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The effect of intermittent noise on lexically-guided perceptual learning in native and non-native listening
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Where does a ‘foreign’ accent matter? German, Spanish and Singaporean listeners’ reactions to Dutch-accented English, and standard British and American English accents
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Perception of English phonetic contrasts by Dutch children: How bilingual are early-English learners?
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The geographical configuration of a language area influences linguistic diversity: data archive ...
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Effects of acoustic characteristics on dysarthric speech intelligibility ...
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Effects of acoustic characteristics on dysarthric speech intelligibility ...
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The geographical configuration of a language area influences linguistic diversity
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The geographical configuration of a language area influences linguistic diversity
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Specific language impairment as a syntax-phonology (PF) interface problem: evidence from Afrikaans
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In: Stellenbosch Papers in Linguistics; Vol 41 (2012); 71-89 ; 2223-9936 ; 1027-3417 (2013)
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Specific language impairment as a syntax-phonology (PF) interface problem: evidence from Afrikaans
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In: Stellenbosch Papers in Linguistics, Vol 41, Iss 0, Pp 71-89 (2012) (2012)
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Visualization as a research tool for dialect geography using a geo-browser
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Do Speech Evaluation Scales in a Speaker Evaluation Experiment Trigger Conscious or Unconscious Attitudes?
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In: University of Pennsylvania Working Papers in Linguistics (2010)
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Linguistic characteristics of SLI in Afrikaans
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In: Stellenbosch Papers in Linguistics Plus, Vol 37, Iss 0, Pp 103-142 (2009) (2009)
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Print awareness of adult illiterates: a comparison with young pre-readers and low-educated adult readers
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Abstract:
In this study the print awareness of 25 unschooled adult illiterates in the Netherlands was compared with that of 24 pre-reading children and of 23 low-educated literate adults with approximately four years of primary schooling. The illiterates were interviewed about their experiences with writing and all participants completed six assessments of print awareness in the language they preferred (first or second language). The outcomes revealed that the three groups did not differ in distinguishing conventional written signs from other visual signs, that both groups of non-readers differed significantly from low educated readers but not from each other in knowledge of logos, inscriptions and knowledge of the written register, while the adult illiterates performed significantly better than the children on grapheme knowledge. Adult illiterates in literate societies seem to be well informed about the uses and functions of written language and about what writing looks like, but like young children they are not good at reading environmental print out of context and in explaining what exactly is represented in writing. The variation in reactions within the group of illiterate adults could be related to existing models of emergent literacy. Implications for adult literacy education are discussed.
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Keyword:
Article
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URL: http://www.ncbi.nlm.nih.gov/pubmed/19768120 https://doi.org/10.1007/s11145-008-9129-7 http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2744801
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Language Development in Deaf Children's Interactions With Deaf and Hearing Adults: A Dutch Longitudinal Study
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