Stress assignment in reading aloud in Spanish

2020 ◽  
Vol 41 (4) ◽  
pp. 753-769
Author(s):  
Nicolás Gutiérrez-Palma ◽  
Paz Suárez-Coalla ◽  
Fernando Cuetos
Keyword(s):  
Reading Aloud ◽  
Reaction Times ◽  
Stress Pattern ◽  
Read Aloud ◽  
Stress Assignment ◽  
The Core ◽  
Reading In Spanish ◽  
Stress Mark ◽  
Processing Stress ◽  
Pure Versus

AbstractCorrect stress assignment is a requirement for fluent reading in alphabetic languages. This study focuses on two nonlexical mechanisms at the core of stress assignment. In particular, the use of a default stress pattern (e.g., penultimate stress) and the Spanish stress mark. In Experiment 1, participants read aloud words and pseudowords with different stress types (on the antepenultimate or the penultimate syllable), and with or without a stress mark. Results showed longer reaction times (RTs) for words and pseudowords with antepenultimate stress. However, as words with antepenultimate stress always have a stress mark, it could be argued that stress type differences could be due to the presence of the stress mark. In Experiment 2, using a priming procedure participants read aloud words and pseudowords in pure versus mixed stress blocks. Again, words and pseudowords with antepenultimate stress were read slower (longer RTs), suggesting that previous differences were due to stress mark rather than stress type. These results indicate that processing stress marks is cognitively demanding when reading in Spanish.

scholarly journals How word-beginnings constrain the pronunciations of word-ends in the reading aloud of English: the phenomena of head- and onset-conditioning

PeerJ ◽  
2015 ◽  
Vol 3 ◽  
pp. e1482
Author(s):  
Anastasia Ulicheva ◽  
Max Coltheart
Keyword(s):  
Principal Component Analysis ◽  
Principal Components ◽  
Reading Aloud ◽  
Reaction Times ◽  
Principal Component ◽  
Corpus Analysis ◽  
Read Aloud ◽  
Read Head ◽  
Highly Correlated ◽  
Manner Of Articulation

Background.A word whose body is pronounced in different ways in different words is body-inconsistent. When we take the unit that precedes the vowel into account for the calculation of body-consistency, the proportion of English words that are body-inconsistent is considerably reduced at the level of corpus analysis, prompting the question of whether humans actually use such head/onset-conditioning when they read.Methods.Four metrics for head/onset-constrained body-consistency were calculated: by the last grapheme of the head, by the last phoneme of the onset, by place and manner of articulation of the last phoneme of the onset, and by manner of articulation of the last phoneme of the onset. Since these were highly correlated, principal component analysis was performed on them.Results.Two out of four resulting principal components explained significant variance in the reading-aloud reaction times, beyond regularity and body-consistency.Discussion.Humans read head/onset-conditioned words faster than would be predicted based on their body-consistency and regularity only. We conclude that humans are sensitive to the dependency between word-beginnings and word-ends when they read aloud, and that this dependency is phonological in nature, rather than orthographic.

Lexical Effects in Word Naming in Spanish Children

2014 ◽  
Vol 17 ◽  
Author(s):  
Rrezarta Avdyli ◽  
Luis Castejón ◽  
Fernando Cuetos
Keyword(s):  
Word Reading ◽  
Reaction Times ◽  
Reading Level ◽  
Read Aloud ◽  
Second Grade ◽  
Know How ◽  
Early Stages ◽  
Lexical Effects ◽  
Orthographic Neighbors ◽  
Reading In Spanish

AbstractReading strategies depend on the consistency of the orthographic system. Recently the use of lexical strategies at early stages of reading acquisition has been shown even in transparent orthographies. The aim of this study was to know how different lexical and sublexical variables affect the reaction times (RTs) and articulation times (ATs) in word reading in Spanish children. A group of 46 children of typical reading level in the second and fourth grades of primary school were asked to read aloud 100 words presented on a computer screen. The stimuli were morphologically simple nouns with different ranges of length, frequency, imageability, orthographic neighbors and age of acquisition (AoA). Reading and articulation time were measured. Differences between means of the second and the fourth grade were seen in RTs (p < .001; Cohens´ d = 1.41) and ATs (p < 001;Cohen´s d = 1.41) in a t-test. Analyses of mixed-effects revealed that word length, a sublexical variable, and frequency and AoA, lexical variables, affected both grades, mainly on the RTs. The presence of lexical variables reducing RTs and ATs in second grade suggests that lexical reading is present from very early stages in Spanish children.

Be Ye Speakers of, and Listeners to, the Word: The Promotion of Biblical Engagement through Encountering the Scriptures Read Aloud

2017 ◽  
Vol 129 (4) ◽  
pp. 149-157
Author(s):  
Cherryl Hunt
Keyword(s):  
New Testament ◽  
Reading Aloud ◽  
Read Aloud ◽  
Performance Criticism ◽  
The Bible ◽  
Form Part ◽  
The New Testament

Ordinary Christians’ responses to a dramatized reading of the New Testament, together with reflection on research in the area of performance criticism, suggests that understanding of the Bible and spiritual encounter with its texts may be promoted by the reading aloud of, and listening to, substantial portions of the Bible in an unfamiliar format; this might be found in a dramatized presentation and/or a previously unencountered translation. This practice should form part of any programme designed to promote biblical engagement within churches.

scholarly journals 6. SCENARIO Forum Symposium Report

2018 ◽  
Vol XII (2) ◽  
pp. 57-62
Author(s):  
Eva Göksel ◽  
Stefanie Giebert
Keyword(s):  
Teaching And Learning ◽  
Reading Aloud ◽  
Learning Culture ◽  
Read Aloud ◽  
Fictional Characters ◽  
University Administrators ◽  
Research Culture ◽  
Subjective Impression ◽  
Innovative Potential ◽  
Teaching Learning

The symposium entitled 'Are Universities on the way towards a performative teaching, learning and research culture?' centred on the following questions: What exactly do we understand by a performative teaching and learning culture? Wherein exactly lies the benefit of applying performative approaches? How can we make university administrators and lecturers more aware of the immense innovative potential of going performative in higher level education?1 *This dialogue represents a subjective impression of the SCENARIO Forum Symposium as expressed by two fictional characters. It is best enjoyed when read aloud and taken with a grain of salt. Emily is typing. E: (reading aloud) Okay. On September 21 and 22nd the 6th SCENARIO Forum Symposium took place in Hanover. It was organised by the Fachsprachenzentrum of Hannover University and the Staatstheater Hannover in conjunction with SCENARIO. (Sabine enters, listening to Emily. She is obviously not very pleased by what she hears.) E: The title of the conference was... S: What are you doing?! I thought you were writing a report about a conference on performative teaching and learning. E: Yes, that is in fact what I am doing. S: You need to liven it up a bit! E: What do you mean? S: ...

Short Article: Tracking the Transition from Sublexical to Lexical Processing: On the Creation of Orthographic and Phonological Lexical Representations

2009 ◽  
Vol 62 (5) ◽  
pp. 858-867 ◽  
Author(s):  
Erin Maloney ◽  
Evan F. Risko ◽  
Shannon O'Malley ◽  
Derek Besner
Keyword(s):  
Lexical Processing ◽  
Reading Aloud ◽  
Read Aloud ◽  
The Novel ◽  
Short Article ◽  
Standard Result ◽  
Lexical Representations ◽  
Lexical Route ◽  
Lower Case ◽  
Dual Route

Participants read aloud nonword letter strings, one at a time, which varied in the number of letters. The standard result is observed in two experiments; the time to begin reading aloud increases as letter length increases. This result is standardly understood as reflecting the operation of a serial, left-to-right translation of graphemes into phonemes. The novel result is that the effect of letter length is statistically eliminated by a small number of repetitions. This elimination suggests that these nonwords are no longer always being read aloud via a serial left-to-right sublexical process. Instead, the data are taken as evidence that new orthographic and phonological lexical entries have been created for these nonwords and are now read at least sometimes by recourse to the lexical route. Experiment 2 replicates the interaction between nonword letter length and repetition observed in Experiment 1 and also demonstrates that this interaction is not seen when participants merely classify the string as appearing in upper or lower case. Implications for existing dual-route models of reading aloud and Share's self-teaching hypothesis are discussed.

Effects of Reading with Adult Tutor/Therapy Dog Teams on Elementary Students’ Reading Achievement and Attitudes

2017 ◽  
Vol 25 (1) ◽  
pp. 38-56 ◽  
Author(s):  
Edward M. Levinson ◽  
Melanee Vogt ◽  
William F. Barker ◽  
Mary Renck Jalongo ◽  
Pat Van Zandt
Keyword(s):  
Reading Fluency ◽  
Oral Reading ◽  
Repeated Measures ◽  
Oral Reading Fluency ◽  
Reading Aloud ◽  
Read Aloud ◽  
Control Group ◽  
Control Group Design ◽  
Therapy Dog ◽  
Post Test

This study assessed the effect of reading aloud to handler/therapy dog teams on children’s oral reading fluency using a post-test control group design with repeated measures. Forty-five children in grades 2-5 were assigned to one of two groups using a stratified random assignment designed to equate groups based on grade and sex. Both groups read aloud for 30 minutes per week for 5 weeks; Group One read with a handler/therapy dog and Group Two read to peers. After 5 weeks, the groups were reversed. Between-group and within-group differences were analyzed. Several statistically significant and large effect sizes were found. Findings generally suggested that reading aloud to an adult/therapy dog team tended to increase children’s scores on a test of oral reading fluency much more than reading aloud to peers. No significant effects were identified on a survey of general attitudes toward reading administered to the children.

scholarly journals Thalamic encoding of lexical status is lateralized during reading aloud

2020 ◽  
Author(s):  
Dengyu Wang ◽  
Witold J. Lipski ◽  
Alan Bush ◽  
Anna Chrabaszcz ◽  
Christina Dastolfo-Hromack ◽  
...  
Keyword(s):  
Deep Brain Stimulation ◽  
Local Field ◽  
Reading Aloud ◽  
Stimulus Presentation ◽  
Read Aloud ◽  
Field Potentials ◽  
Lexical Status ◽  
Status Effect ◽  
To Receive ◽  
Deep Brain

AbstractTo explore whether the thalamus participates in lexical status encoding, local field potentials were recorded in patients undergoing deep brain stimulation lead implantation while they read aloud single-syllable words and nonwords. Bilateral decreases in thalamic beta (12-30Hz) activity were preferentially locked to stimulus presentation, and these decreases were greater when nonwords were read. Increased broadband gamma (70-150Hz) activity also was locked preferentially to speech onset bilaterally, but greater nonword-related increases in this activity were observed only on the left, demonstrating lateralization of thalamic gamma selectivity for lexical status. In addition, this lexical status effect was strongest in more anterior thalamic locations, regions which are more likely to receive pallidal than cerebellar afferents. These results provide evidence from intracranial thalamic recordings for the lateralization and topography of subcortical lexical status processing.

PENERAPAN METODE PEMBERIAN TUGAS UNTUK MENINGKATKAN KEMAMPUAN MEMBACA NYARING SISWA KELAS IV SD NEGERI 013 PAGARAN TAPAH DARUSSALAM

2017 ◽  
Vol 5 (3) ◽  
pp. 61
Author(s):  
Kelana '
Keyword(s):  
Data Collection ◽  
Preliminary Data ◽  
Reading Aloud ◽  
Fourth Grade ◽  
Read Aloud ◽  
Male Students ◽  
Average Value ◽  
Fourth Grade Students ◽  
Academic Year ◽  
Data Collection Activity

This research is motivated by the lack of ability to read aloud the fourth grade primary school013 Pagaran Tapah Darussalam. This study aims to improve the ability to read aloud usingthe method of giving the task to improve the ability to read aloud the fourth grade students ofSD Negeri 013 Pagaran Tapah Darussalam. Subjects of this study is the fourth grade studentsof SD Negeri 013 Pagaran Tapah Darussalam totaled 20 students, consisting of 10 femalestudents and 10 male students in the academic year 2014-2015. Form of research isclassroom action research. The research instrument consists of instruments and instrumentperformance data collection activity observation sheet form teacher and student activity.Based on the results of the research shows that the students' skills in reading aloud increased.It is known from preliminary data the average value of 63.2. When viewed from the classicalcompleteness, there are 19.2% of students (5 persons) who finished obtaining a minimumvalue of 70 (according to the standard KKM). However, after the implementation of themethod of assignment, obtained an average value of 68.9 or completeness of 50% of students(13 people). Then in the second cycle, to reach an average value of 81.4 or completeness of100%. Thus, this study is said to been able to.

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