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Orthographic Activation in Spoken Word Recognition of L2 Phonological Variants
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Han, Jeong-Im; Kim, Song Yi – Second Language Research, 2022
The present study investigated the influence of orthographic input on the recognition of second language (L2) spoken words with phonological variants, when first language (L1) and L2 have different orthographic structures. Lexical encoding for intermediate-to-advanced level Mandarin learners of Korean was assessed using masked cross-modal and…
Descriptors: Phonology, Second Language Learning, Language Variation, Syllables
Efficiency of Learning in Experience-Limited Domains: Generalization beyond the WUG Test
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Christopher R. Cox; Matthew J. Cooper Borkenhagen; Mark S. Seidenberg – Grantee Submission, 2019
Learning to read English requires learning the complex statistical dependencies between orthography and phonology. Previous research has focused on how these statistics are learned in neural network models provided with as much training as needed. Children, however, are expected to acquire this knowledge in a few years of school with only limited…
Descriptors: Second Language Learning, English (Second Language), Reading Instruction, Orthographic Symbols
Enhancing Motivation to Read and Reading Abilities in First Grade
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Nevo, Einat; Vaknin-Nusbaum, Vered – Educational Psychology, 2020
This study examined changes in reading motivation and reading achievement among Hebrew-speaking first graders following an intervention program designed to increase intrinsic reading motivation. The program was delivered by the class teacher and focused on choosing relevant reading materials, providing choices for reading and encouraging social…
Descriptors: Reading Motivation, Reading Achievement, Semitic Languages, Prediction
The Letter Position as Facilitative or Debilitative in Word Retention of EFL Learners
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Marefat, Hamideh; Shirazi, Masoumeh Ahmadi – Reading Matrix: An International Online Journal, 2014
This study concerns the effect of letter position on the retention of words by EFL learners. Given the fact that everyone has a mental lexicon, we would suggest that words are possibly organized in alphabetical order, then it would be likely for the learners to retain the words easily when exposed to the first letters of given words. The study…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Retention (Psychology)
Links between DRD4, Executive Attention, and Alphabetic Skills in a Nonclinical Sample
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Kegel, Cornelia A. T.; Bus, Adriana G. – Journal of Child Psychology and Psychiatry, 2013
Background: The dopamine D4 receptor gene (DRD4) has been linked to attention deficit hyperactivity disorder (ADHD) and reading disorders. In this study, we examined whether diminished anticipatory dopamine cell firing--typical of the long variant of the DRD4 allele--is related to emergent and advanced alphabetic skills, and whether executive…
Descriptors: Genetics, Executive Function, Attention Deficit Hyperactivity Disorder, Correlation
Some Observations of Reading Behavior of English-Japanese Bilinguals. Working Papers in Linguistics, Vol. 8, No. 1.
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Araman, Bonnie D. – 1976
Twenty English-Japanese bilingual subjects were given the following reading tasks: timed, silent reading of passages in English and Japanese followed by comprehension tests and recognition of tachistoscopic presentations of twenty words in each language. The amount of reading the subjects had done in English and Japanese was assessed in an…
Descriptors: Alphabets, Bilingualism, College Students, English (Second Language)