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Measuring the Reading-Attention Relationship: Functional Differences in Working Memory Activity During Single Word Decoding in Children With and Without Reading Disorder
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Reading in the Developing Brain ... : From Preliteracy to Fluent Reading ...
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MORPHOLOGICAL AND IDENTITY PRIMING IN WORD LEARNING AND TEXT READING AS A WINDOW INTO THE MENTAL LEXICON
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Abstract:
This thesis examines the influence of morphological and identity priming to understand how repetition influences word recognition and novel word learning in first (L1) and second (L2) language adults. The following questions are addressed: How does morphological relatedness between repeated words influence (i) word recognition in natural reading and (ii) novel word learning? (iii) What interactions exist between word repetition and selective attention in novel word learning? Chapter 2 addresses question (i), finding little evidence of morphological priming effects (i.e., faster recognition of a word following a morphologically related word) in L2 reading, and none in L1. The effects of identity priming were ubiquitous in both groups. Chapter 3 examines question (ii) for L1 readers. Low-frequency base words (e.g., caltrop) and novel complex forms (e.g., caltroper) of those bases were primed by two repetitions of identical forms or alternate forms. Learning performance was consistently as good or better after identity priming than after morphological priming. However, orthographic and semantic learning for base forms was stronger in the morphological priming condition. Chapter 4 examines question (iii). Attention was manipulated by delivering attention-inducing instructions, while the control group received no instructions. Exposure was manipulated by embedding novel words either 2, 4, or 8 times. The presence of instruction led to a short-lived speed-up in eye-movements and faster recognition of novel words. Critically, L1 learners reached optimal performance in the post-tests earlier (after 4 exposures), while L2 learners’ performance continued to improve through more exposures. Overall, this thesis shows that morphological priming facilitated L2 visual word recognition and L1 novel word learning when a complex form is a prime, and the base form is a target. We discuss reasons for this asymmetric effect and these results in the framework of the theories of word learning and morphological processing. ; Dissertation ; Candidate in Philosophy
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Keyword:
corpus-based research; eye-tracking; morphological priming; reading; word learning
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URL: http://hdl.handle.net/11375/27512
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Lessons learnt developing and deploying grading mechanisms for EiPE code-reading questions in CS1 classes
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Exploration of secondary EFL teachers' and students' perceptions of extensive reading in English and its implementation in Chinese secondary schools: a longitudinal case study
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Percurso desenvolvimental da leitura : o impacto de um programa de intervenção em consciência fonológica - PICF
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The Componential Model of Reading: A Comprehensive Examination of Word Reading in Syrian Refugee Children
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Motivating the unmotivated: A self-study about engaging adolescent readers to read for joy before and during a pandemic
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Neural-based Knowledge Transfer in Natural Language Processing
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Effects of multilinguistic word study instruction on word reading and spelling in the first grade: increasing metalinguistic knowledge as an instructional goal
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An examination of reading, reading development and disorder in a highly transparent orthography: the case of Turkish
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Book choice : a descriptive multiple case study exploring the motivations and practices of secondary English teachers.
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English machine reading comprehension: new approaches to answering multiple-choice questions
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Dzendzik, Daria. - : Dublin City University. School of Computing, 2021. : Dublin City University. ADAPT, 2021
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In: Dzendzik, Daria (2021) English machine reading comprehension: new approaches to answering multiple-choice questions. PhD thesis, Dublin City University. (2021)
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Creole-French co-literacy as a factor of academic success in Reunion ; La Co-alphabétisation créole-français comme facteur de réussite scolaire à la Réunion
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In: https://tel.archives-ouvertes.fr/tel-03597708 ; Linguistique. Université de la Réunion, 2021. Français. ⟨NNT : 2021LARE0035⟩ (2021)
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繪本閱讀教學研究──以國小一年級為對象 ; The Research of Picture Books Teaching Activity : 1st Graders of a Bilingual Flementary School Students as Research Subject
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南臺灣大專生的英文閱讀使用策略、程度及所屬學院關聯性之研究 ; The Relationships Among University Students' Reading Strategies, Proficiency, and Disciplines in Southern Taiwan
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晨間閱讀的實施對國小二年級學生識字量學習成效之研究 ; The Effect of Morning Reading on the Literacy Level of Second-Grade Elementary School Students
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大學生對於英語畢業門檻之焦慮與準備策略 ; University Students’ Test Anxiety and Preparatory Strategies for Meeting English Graduation Requirements
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Mehrsprachigkeit an der Schwelle zum Beruf. Die Funktion sprachlicher Fähigkeiten für Berufsqualifizierung und Berufseinmündung von Jugendlichen mit und ohne Migrationshintergrund (MEZ-2)
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In: Hamburg : Universität 2021, 28 S. - (MEZ Arbeitspapiere; 10) (2021)
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