Multilingual modeling of cross-lingual spelling variants     

Krister Lindén 《Information Retrieval》2006,9(3):295-310

Technical term translations are important for cross-lingual information retrieval. In many languages, new technical terms have a common origin rendered with different spelling of the underlying sounds, also known as cross-lingual spelling variants (CLSV). To find the best CLSV in a text database index, we contribute a formulation of the problem in a probabilistic framework, and implement this with an instance of the general edit distance using weighted finite-state transducers. Some training data is required when estimating the costs for the general edit distance. We demonstrate that after some basic training our new multilingual model is robust and requires little or no adaptation for covering additional languages, as the model takes advantage of language independent transliteration patterns. We train the model with medical terms in seven languages and test it with terms from varied domains in six languages. Two test languages are not in the training data. Against a large text database index, we achieve 64–78 % precision at the point of 100% recall. This is a relative improvement of 22% on the simple edit distance.  相似文献   

Scoring measures of word dictation curriculum‐based measurement in writing: Effects of incremental administration     

Apryl L. Poch  Abigail A. Allen  Erica S. Lembke 《Psychology in the schools》2019,56(5):702-723

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Invented spelling: what is the best way to improve literacy skills in kindergarten?     

Loïc Pulido  Marie-France Morin 《教育心理学》2018,38(8):980-996

Abstract

We examined the progress made by 132 six-year-old French-speaking children in their preliteracy skills during four kinds of interventions. Three of these interventions concerned invented spelling, where the children tried to spell words. In the first condition, they were encouraged to reflect on conventional spellings. In the second condition, they reflected on spellings that were slightly more complex than theirs, while in the third condition, they reflected on increasingly complex spellings that eventually led to the conventional spellings. The fourth condition (control) consisted of phonological training. We assessed the children’s phonological awareness, letter knowledge, spelling, and decoding skills, controlling for vocabulary and nonverbal cognitive ability. Posttest results indicated progress in each condition. The greatest progress was observed in the second condition for decoding, spelling, letter-name knowledge and syllable awareness, and in the control condition for phoneme awareness. Overall, results showed that all kinds of interventions led to very similar levels of progress, but that improvements were greater for interventions that focused on the children’s initial invented spellings - in other words, when they adopted a Vygotskian perspective.  相似文献   

也谈"王一"、"王三"和《广韵》之反切     

陈方 《济宁师范专科学校学报》2007,28(1):35-38

王仁紡《刊谬补缺切韵》第一种,即敦煌本王韵,世称"王一".因其残缺较甚,195个韵中只有53个韵小韵字没有残缺.本文通过歌韵和去声部分对"王一"残卷和"王三"反切进行比较,得出王一和王三大体相合.并对姜亮夫先生提出的"王一"反切用字与《广韵》合者十之九提出质疑,通过去声"王一"、《唐韵》和《广韵》的比较,可以看出《广韵》的反切用字并非与"王一"合者十之九,而与《唐韵》相合者甚多.  相似文献   

名词复数拼法问题     

曹向东 《科教文汇》2012,(11):133-134

根据词汇学基础理论,英语词汇中名词复数的拼法由于历史原因以及拼读体系与拼写体系的差异,使得名词复数形式的拼读与拼写不尽相同,这给学习名词单复数形式转换带来了一定的困难。本文拟介绍一些可以借鉴的常见复数拼法规则,以便有助于大家学习与实践。  相似文献   

Spelling consistency affects reading in young Dutch readers with and without dyslexia     

Bosman AM  Vonk W  van Zwam M 《Annals of dyslexia》2006,56(2):271-300

Lexical-decision studies with experienced English and French readers have shown that visual-word identification is not only affected by pronunciation inconsistency of a word (i.e., multiple ways to pronounce a spelling body), but also by spelling inconsistency (i.e., multiple ways to spell a pronunciation rime). The aim of this study was to compare the reading behavior of young Dutch readers with dyslexia to the behavior of readers without dyslexia. All students participated in a lexical-decision task in which we presented pronunciation-consistent words and pseudowords. Half of the pronunciation-consistent stimuli were spelling consistent and the other half were spelling inconsistent. All three reader groups, that is, students with dyslexia, age-match students, and reading-match students, read spelling-consistent words faster than spelling-inconsistent words. Overall reading speed of students with dyslexia was similar to that of reading-match students, and was substantially slower than that of age-match students. The results suggest that reading in students with or without dyslexia is similarly affected by spelling inconsistency. Subtle qualitative differences emerged, however, with respect to pseudoword identification. The conclusion was that the findings were best interpreted in terms of a recurrent-feedback model.  相似文献   

Orthography and the development of metalinguistic reflection in Portuguese primary school pupils / Ortografía y desarrollo de la reflexión metalingüística en alumnos portugueses en primaria     

Otília C. Sousa  José-António Costa  Marie Nadeau 《Cultura y Educación》2013,25(4):868-878

Abstract

Linguistic awareness is crucial in learning literacy. This project has a two-fold aim: to develop the students’ ability to think about language in order to write with accuracy and to lead teachers to promote students’ discussions about their writing difficulties. The study is part of a two-year action-research project developed in primary schools from the Lisbon area, with experimental and control groups. The starting point of the project was the analysis of the problems students of third and fourth grades showed in their writing. The scope of the project includes dictation tasks within an interactionist approach, favouring grammatical discussions leading to the observation and manipulation of linguistic data.  相似文献   

How morphology impacts reading and spelling: advancing the role of morphology in models of literacy development     

Kyle C. Levesque  Helen L. Breadmore  S. Hlne Deacon 《Journal of Research in Reading》2021,44(1):10-26

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Linguistic awareness skills in grade one children in a French immersion setting     

Hyla Rubin  Anne Turner 《Reading and writing》1989,1(1):73-86

This study examined the ability of children in French immersion and English programs to analyze the internal structure of spoken words in relation to their early reading and spelling abilities in English. Thirty-two children in the first grade were given a modified version of the Auditory Analysis Test, and reading and spelling tasks that included both real words and non-words. Results indicated that French immersion children were more proficient than their English program peers at explicitly analyzing spoken words and that the groups did not differ when reading and spelling orthographically regular real words and non-words. The English program children performed better than their French program peers only when reading orthographically irregular English words. These results demonstrate that second language learning enhances metalinguistic awareness and help to explain why children in immersion programs do not experience long-term difficulty in acquiring English written language skills.  相似文献   

Facilitating invented spelling through language analysis instruction: An integrated model     

Hyla Rubin  Nancy C. Eberhardt 《Reading and writing》1996,8(1):27-43

Invented spelling ability reflects young children's developing awareness of the internal structure of words-at syllabic, phonemic, and morphemic levels, as well as their lettersound knowledge. Controlled intervention studies have demonstrated that these language analysis skills can be taught in kindergarten, with a significant effect on early spelling. This paper examines the effects of an instructional approach that emphasized integration of language analysis teaching into the whole-language kindergarten curriculum. Children who received this type of instruction were, on average, representing all of the phonemes in written words at the end of kindergarten, and their performance continued to improve into first grade.  相似文献