This study examines the use of braille contractions in a corpus of spelling tests from braille-reading children in grades 1-4, with particular attention to braille contractions that create mismatches with morphological structure. Braille is a tactile writing system that enables people who are blind or visually impaired to read and write. In…

Purpose: The lexical quality (LQ) hypothesis predicts that a skilled reader's lexicon will be inhabited by a range of low- to high-quality items, and the probability of representing a word with high quality varies as a function of person-level, word-level, and item-specific variables. These predictions were tested with spelling accuracy as a gauge…

The extent to which impaired visual and phonological mechanisms may contribute to the manifestation of developmental dyslexia across orthographies of varying depth has yet to be fully established. By adopting a cross-linguistic approach, the current study aimed to explore the nature of visual and phonological processing in developmental dyslexic…

Reading-while-listening (RWL) has been suggested to facilitate reading comprehension by establishing letter-to-sound correspondences in the word recognition process. However, previous findings are inconsistent regarding the effect of RWL on foreign language (L2) reading comprehension. To understand why such inconsistency occurs, the moderating…

Purpose: This study wants to identify how teachers perceive technology and engineering as distinct entities and develop a framework of NOTE. Design and methods: To develop the NOTE framework, this study conducted interviews with eight secondary school teachers, comprising four technology and four science teachers. To examine how the teachers…

In this study, we use temporally aligned word embeddings and a large diachronic corpus of English to quantify language change in a data-driven, scalable way, which is grounded in language use. We show a unique and reliable relation between measures of language change and age of acquisition ("AoA") while controlling for frequency,…

The science of reading has made genuine progress in understanding reading and the teaching of reading, but is the science of reading just the science of reading English? Worldwide, a majority of students learn to read and write in non-European, nonalphabetic orthographies such as abjads (e.g., Arabic), abugidas/alphasyllabaries (e.g., Hindi), or…

Purpose: We performed a meta-analysis to examine if children with dyslexia experience deficits in morphological awareness (MA) and if the effect sizes are influenced by different moderators (age, aspect of MA measured, type of MA task, language, modality input, semantic knowledge, and selection criteria). Method: We reviewed 40 studies published…

Reading comprehension relies on the integration of phonological, semantic, syntactic and pragmatic language abilities and early reading success is attributed to several interrelated factors. The current study investigated one of these skills, phonological awareness and its relation to six-year-old children's mastery in reading Maltese and English.…

We report results from children learning to read in one of four different languages: Croatian, English, Estonian and Swedish. The languages all have an alphabetical script but vary greatly on the dimension deep-shallow (or complexity-simplicity, or opacity-transparency), i.e., how close orthography and phonology are related. These languages also…

In this paper, we survey current evidence on cognitive precursors of reading in different orthographies by reviewing studies with a cross-linguistic research design. Graphic symbol knowledge, phonological awareness, morphological awareness, and rapid automatized naming were found to be associated with reading acquisition in all orthographies…

Children learning Chinese must cope with an opaque orthography lacking transparent relations between oral pronunciations and written characters: a challenge heightened for L2 learners. Use of digital Pinyin input may facilitate connections between oral and written language by allowing learners to access vocabulary they cannot yet write. We…

Orthographic knowledge is predicted to be central in the process of children's reading development. We examined both the temporal order between orthographic knowledge and each of word reading and word spelling--effectively, which predicts which by including autoregressive controls--and cross-linguistic transfer between English and French for our…

The standardisation process of English spelling largely came to its conclusion during the Early Modern period. While the progress of standardisation has been studied in both printed and manuscript texts, few studies have looked at these processes side by side, especially focusing on the same genre of writing and by using corpora that are…

In the "Sound Pattern of English," Chomsky and Halle (1968) posited that English orthography, despite the complexity in how it relates to phonology, is in fact more "optimal" in at least one aspect: how it relates to morphology. A root or stem tends to maintain a constant visual form across words built upon it even as its…