Assessing print exposure and orthographic processing skill in children: A quick measure of reading experience.

1990 ◽  
Vol 82 (4) ◽  
pp. 733-740 ◽  
Author(s):  
Anne E. Cunningham ◽  
Keith E. Stanovich
Keyword(s):  
Orthographic Processing ◽  
Print Exposure ◽  
Reading Experience

Tanggapan dan Horizon Harapan Pembaca terhadap Le Petit Prince Karya A. De Saint-Exupery: Tinjauan Resepsi Sastra

Metahumaniora ◽  
2018 ◽  
Vol 8 (3) ◽  
pp. 300
Author(s):  
Tania Intan ◽  
Trisna Gumilar
Keyword(s):  
Research Data ◽  
Point Of View ◽  
Data Sources ◽  
The Internet ◽  
The Novel ◽  
Literary Reading ◽  
Reading Experience ◽  
Reader Responses ◽  
Qualitative Descriptive ◽  
Research Type

AbstrakPenelitian ini bertujuan untuk (1) mendekripsikan tanggapan pembaca terhadap novel Le Petit Prince (2) mendeskripsikan horizon harapan pembaca terhadap novel Le Petit Prince, dan (3) mendeskripsikan faktor-faktor penyebab perbedaan tanggapan dan horizon harapan pembaca. Penelitian ini termasuk jenis penelitian deskriptif kualitatif. Data penelitian berupa teks yang memuat tanggapan pembaca novel Le Petit Princeyang terdiri dari 20 orang, sedangkan sumber datanya berupa artikel dan makalah yang dimuat di media massa cetak dan elektronik termasuk internet. Instrumen penelitian berupa seperangkat konsep tentang pembaca, tanggapan pembaca, dan horizon harapan. Teknik pengumpulan data dengan cara observasi dan data dianalisis dengan menggunakan teknik deskriptif kualitatif. Hasil penelitian yang didapat sebagai berikut. (1) Seluruh pembaca menanggapi atau menilai positif unsur tema, alur, tokoh, latar, sudut pandang, gaya bahasa, teknik penceritaan, bahasa, dan isi novel Le Petit Prince. (2) Harapan sebagian besar pembaca sebelum membaca novel Le Petit Prince sesuai dengan kenyataan ke sembilan unsur di dalam novel Le Petit Prince, sehingga pembaca dapat dengan mudah menerima dan memberikan pujian pada novel Le Petit Prince. (3) Faktor penyebab perbedaan tanggapan dan horizon harapan pembaca selain perbedaan stressing unsur yang ditanggapi juga karena perbedaan pengetahuan tentang sastra, pengetahuan tentang kehidupan, dan pengalaman membaca karya sastra.Kata kunci: tanggapan pembaca, horizon harapan, Le Petit PrinceAbstractThis study aims to (1) describe reader’s responses to the novel Le Petit Prince (2) to describe the reader's expectations horizon of Le Petit Prince's novel, and (3) to describe the factors causing differences in responses and the horizon of readers' expectations. This research is a descriptive qualitative research type. The research data consist of a set of paragraphs that contains readers' responses to Le Petit Prince's novel, while the data sources are articles and papers published in print and electronic mass media including the internet. The research instruments are a set of reader concepts, reader responses, and expectations horizon. The technique of collecting data is observation and data are analyzed by using qualitative descriptive technique. The results obtained are as follow: (1) All readers respond and valuethe theme elements,plots, characters, background, point of view, language, titles, storytelling techniques, language, and extrinsic novel Le Petit Prince positively. (2) The expectations of most readers before reading Le Petit Prince's novels are in accordance with the nine facts in Le Petit Prince's novel, so readers can easily accept and give prise to Le Petit Prince's novel. (3) Factors causing differences in responses and horizon of readers' expectations other than the stressing differences of the elements being addressed also due to the differences in knowledge of literature, knowledge of life and literary reading experience. Keywords: readers responses, expectations horizon, Le Petit Prince

Responses of Arab teachers of Hebrew in Israel to an Israeli novel on Jewish-Arab relations

2019 ◽  
Vol 35 (2) ◽  
pp. 1-17
Author(s):  
Shai Rudin
Keyword(s):  
Boarding School ◽  
Educational Systems ◽  
The Novel ◽  
Content Type ◽  
Reading Experience ◽  
Political Views ◽  
Arab Students ◽  
Complex Integration ◽  
Education College ◽  
Arab Sector

Purpose This study aims to examine the responses and perceptions of Israeli Arab teachers toward multicultural and educational issues concerning Jewish–Arab relations. Design/methodology/approach This study is a qualitative research. The study included 44 novice Arab teachers, who teach Hebrew in the Arab sector and are currently studying toward their masters’ degree at a teacher education college in northern Israel. The teachers were asked to read the novel Nadia by Galila Ron Feder–Amit. Published in 1985, the novel describes the complex integration of Nadia, an Arab village girl, into a Jewish boarding school, and it is narrated in first person. After having read the novel, the teachers were requested to answer the writing task, which addressed the character of the protagonist, the issue of teaching the novel in the Jewish and Arabic educational systems and the anticipated responses of Jewish and Arab students to the novel. Findings Phenomenological analysis of the teachers’ responses found that the reading experience was complex and resulted in a variety of responses toward the protagonist. Some were based on identification and appreciation, while others on criticism and judgment of the heroine’s restraint vis-a-vis the racism that she was experiencing. However, most of the teachers demonstrated moral courage and thought that the novel should be taught, as they viewed it as a bridge leading to understanding between the two nations. The teachers anticipated conflicting responses of Jewish and Arab students to the novel, according to the students’ political views and values. Practical implications These findings indicate that the educational system should include political texts relating to the Jewish–Arab schism, especially texts that voice the Palestinian narrative. This view differs from the current situation in both sectors, whereby the tendency is to avoid political texts while ignoring the Palestinian narrative. Originality/value The study shows that the reading experience of a political novel affords various and often contrasting responses with the teachers facing the didactic challenges. The teachers who participated in the study anticipated complexity of the reading and teaching process, yet were not deterred by it, particularly in view of the novel’s messages – striving to understand the “other” and to bridge a discourse between the nations.

Different Measures of Print Exposure Predict Different Aspects of Vocabulary

2017 ◽  
Vol 53 (4) ◽  
pp. 443-454 ◽  
Author(s):  
Su Zhen Zhang ◽  
George K. Georgiou ◽  
Jining Xu ◽  
Jian Mei Liu ◽  
Miao Li ◽  
...  
Keyword(s):  
Print Exposure

scholarly journals Priming effects in the recognition of simple and complex words and pseudowords

2018 ◽  
Vol 39 (2) ◽  
pp. 198-222
Author(s):  
Miguel Lázaro ◽  
Víctor Illera ◽  
Javier Sainz
Keyword(s):  
Word Recognition ◽  
Low Frequency ◽  
Morphological Processing ◽  
Orthographic Processing ◽  
Frequency Effect ◽  
Experimental Conditions ◽  
Priming Effects ◽  
The Third ◽  
Complex Words ◽  
Intense Debate

AbstractWhether morphological processing of complex words occurs beyond orthographic processing is a matter of intense debate. In this study, morphological processing is examined by presenting complex words (brujería -> brujo –witchcraft -> witch), as well as simple (brujaña->brujo) and complex pseudowords (brujanza ->brujo), as primes in three masked lexical decision tasks. In the first experiment, the three experimental conditions facilitated word recognition in comparison to the control condition, but no differences emerged between them. Given the importance of the surface frequency effect observed, a second experiment was conducted. The results fully replicate those observed in the first one, but this time with low frequency targets. In the third experiment, vowels were removed from the stems of primes to reduce the orthographic overlap between primes and targets and, therefore, the influence of the embedded stem effect. The results show facilitative effects only for complex words. However, paired comparisons show no differences between experimental conditions. The overall results show the central role played by the processing of stems in visual word recognition and are explained in terms of current models of morphological processing.

The development of orthographic processing skills in children in early French immersion programs

2014 ◽  
Vol 17 (1) ◽  
pp. 16-39 ◽  
Author(s):  
Eva Commissaire ◽  
Adrian Pasquarella ◽  
Becky Xi Chen ◽  
S. Hélène Deacon
Keyword(s):  
Language Learners ◽  
Second Language Learners ◽  
Factor Model ◽  
Orthographic Processing ◽  
French Immersion ◽  
Learning To Read ◽  
Underlying Factor ◽  
Correct Spelling ◽  
Immersion Programs ◽  
Language Variables

Children learning to read in two languages are faced with orthographic features from both languages, either unique to a language or similar across languages. In the present study, we examined how children develop orthographic processing skills over time (from grade 1 to grade 2) with a sample of Canadian children attending a French immersion program and we investigated the underlying factor structure of orthographic skills across English and French. Two orthographic processing tasks were administered in both languages: lexical orthographic processing (e.g. choose the correct spelling from people–peeple) and sub-lexical orthographic processing (e.g. which is the more word-like vaid–vayd?), which included both language-specific and language-shared orthographic regularities. Children’s performances in sub-lexical tasks increased with grade but were comparable across languages. Further, evidence for a one factor model including all measures suggested that there is a common underlying orthographic processing skill that cuts across measurement and language variables. Keywords: orthographic processing; reading; French immersion; bilinguals; second language learners

Orthographic processing deficits in developmental dyslexia: Beyond the ventral visual stream

NeuroImage ◽  
2016 ◽  
Vol 128 ◽  
pp. 316-327 ◽  
Author(s):  
Marianna Boros ◽  
Jean-Luc Anton ◽  
Catherine Pech-Georgel ◽  
Jonathan Grainger ◽  
Marcin Szwed ◽  
...  
Keyword(s):  
Developmental Dyslexia ◽  
Orthographic Processing ◽  
Visual Stream ◽  
Ventral Visual Stream ◽  
Processing Deficits
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