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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 3 4 5...22 Hits 1 – 20 of 440 1 Linguistic Complexity and Planning Effects on Word Duration in Hindi Read Aloud Speech Ranjan, Sidharth; Rajkumar, Rajakrishnan; Agarwal, Sumeet In: Proceedings of the Society for Computation in Linguistics (2022) BASE Show details 2 Application of Reading Aloud in Middle School Oral English Teaching WEI, Huimin; LIU, Zhiliang In: Studies in Literature and Language; Vol 22, No 3 (2021): Studies in Literature and Language; 60-66 ; 1923-1563 ; 1923-1555 (2021) BASE Show details 3 Simulating length and frequency effects across multiple tasks with the Bayesian model BRAID-Phon Saghiran, Ali; Valdois, Sylviane; Diard, Julien In: 42nd Annual Virtual Meeting of the Cognitive Science Society ; https://hal.archives-ouvertes.fr/hal-02913396 ; 42nd Annual Virtual Meeting of the Cognitive Science Society, Jul 2020, Toronto, Canada. pp.3158-3163 ; https://cognitivesciencesociety.org/cogsci-2020/ (2020) BASE Show details 4 Predicting Multidimensional Subjective Ratings of Children' Readings from the Speech Signals for the Automatic Assessment of Fluency Bailly, Gérard; Godde, Erika; Piat-Marchand, Anne-Laure... In: LREC 2020 - 12th Conference on Language Resources and Evaluation (LREC 2020) ; https://hal.archives-ouvertes.fr/hal-03039160 ; LREC 2020 - 12th Conference on Language Resources and Evaluation (LREC 2020), May 2020, Marseille, France. pp.317-322 ; https://lrec2020.lrec-conf.org/en/ (2020) BASE Show details 5 A leitura em voz alta: Contributos da leitura em voz alta Coradinho, Catarina. - 2020 BASE Show details 6 Phonetic Correlates of Sublexical Contributions to Reading Aloud Familiar Words Irons, Sarah Tucker. - 2020 Abstract: The ability to read words aloud requires the coordination of the cognitive system responsible for visual word recognition and that responsible for speech production. The most prominent theory of reading – the dual-route cascaded (DRC) model (Coltheart et al., 2001) – proposes that this is accomplished by series of processes that start with initial orthographic analysis of the letter identities which are then processed by both the lexical and sublexical route to generate associated pronunciations which then converge on a level of representation that has been argued to correspond to the post-lexical phonology in theories of spoken production (Goldrick & Rapp, 2007). For most words, the lexical and the sublexical routes converge a common phonological representation, but for words with irregular spelling to sound correspondence, the lexical and sublexical routes activate competing phonological representations. For example, according to this theory, when the word BREAD is read, lexical processing activates the sequence of phonemes /brɛd/ because lexical processing is the process of retrieving whole word level phonological representations, while sublexical processing activates the sequence of phonemes /brid/ because sublexical processing requires orthographic mapping where individual graphemes are mapped onto their most frequent phonemic representation. Competition at this level between the phonological representations generated by the lexical and sublexical routes can explain why readers are slower and more error prone with these irregular inconsistent forms. A further assumption of this theory is that activation cascades through the system, meaning that processing at each level is not fully complete before activation is passed from one level of representation to the next. As a result of this assumption, this theory predicts that the competition between the lexical and sublexical routes at the phonological level should cascade down to the articulatory level. This Master’s thesis examines this prediction in a series of reading experiments with both individuals with acquired dyslexia and neurotypical readers. Previous speech production studies have shown that there are phonetic traces of the phonemes activated, but not selected, during production (Goldrick & Blumstein, 2006). Using this logic, we investigated whether there are phonetic traces of the phonological representations generated by the sublexical route, even when participants correctly read words aloud using the pronunciation generated by the lexical route. However, in all three experiments there is no evidence that irregular words generate multiple phonological plans that cascade to the articulatory planning level. The consequence of this null result on the DRC model is discussed. Keyword: Articulation; Cascading Activation; Competition; DRC; Dual Route; Phonological Planning; Reading Aloud; Speech Production URL: https://hdl.handle.net/1911/108833 BASE Hide details 7 Die verzauberte Stunde : warum Vorlesen glücklich macht Sievers, Frank (Übersetzer); Cox Gurdon, Meghan. - Berlin : Insel Verlag, 2019 BLLDB UB Frankfurt Linguistik Show details 8 Reading without spaces: The role of precise letter order Mirault, Jonathan; Snell, Joshua; Grainger, Jonathan In: ISSN: 1943-3921 ; EISSN: 1943-393X ; Attention, Perception, and Psychophysics ; https://hal-amu.archives-ouvertes.fr/hal-02138871 ; Attention, Perception, and Psychophysics, Springer Verlag, 2019, 81 (3), pp.846-860. ⟨10.3758/s13414-018-01648-6⟩ (2019) BASE Show details 9 Onset-to-Onset Temporal Eye-Voice Span as an Indicator of Cognitive Investment in Reading Aloud and Sight Translation: An Empirical Study Drawing on Eye-tracking and Audio-recording Data ZHOU, HAO. - 2019 BASE Show details 10 Häusliche Lernumwelt und Spracherwerb in den ersten Lebensjahren Attig, Manja; Weinert, Sabine. - : Thieme, 2019. : Stuttgart [u.a.], 2019 BASE Show details 11 Early brain sensitivity to word frequency and lexicality during reading aloud and implicit reading Faisca, Luis; Reis, Alexandra; Araújo, Susana. - : Frontiers Media, 2019 BASE Show details 12 Reading Aloud Activity in ESP Class in the Perspectives of Students Titien Indrianti In: Journal Polingua: Scientific Journal of Linguistics, Literature and Education, Vol 7, Iss 2, Pp 37-42 (2019) (2019) BASE Show details 13 Oral reading: practices and purposes in secondary classrooms Brooks, Maneka Deanna; Frankel, Katherine K.. - : EMERALD GROUP PUBLISHING LTD, 2018 BASE Show details 14 Reading Aloud: Children's Attitudes toward being Read to at Home and at School Ledger, Susan; Merga, Margaret K In: Australian Journal of Teacher Education (2018) BASE Show details 15 Automatic assessment of reading ability of children ; Avaliação automática da capacidade de leitura de crianças Proença, Jorge Daniel Leonardo. - 2018 BASE Show details 16 Investigating lexico-semantic access of pseudohomophones with a picture task Hackl, Andrea. - 2018 BASE Show details 17 Frageintonation im Deutschen : zur intonatorischen Markierung von Interrogativität und Fragehaltigkeit Michalsky, Jan. - Berlin : de Gruyter, 2017 BLLDB UB Frankfurt Linguistik Show details 18 Lesen und Deutsch lernen : Wege der Förderung früher Literalität durch Kinderliteratur Dirim, İnci (Herausgeber); Titelbach, Ulrike (Herausgeber). - Wien : Praesens Verlag, 2017 BLLDB UB Frankfurt Linguistik Show details 19 Estudio longitudinal sobre el aprendizaje lector en las primeras edades ; Longitudinal study on learning to read in early ages Gutiérrez-Fresneda, Raúl; Díez Mediavilla, Antonio; Jiménez-Pérez, Elena. - : Ministerio de Educación, Cultura y Deporte (España), 2017 BASE Show details 20 Comma Effect in Reading Russian Sentences with Syntactic Ambiguity ; «Эффект запятой» при чтении предложений с синтаксической неоднозначностью на русском языке Vlasov, Mikhail S.; Trofimova, Elena B.; Trofimova, Ulyana M.. - : Сибирский федеральный университет. Siberian Federal University, 2017 BASE Show details Page: 1 2 3 4 5...22

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