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Derivational Morphology Bridges Phonology and Orthography: Insights Into the Development of Word-Specific Spellings by Superior, Average, and Poor Spellers
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In: Lang Speech Hear Serv Sch (2020)
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82 |
Early reading correlates in language impairment (Newbury et al., 2020)
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La formación de palabras en el aula : observar, pensar y reflexionar
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84 |
Language and Culture Complementarity as a Tool for Creating a Holistic Pragmatically Induced Professional Competence of University Graduates
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85 |
Language Teaching Methodologies. Boosting Translator Training by Comparing Linguistic Aspects
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87 |
Berücksichtigung und Förderung von Mehrsprachigkeit im inklusiven Kontext - eine Interviewstudie mit Lehrkräften in Wiener Integrationsklassen
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Requesting in Ukrainian: Native Speakers’ Pragmatic Behaviour and Acquisition by Language Learners
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Sivachenko, Olena. - : University of Alberta. Department of Modern Languages and Cultural Studies., 2020
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La Llingua Asturiana y su inclusión dentro del Proyecto Lingüístico de Centro
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The Acoustic Dimension of Reading: Does Musical Aptitude Affect Silent Reading Fluency?
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Abstract:
Fluent reading in a foreign language includes a complex coordination process of visual and auditory nature as the reading brain transforms written symbols into speaking auditory patterns through subvocalization (inner voice). The auditory information activated for reading involves the projection of speech prosody and allows, beyond letters and words decoding, the recognition of word boundaries and the construction of the melodic contours of the phrase. On the one hand, phonological awareness and auditory working memory have been identified in the literature as relevant factors in the reading process as skilled readers keep the acoustic information in their auditory working memory to predict the construction of larger lexical units. On the other hand, we observed that the inclusion of musical aptitude as an element belonging to the acoustic dimension of the silent reading aptitude of adults learning a foreign language remains understudied. Therefore, this study examines the silent reading fluency of 117 Italian adult students of Spanish as a foreign language. Our main aim was to find a model that could show if linguistic, cognitive and musical skills influence adults’ silent reading fluency. We hypothesized that learners’ contextual word recognition ability in L1 and FL in addition to, phonological awareness, auditory working memory and musical aptitude, elements related to the acoustic dimension of reading, would influence adults’ silent reading fluency. Our structural modeling allows us to describe how these different variables interact to determine the silent reading fluency construct. In fact, the effect of musical aptitude on fluent silent reading in our model reveals to be stronger than phonological awareness or auditory working memory.
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Keyword:
Acoustic dimension; Adult reader; Auditory working memory; Contextual word recognition; Foreign language; Musical aptitude; Phonological awareness; Silent reading fluency
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URL: https://doi.org/10.3389/fnins.2020.00399 http://hdl.handle.net/10234/189085
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92 |
Focus on Form: A CLIL Didactic Unit Promoting ESO Students’ Form Awareness
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93 |
Le rôle des facteurs phonologiques dans le développement des connaissances orthographiques chez l’élève dysphasique francophone du primaire
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Arabic language knowledge among early elementary Saudi teachers of students with reading disabilities: a mixed method study
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Determining global citizenship capabilities for speech-language pathologists and other health professionals: a study protocol
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Thai hotel undergraduate interns’ awareness and attitudes towards English as a lingua franca
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In: Indonesian Journal of Applied Linguistics, Vol 9, Iss 3, Pp 704-714 (2020) (2020)
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Meta-communication Devices Used in a Multilingual EFL Telecollaboration for Secondary School Students
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In: Applied Linguistics Research Journal, Vol 4, Iss 3, Pp 24-36 (2020) (2020)
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Critical Literacy Approach in the teaching of literary appreciation using Indonesian short stories
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In: Indonesian Journal of Applied Linguistics, Vol 10, Iss 1, Pp 84-94 (2020) (2020)
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THE ROLE OF MORPHOLOGICAL AWARENESS AND EXPLICIT MORPHOLOGICAL INSTRUCTIONS IN ELT
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In: Language Literacy: Journal of Linguistics, Literature, and Language Teaching, Vol 4, Iss 1, Pp 28-37 (2020) (2020)
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THE INFLUENCE OF PHONEMIC AWARENESS INSTRUCTION ON EFL EMERGENT READERS’ WORD RECOGNITION
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In: Language Literacy: Journal of Linguistics, Literature, and Language Teaching, Vol 4, Iss 1, Pp 1-14 (2020) (2020)
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