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Simulating and Evaluating Individualized Cognitive Abilities of Iranian EFL Learners in Orthography Acquisition Using Multi-Layer Perceptron Neural Network-Gray Wolf Optimizer Computational Model
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Gholam-Reza Parvizi; Mansoor Tavakoli; Mohammad Amiryousefi; Mohsen Rezazadeh – Education and Information Technologies, 2024
Awareness, short-term memory, and long-term memory are interrelated cognitive abilities that influence orthographic acquisition under Individual Differences. Connectionists ignore the role of biological grammar in language acquisition and consider external inputs or interventions as factors that shape abstract grammar through network mapping…
Descriptors: Foreign Countries, Long Term Memory, Short Term Memory, English (Second Language)
The Effect of Phonetic Transcription on Iranian EFL Students' Word Stress Learning
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Ghorbania, Mohammad Reza – Journal of Language and Linguistic Studies, 2019
The correct location of lexical stress is a main concern for English as a foreign language (EFL) learners whose first language has a different stress system. Therefore, in light of the fact that pronunciation errors in English are often the result of the Farsi language sound system transfer, the present study examined the impact of phonetic…
Descriptors: Foreign Countries, Phonetic Transcription, Second Language Learning, Suprasegmentals
Dyslexic Children and Their Difficulties in Reading Persian Orthography
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Nesari, Shahram Jamali; Kamari, Elahe – Advances in Language and Literary Studies, 2014
This research investigated the word reading performance of Persian speaking dyslexic children through the use of a reading test. For this reason, 15 Persian elementary developmental dyslexic student with the mean age of 9.6, (SD= 1.5) and 15 Persian unimpaired elementary student with the mean age of 9.6 (SD= 1.4) were compared. The performance of…
Descriptors: Elementary School Students, Dyslexia, Children, Reading Difficulties
Lexical and Nonlexical Processes in the Skilled Reading and Spelling of Persian
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Rahbari, Noriyeh; Senechal, Monique – Reading and Writing: An Interdisciplinary Journal, 2009
The objective of the present study was to examine the contribution of lexical and nonlexical processes to skilled reading and spelling in Persian. Persian is a mixed orthography that allows one to study within one language characteristics typically found in shallow orthographies as well as those found in deeper orthographies. 61 senior high-school…
Descriptors: Foreign Countries, Indo European Languages, High School Students, Stimuli
Learning to Read and Spell in Persian: A Cross-Sectional Study from Grades 1 to 4
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Rahbari, Noriyeh; Senechal, Monique – Developmental Psychology, 2010
We investigated the reading and spelling development of 140 Persian children attending Grades 1-4 in Iran. Persian has very consistent letter-sound correspondences, but it varies in transparency because 3 of its 6 vowel phonemes are not marked with letters. Persian also varies in spelling consistency because 6 phonemes have more than one…
Descriptors: Spelling, Phonemes, Foreign Countries, Grade 4
The Role of Orthographic and Phonological Processing Skills in the Reading and Spelling of Monolingual Persian Children
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Rahbari, Noriyeh; Senechal, Monique; Arab-Moghaddam, Narges – Reading and Writing: An Interdisciplinary Journal, 2007
The main objective of the present study was to examine the contribution of phonological and orthographic skills to Persian reading and spelling. The Persian language is of interest because it has very consistent grapheme-to-phoneme correspondences, but somewhat inconsistent phoneme-to-grapheme correspondences. Reading, spelling, phonological, and…
Descriptors: Foreign Countries, Indo European Languages, Grade 2, Monolingualism