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Neural network for Braille reading and the speech-reading convergence in the blind: Similarities and differences to visual reading
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Neither action nor phonological video games make dyslexic children read better
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Neither action nor phonological video games make dyslexic children read better
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Reading fluency in monolingual and bilingual primary school children: cognitive mechanisms and remediation of difficulties
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Preschool predictors of early literacy acquisition in German-speaking children
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Przygotowanie i podział na sylaby korpusu tekstów dla dzieci. ; A corpus of child's literature: preparation and syllabification.
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A cross linguistic database of children's printed words in three Slavic languages
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Polish children's productivity with case marking: the role of regularity, type frequency, and phonological diversity
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Polish children's productivity with case marking: the role of regularity, type frequency, and phonological diversity
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Abstract:
Polish-speaking children aged from 2;4, to 4;8 and 16 adult controls participated in a nonce-word inflection experiment testing their ability to use the genitive, dative and accusative inflections productively. Results show that this ability develops early: the majority of two-year-olds were already productive with all inflections apart from dative neuter; and the overall performance of the four-year-olds was very similar to that of adults. All age groups were more productive with inflections that apply to large and/or phonologically diverse classes, although class size and token frequency appeared to be more important for younger children (two- and three-year-olds) and phonological diversity for older children and adults. Regularity, on the other hand, was a very poor predictor of productivity. The results support usage-based models of language acquisition and are problematic for the dual mechanism model.
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Keyword:
Q100 Linguistics
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URL: https://doi.org/10.1017/S0305000906007471 http://nrl.northumbria.ac.uk/id/eprint/5053/1/polishchildrensproductivity.pdf http://nrl.northumbria.ac.uk/id/eprint/5053/
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Predictors of Reading Delay in Deaf Adolescents: The Relative Contributions of Rapid Automatized Naming Speed and Phonological Awareness and Decoding
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