investigated by manipulating the frequency of non-affix beginnings and endings. Letter search took longer in suffixes compared with non-suffix endings but not for prefixes compared with non-prefix beginnings. Moreover, performance was not affected by letter cluster frequency. We interpret our findings in the light of recent accounts of morpho-orthographic segmentation and the different function of prefixes and suffixes. 相似文献
2.
Maxime Gingras 《Scientific Studies of Reading》2019,23(1):37-48
ABSTRACTWe investigated how and when French children in Grades 1–5 acquire orthographic representations for silent letters and double consonants. Linear mixed-effects modeling analyses on the spelling accuracy scores obtained for 2,519 French words were used to test our predictions. As predicted, the presence of a silent letter or double consonant had a unique detrimental effect on spelling accuracy that was not captured by the inconsistency and complexity generated by these letters, and this effect tended to decrease across grades. Important to note, exposure to more frequent silent-letter endings or double consonants had a facilitative effect over and above consistency that did not seem to change across grades. These findings suggest that children implicitly acquire representations for letters with no phonological value. The results obtained for other predictors also suggest a shift from a lower level, phoneme-based processing to a higher level processing at the word and rime levels as children acquire more reading experience. 相似文献
3.
郑玉香 《福建教育学院学报》2012,(4):98-101
高本汉《中国音韵学研究》记录了大量的方言字音。从高本汉的描写中,可以离析出福州方言音系的整体面貌。文章重点介绍高本汉《中国音韵学研究》所记福州音之声母系统。高本汉所记福州方言15个声母,与《戚林八音》、现代福州方言的声母系统基本一致,只是对“n、l”两个声母的分合看法有所不同,这是福州方言语音渐变的反映。另外,高氏还记录三个特殊音ts、c、c,经过分析,发现这些音标在书中仅有一两次用于描述福州方言,并不能作为福州方言声母系统的声母。 相似文献
4.
Diana L. Mahony 《Reading and writing》1994,6(1):19-44
In this study three experiments investigate the relationship of sensitivity to word structure to direct and indirect measures of reading achievement in normal high school and college students using a four-part morpheme Sensitivity Test (MST). This test assesses knowledge of the syntactic category of common noun, verb, and adjective suffixes (Part 1), the ability to generalize this knowledge to novel forms (Part 2), the ability to distinguish derivationally-related word pairs from pseudo-related word pairs (Part 3), and knowledge of how suffixes differ in their effect on syllable boundaries in the complex word (Part 4). Experiment 1 showed that the SAT Verbal scores of 26 undergraduates correlate significantly (p<0.05) with Parts 2 and 4 of the MST; Part 1 showed ceiling effects. Experiment 2 showed that the Nelson Reading Test scores of 24 ninth-grade students correlate significantly (p<0.005) with all parts of the MST. Experiment 3 showed a significant difference between means (p<0.005) on all parts of the MST for 26 proficient and 54 non-proficient high school readers. Results are consistent with the morphophonemic nature of English spelling. 相似文献
5.
贵州省平塘县卡蒲毛南族乡是贵州省唯一的少数民族乡,其语言语音声母较为复杂,有70个辅音,分为四类:单纯声母,前腭化声母,唇化声母,复辅音声母。其特点是:塞音声母清浊对立;鼻音声母包括单纯鼻音和前带紧喉成分的鼻音;清塞音和清塞擦音声母有送气;有一整套前腭化声母和唇化声母;有复辅音声母[pr];有舌尖颤音[r],但和舌尖后浊擦音[]属同一音位,且与双唇半元音声母[w]对立。 相似文献
6.
AB式拟声词及其重叠形式的多角度考察 总被引：1，自引：0，他引：1
阚兴礼 《临沂师范学院学报》2004,26(5):82-85
AB式拟声词中叠韵词较多,第二个音节声母为“1”的也较多,后者可能与古代汉语的复辅音有关。这类词通过不同的方式时现实世界的声音进行模拟。AB式及其不同重叠形式的拟声词表示的语法意义不同。这类词作状语时,在组配方面受到拟声词形式和VP组成成分的双重限制。这类拟声词后加“地”与否表现出不同的语法意义。是否加“地”与拟声词的形式等因素有关。 相似文献
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8.
We investigated how letter length, phoneme length, and consonant clusters contribute to the word length effect in 2nd- and 4th-grade children. They read words from three different conditions: In one condition, letter length increased but phoneme length did not due to multiletter graphemes (Haus-Bauch-Schach). In the remaining conditions, phoneme length increased in correspondence with letter length. One presented monosyllabic words with consonant clusters (Herbst); the other presented disyllabic words without consonant clusters (Kö.nig). Phoneme and letter length contributed to the length effect in naming latencies. Words with consonant clusters elicited the largest length effect. We interpreted this finding as reflecting difficulties of young readers with accessing the output phonology of the tightly coarticulated consonant clusters from the separate phonemes delivered from serial grapheme-to-phoneme conversions. Moreover, eye-movement data indicated that increased reading speed, accompanied with decreased word length effects, is due to more efficient grapheme-to-phoneme conversions rather than the emergence of whole-word recognition. 相似文献
9.
Knowledge of derivational suffix meanings was investigated in 10- to 12-year-old students with language learning disabilities
and individually matched chronological- and language-age peers. Students produced derived forms from nonce bases in an elicitation
task and selected derived forms in a forced choice task. For instance, students produced a word to label the baby of an invented
animal called a TEM (TEMlet, TEMette, TEMkin, etc.) and chose an appropriate label from four options (TEMlet, TEMkin, TEMship,
TEMhood). Twenty-eight suffixes (e.g., less, y, ize) conveying seven derivational meanings (e.g., “without X,” “approximately
X,” “to make X”) were studied. All groups showed higher accuracy on the forced choice task than on the elicitation task. However,
elicitation task accuracy of students with language learning disabilities fell substantially below that of typically achieving
students. Suffixes for “agent X,” “character of X,” and “to make X” were produced in the elicitation task with higher accuracy
than suffixes for “approximately X,” “diminutive X,” and “state of X.” In both tasks, suffix use was associated with productivity
(i.e., regularity of suffix attachment). All groups chose highly productive suffixes (e.g., TEMlet) over less productive suffixes
(e.g., TEMkin) to convey each meaning. 相似文献
10.
Multilayered word structure model for assessing spelling of Finnish children in shallow orthography 
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下载免费PDF全文 This study explores Finnish children's word‐level spelling by applying a linguistically based multilayered word structure model for assessing spelling performance. The model contributes to the analytical qualitative assessment approach in order to identify children's spelling performance for enhancing writing skills. The children (N = 105) participated in two dictation assessments at the end of their first and second grades. The results indicate that long consonants and consonant sequences are the most problematic structures in both the first and second grades. The less‐advanced spellers were significantly weaker than others also in coding the overall syllable number, heavy unstressed syllables and long vowels in the first grade. In the second grade, they still had more difficulties in spelling heavy unstressed syllables and long quantities of vowels and consonants. The multilayered word structure model seems to give more information about the quality of spelling than error‐based holistic analyses. The model is applicable for other shallow orthographies as well. 相似文献
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12.
Carlos J. Álvarez Marcus Taft Juan A. Hernández-Cabrera 《Scientific Studies of Reading》2017,21(2):99-108
A word-spotting task is used in Spanish to test the way in which polysyllabic letter-strings are parsed in this language. Monosyllabic words (e.g., bar) embedded at the beginning of a pseudoword were immediately followed by either a coda-forming consonant (e.g., barto) or a vowel (e.g., baros). In the former case, the embedded word corresponds to the first spoken syllable, whereas it cuts across the syllable boundary in the latter case. Unlike a previous study in English using the same methodology (Taft & Álvarez, 2014), the embedded word was found to be easier to detect when followed by a consonant than a vowel, at least for low-frequency words. It was concluded that phonological recoding is more important in the parsing of Spanish words than English words, where maximization of the coda dominates instead. 相似文献
13.
Explaining phonology and reading in adult learners: Introducing prosodic awareness and executive functions to reading ability 下载免费PDF全文
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This study was designed to extend our understanding of phonology and reading to include suprasegmental awareness using measures of prosodic awareness, which are complex tasks that tap into the rhythmic aspects of phonology. By requiring participants to access, reflect on and manipulate word stress, the prosodic awareness measures used here necessarily impose demands on the executive system. Prosodic awareness was evaluated as a phonological predictor of reading in older readers while controlling for executive functions (EF) in order to ascertain whether observed predictive relationships could be confidently attributed to suprasegmental awareness.Methods
103 adults between 18 and 55 years of age completed tasks on prosodic awareness, EF, vocabulary, nonverbal abilities, naming speed and short‐term memory.Results
Independent contributions of prosodic awareness added to models of word reading, whereas EF processes did not uniquely contribute to adult reading outcomes.Conclusions
Suprasegmental phonology explains individual differences in word reading among experienced readers. Theoretical implications of findings are discussed.Implications for Practice
What is already known about this topic- Phonological awareness (PA) becomes less predictive of reading in older readers. PA is typically assessed at the level of the segment (e.g., phonemes, syllables and onset‐rimes), with less focus on suprasegmental processes (e.g., rhythm, stress and intonation).
- Suprasegmental phonological processing includes measures of prosodic ability (e.g., awareness and manipulation of suprasegmental features of oral language). Studies on prosodic awareness and reading have independent contributions beyond segmental PA in early readers. Less work has been investigated among adult readers.
- Executive functions (EF) including inhibitory control, working memory, switching and updating and monitoring of goal directed behaviour, predict overall academic achievement. Limited studies have controlled for EF demands in phonological tasks.
- Tasks of prosodic awareness necessarily impose demands on the executive system when manipulating components of oral language. After controlling for EF and controls, prosodic awareness explained individual differences in adult word reading.
- Tasks of suprasegmental phonological processes explain the association between phonology and reading in older and more experienced readers. Researchers who explore phonology and reading development should begin to include tasks of prosodic awareness to examine the dual role of segmental and suprasegmental PA as it is implicated across development.
- Theoretical models of phonology and reading can be extended to include suprasegmental processes.
- For educational practitioners involved in reading assessment of older readers, tasks of prosodic awareness are a more age‐appropriate measure of phonology.
- Tasks of phonology and reading with increasing complexity impose greater demands on the executive system. The relationship between cognitive flexibility and reading needs to be considered in theoretical models of reading.
14.
The spelling of many disyllabic English word endings holds cues to their grammatical category, beyond obvious inflectional
endings such as -ing for verbs. For example, some letter sequences are clearly associated with nouns (e.g., -oon) and others with verbs (e.g., -erge). This study extended recent research by Arciuli and Cupples (2006), and confirmed that skilled adult readers are sensitive to these orthographic cues. It was found that adults were more likely
to treat pseudowords as nouns when they had noun-like endings than verb-like or control endings, and more likely to treat
pseudowords as verbs when they had verb-like than noun-like endings. This sensitivity held across three tasks (sentence construction,
sentence judgement, and pseudoword judgement), which required increasingly explicit awareness of the way that cues could allow
grammatical categorisation. In some tasks sensitivity to verb-like endings was related to reading ability, although not to
spelling ability or grammatical awareness. Implications for our understanding of language processing are discussed. 相似文献
15.
Despite the prevalence of bilingualism, language acquisition research has focused on monolingual infants. Monolinguals cannot learn minimally different words (e.g., "bih" and "dih") in a laboratory task until 17 months of age (J. F. Werker, C. T. Fennell, K. M. Corcoran, & C. L. Stager, 2002). This study was extended to 14- to 20-month-old bilingual infants: a heterogeneous sample (English and another language; N = 48) and two homogeneous samples (28 English-Chinese and 25 English-French infants). In all samples, bilinguals did not learn similar-sounding words until 20 months, indicating that they use relevant language sounds (i.e., consonants) to direct word learning developmentally later than monolinguals, possibly due to the increased cognitive load of learning two languages. However, this developmental pattern may be adaptive for bilingual word learning. 相似文献
16.
Dorothy J. Steffler 《Journal of Research in Reading》2004,27(3):248-264
The goal of this study was to investigate Grade 5 children's knowledge of a common word pattern in English, to double the final consonant of a one‐syllable word when adding –ed. Significant correlations were found between –ed spelling and general spelling ability, as well as correct pronunciation of –ed words in isolated word reading and spelling. The correlation between –ed spelling and –ed word reading (r=0.31) is lower than one would expect to find in general spelling and reading ability. Individual interviews were conducted to assess children's explicit awareness of the doubling rule, followed by a measure of consistency in spelling a selected number of –ed words. Performance on an artificial grammar task indicated a correlation between implicit learning of nonsense letter strings and spelling ability. Overall results point to the unstable nature of children's knowledge of the doubling rule. Implications for instruction are discussed. 相似文献
17.
为促使出版物中英语单词的移行规范,按照相关细则,结合示例,归纳了单音节词、专有名词、缩写词、首字母缩略词、缩约词、数字及易产生误解词等不可移行词语;解释了多音节词、带连字符词、带双写辅音字母词、带有前后缀词等可移行词语;提及了行末和行首、网址与电子邮箱、连续移行与隔页移行等应注意的环节. 相似文献
18.
Gesa Schaadt Annika Werwach Hellmuth Obrig Angela D. Friederici Claudia Männel 《Child development》2023,94(3):e166-e180
Consonants and vowels differentially contribute to lexical acquisition. From 8 months on, infants' preferential reliance on consonants has been shown to predict their lexical outcome. Here, the predictive value of German-learning infants' (n = 58, 29 girls, 29 boys) trajectories of consonant and vowel perception, indicated by the electrophysiological mismatch response, across 2, 6, and 10 months for later lexical acquisition was studied. The consonant-perception trajectory from 2 to 6 months (β = −2.95) and 6 to 10 months (β = −.91), but not the vowel-perception trajectory, significantly predicted receptive vocabulary at 12 months. These results reveal an earlier predictive value of consonant perception for word learning than previously found, and a particular role of the longitudinal maturation of this skill in lexical acquisition. 相似文献
19.
知庄章组声母在现代南方方言的读音类型 总被引：1，自引：0，他引：1
桑宇红 《河北师范大学学报(哲学社会科学版)》2008,31(3):109-116
中古知庄章三组声母在现代南方方言的读音情况复杂,如果从音类着眼,大致可以归纳为四种读音类型:(一)知庄章三分型;(二)二分型,包括三种情况:⑴知、照对立型⑵知二庄、知三章对立型⑶开口、合口对立型;(三)擦音游离型;(四)合一型。 相似文献
20.
Katherine I. Martin 《Reading and writing》2017,30(2):279-298
Orthographic knowledge, the general ability to learn, store, and use information about the orthographic form of words (Stanovich & West, 1989), is a crucial skill for supporting literacy. Although the development of first language (L1) orthographic awareness is impacted by the characteristics of a learner’s L1 writing system, relatively little is known about what impact the L1 may have on second language (L2) orthographic awareness. In this study, English language learners from three L1s (French, Hebrew, Mandarin Chinese), plus L1 English speakers, were tested on their English spelling knowledge using a word-pseudohomophone discrimination task. In addition to allowing for the cross-linguistic comparisons, items were designed to examine whether learners had differing performance on pseudohomophones (misspellings) that targeted vowels versus consonants. Consistent with previous research (e.g., McBride-Chang, Bialystok, Cong, & Li, 2004), the L1 Chinese speakers had the highest (L2) accuracy, followed by the L1 Hebrew and the L1 French speakers. The participants from non-alphabetic languages (Hebrew and Chinese) had significantly lower accuracy on items with misspellings involving vowels compared to consonants, and the size of the vowel-consonant accuracy difference varied substantially across L1 groups. The results demonstrate that the characteristics of a learner’s L1 writing system, particularly the existence of vowel and consonant graphemes, impact the development of L2 orthographic knowledge and sensitivity to different types of word misspellings. 相似文献