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Direct linkAngélica Mateus-Moreno; Maria Fernanda Lara-Diaz; Daniel Adrover-Roig; Eva Aguilar-Mediavilla; Gracia Jiménez-Fernández – Annals of Dyslexia, 2025
Recent research suggests that performance on Statistical Learning (SL) tasks may be lower in children with dyslexia in deep orthographies such as English. However, it is debated whether the observed difficulties may vary depending on the modality and stimulus of the task, opening a broad discussion about whether SL is a domain-general or…
Descriptors: Statistics Education, Dyslexia, Students with Disabilities, Phoneme Grapheme Correspondence
Marga Stander; Hazel Sivell – Sign Language Studies, 2025
This article aims to identify common errors made by hearing students learning South African Sign Language (SASL) and enhance the understanding of language acquisition in this context. The researchers formulated three hypotheses, attributing errors to vocabulary gaps, misunderstandings due to improper signing, and the dual impact of spoken and…
Descriptors: Sign Language, Foreign Countries, Error Patterns, Hearing (Physiology)
Chenghao Wang; Xueyun Li – International Journal of Computer-Assisted Language Learning and Teaching, 2025
D-ID Creative Reality Studio (D-ID) is a platform for creating Artificial Intelligence (AI) presenter (digital human) videos, translating videos, and designing conversational agents. D-ID seamlessly integrates deep-learning face animation technology, large language models (LLMs), natural language processing (NLP), and speech synthesis and…
Descriptors: Artificial Intelligence, Design, Video Technology, Animation
