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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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| 82 |
Booktokers: Generar y compartir contenidos sobre libros a través de TikTok
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In: Comunicar: Revista científica iberoamericana de comunicación y educación, ISSN 1134-3478, Nº 71, 2022 (Ejemplar dedicado a: Discursos de odio en comunicación: Investigaciones y propuestas), pags. 119-130 (2022)
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| 83 |
Improving EFL ninth graders’ reading comprehension through thieves learning strategy
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In: Journal of Applied Linguistics and Literature, Vol 7, Iss 1, Pp 232-258 (2022) (2022)
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| 84 |
Developing an intensive reading material for EFL students: a final product
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In: Journal of Applied Linguistics and Literature, Vol 7, Iss 1, Pp 259-275 (2022) (2022)
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| 85 |
Comprensión de lectura, reconocimiento de palabras y fluidez lectora en escolares de sexto año básico
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In: Onomázein: Revista de lingüística, filología y traducción de la Pontificia Universidad Católica de Chile, ISSN 0718-5758, Nº. 55, 2022, pags. 156-173 (2022)
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| 86 |
Neural-based Knowledge Transfer in Natural Language Processing
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| 87 |
The Influence of a Values Affirmation Intervention on Students' Mathematical, Social, and Epistemological Empowerment
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In: All Graduate Theses and Dissertations (2022)
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| 88 |
Literature in the academic education of the spanish teacher ; La literatura en la formación del profesor de español
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In: Entrepalavras; v. 12, n. 1 (12); 179-196 (2022)
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| 89 |
Hispanic literatures and teaching Spanish: some considerations and suggestions ; Literaturas hispánicas y enseñanza de español: algunas consideraciones y sugerencias
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In: Entrepalavras; v. 12, n. 1 (12); 60-75 (2022)
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| 90 |
An eye-tracking based investigation into on-line reading during Chinese-English sight translation — Effect of word order asymmetry
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In: Translation and Interpreting : the International Journal of Translation and Interpreting Research, Vol 14, Iss 1, Pp 66-83 (2022) (2022)
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| 91 |
INVESTIGATING THE COMPARATIVE EFFECTS OF SUSTAINED SILENT READING, ASSISTED REPEATED READING, AND TRADITIONAL READING
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In: TEFLIN Journal, Vol 33, Iss 1, Pp 173-200 (2022) (2022)
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| 92 |
Integrating Mind-Mapping Collaborated with Think-Pair-Share to Teach Reading Comprehension in Descriptive Text
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In: PAROLE: Journal of Linguistics and Education; Vol 12, No 1 (2022): Volume 12 Number 1 April 2022; 119-129 ; 23380683 ; 2087-345X (2022)
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| 93 |
The Digital Game for the Learning of Reading Skill
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In: PAROLE: Journal of Linguistics and Education; Vol 12, No 1 (2022): Volume 12 Number 1 April 2022; 50-59 ; 23380683 ; 2087-345X (2022)
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| 94 |
Implementing Reading to Learn (R2L) Pedagogy to Help Indonesian Junior High School Students Generate News Report Text
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In: PAROLE: Journal of Linguistics and Education; Vol 12, No 1 (2022): Volume 12 Number 1 April 2022; 130-137 ; 23380683 ; 2087-345X (2022)
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| 96 |
An ERP investigation of transposed-word effects in same-different matching
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In: ISSN: 0028-3932 ; EISSN: 1873-3514 ; Neuropsychologia ; https://hal-amu.archives-ouvertes.fr/hal-03226383 ; Neuropsychologia, Elsevier, 2021, 153, ⟨10.1016/j.neuropsychologia.2021.107753⟩ (2021)
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| 97 |
"The Electric Banana and Sound Archives" ; "The Electric Banana et son archive sonore"
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In: Colloque international “'Courts-circuits et visions disjonctées : œuvre et réseaux de Claude Pélieu/ Short-circuits and Fused Visions : The Works and Networks of Claude Pélieu'" ; https://hal.archives-ouvertes.fr/hal-03453885 ; Colloque international “'Courts-circuits et visions disjonctées : œuvre et réseaux de Claude Pélieu/ Short-circuits and Fused Visions : The Works and Networks of Claude Pélieu'", James Horton; Peggy Pacini; Frank Rynne, Jul 2021, Paris, France ; https://centerinparis.uchicago.edu/events/claude-pelieu-courts-circuits-visions-disjonctees (2021)
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| 98 |
The Relationship Between Chinese EFL Learners’ Reading Self-Efficacy and Use of Metacognitive Reading Strategies
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| 99 |
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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Abstract:
This thesis was submitted for the award of Doctor of Philosophy and was awarded by Brunel University London ; The primary focus of the current research program concerns visual word recognition and reading aloud as a function of orthographic transparency to inform current debates about the nature of visual word recognition. Within this thesis, this topic is explored using several different approaches with Turkish as the medium of choice. Additionally, the extreme orthographic transparency of Turkish serves as an excellent medium to test theories of visual word recognition. Any universal framework would need to account for the variation found in the writing systems of the Turkic family. Using a computational linguistic method, Chapter 2 explores current definitions of orthographic transparency and novel means of quantifying orthography, extending this approach to Turkish. The result was the production of four language models that take into account the different phoneme inventories used in Turkish, as well as the two main strategies (Word-onset vs whole-word), employed to investigate the quantification of Turkish. The models produced stipulate that Turkish is more transparent than any other alphabetic orthography that has been quantified to date. The chapter also highlights the superiority of whole-word approaches in capturing a full range of variation within an orthography despite some of the current cross-linguistic limitations of using such a method. Chapter 3 examines the currently available resources for Turkish psycholinguistic research and in response to the discovery of a lack of resources in the domain, has led to the creation of the Turkish Lexicon database. The new resource is a sizeable psycholinguistic database that includes several measures of word frequency, contextual diversity and orthographic neighbourhood density as well as providing lexical information such as word and syllable length, bigram and trigram frequency. The Turkish Lexicon was validated using a lexical decision task and also produced a subcorpus for use in future psycholinguistic studies with children. Furthermore, there has been hardly any empirical research investigating linguistic, metalinguistic, and cognitive processes involved in reading the highly transparent orthography of Turkish. To address this, Chapters 4 and 5 investigate how these skills might impact Turkish children who are learning to read and also aims to uncover how developmental dyslexia might manifest itself in Turkish. As such, the current research has the potential to add to our understanding of the cognitive mechanisms that underlie reading in alphabetic languages. It is envisaged that the findings of this study will add to the current debate concerning the distinct influence of universal principles and specific variations in writing systems on cognitive reading processes. In addition, the research will provide conceivably the most comprehensive account of typical and atypical reading development in Turkish-speaking children to date which has huge potential practical implications. Chapter 4 examines the reading strategies of monolingual Turkish schoolchildren while they completed both a single-word naming and oral reading fluency task amongst a battery of cognitive tasks. The findings of the rapid development of phonology as well as the use of two distinct strategies in single-word reading lend support to the weak versions of the phonological and orthographic depth hypothesis of reading. Chapter 5 continues to pursue this question by examining reading disorder, i.e., Developmental Dyslexia in Turkish children. According to Wydell and Butterworth's (1999) Hypothesis of Transparency and Granularity, transparent orthographies such as Turkish should not manifest with a high incidence of phonological dyslexia. The findings of Chapter 5 lend support to this position as well as being in line with multiple deficit models of dyslexia (Pennington, 2006). In Chapter 6, the behavioural data of this doctoral thesis is supplemented with the development of a computational model of visual word recognition in Turkish, the first of its kind. The model builds on the recent incorporation of a self-teaching algorithm (Pritchard, 2012) in the Dual Route Cascaded model of reading aloud and word recognition (Coltheart, Rastle, Perry, Langdon, & Ziegler, 2001). Simulations include exposing the model to vocabularies of varying size to simulate different stages of vocabulary growth in reading development. In addition, Chapter 6 took preliminary steps in investigating the manifestation of developmental dyslexia in Turkish from a computational perspective.
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Keyword:
Cognitive science; Developmental dyslexia; Psycholinguistics; Reading; Visual word recognition
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URL: http://bura.brunel.ac.uk/handle/2438/23067
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