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Direct linkRodriguez, Nuria; Acha, Joana – Reading and Writing: An Interdisciplinary Journal, 2022
This study presents the results of a cross-sectional reading and spelling assessment conducted among 118 Spanish children in 3rd, 4th and 5th grade. The first aim was to explore whether children's use of orthographic knowledge was modulated by lexical variables--word frequency and orthographic neighborhood--or sublexical…
Descriptors: Foreign Countries, Elementary School Students, Grade 3, Grade 4
Bar-On, Amalia; Kuperman, Victor – Reading and Writing: An Interdisciplinary Journal, 2019
The paper aims to account for linguistic and processing factors responsible for the incidence of spelling errors in Hebrew. The theoretical goal is to disentangle a complex interaction between morphology, phonology, and orthography in production of written words. We focused on a specific spelling error in Hebrew: an overt representation of the…
Descriptors: Semitic Languages, Language Processing, Spelling, Error Patterns
Saha, Neena M.; Cutting, Laurie E.; Del Tufo, Stephanie; Bailey, Stephen – Reading and Writing: An Interdisciplinary Journal, 2021
Quantifying the decoding difficulty (i.e., 'decodability') of text is important for accurately matching young readers to appropriate text and scaffolding reading development. Since no easily accessible, quantitative, word-level metric of decodability exists, we developed a decoding measure (DM) that can be calculated via a web-based scoring…
Descriptors: Decoding (Reading), Teaching Methods, Scaffolding (Teaching Technique), Reading Instruction
Paizi, Despina; Zoccolotti, Pierluigi; Burani, Cristina – Reading and Writing: An Interdisciplinary Journal, 2011
Stress assignment to Italian polysyllabic words is unpredictable, because stress is neither marked nor predicted by rule. Stress assignment, especially to low frequency words, has been reported to be a function of stress dominance and stress neighbourhood. Two experiments investigate stress assignment in sixth-grade, skilled and dyslexic, readers.…
Descriptors: Dyslexia, Word Frequency, Word Recognition, Italian
