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Sungbong Bae; Hye K. Pae; Kwangoh Yi – Reading and Writing: An Interdisciplinary Journal, 2024
While the theoretical models of morphological processing in Roman alphabets indicate prelexical activation, a model established in Korean suggests postlexical activation. To extend the model of Korean morphological processing, this study examined within-scriptal (Hangul-Hangul prime-target pairs) and cross-scriptal (Hanja-Hangul prime-target…
Descriptors: Korean, Word Recognition, Morphology (Languages), Written Language
Singh, Anisha; Wang, Min; Faroqi-Shah, Yasmeen – Reading and Writing: An Interdisciplinary Journal, 2022
The romanization of non-alphabetic scripts, particularly in digital contexts, is a widespread phenomenon across many languages. However, the effect of script romanization on English reading by bilinguals with English as a second language is underexamined. Guided by the premises of the "script relativity hypothesis" and the Bilingual…
Descriptors: Word Recognition, Indo European Languages, English (Second Language), Romanization
Su, Yi; Naigles, Letitia R. – Reading and Writing: An Interdisciplinary Journal, 2023
Vulnerability of morphosyntactic production, including grammatical aspect, has been identified in at least some children with autism spectrum disorder (ASD) exposed to typologically different languages. However, Tovar et al. (2015) found strengths in comprehending grammatical aspect in English-exposed children with ASD, suggesting that the…
Descriptors: Grammar, Language Processing, Mandarin Chinese, Autism Spectrum Disorders
Kim, Minkyung; Crossley, Scott A.; Skalicky, Stephen – Reading and Writing: An Interdisciplinary Journal, 2018
This study examines whether lexical features and textual properties along with individual differences on the part of readers influence word processing times during second language (L2) reading comprehension. Forty-eight Spanish-speaking adolescent and adult learners of English read nine English passages in a self-paced word-by-word reading…
Descriptors: Individual Differences, Second Language Learning, Reading Comprehension, Reading Processes