Revision of Texts with Word-Processing

2000 ◽  
Vol 87 (3_suppl) ◽  
pp. 1139-1146 ◽  
Author(s):  
Gianfranco Nuvoli
Keyword(s):  
Primary School ◽  
School Children ◽  
Word Processing ◽  
Word Processor ◽  
Primary School Children ◽  
Beginning Writers

The aim of the research was to study the use of a word processor to improve writing and revising skill by 28 pairs of primary school children. Analysis confirmed greater difficulty in the drafting of texts than with traditional handwriting, but the increase in the number of words and errors does not imply improvement in lexical and orthographical aspects. The guided revision of texts on a word processor may support beginning writers' expression and, with increasing ease, allow them to use greater precision in the process of revision.

Word Form Processing in Primary School Children: A Psycholinguistic Perspective

2020 ◽  
Vol 63 (11) ◽  
pp. 3685-3699
Author(s):  
Karin Hein ◽  
Christina Kauschke
Keyword(s):  
Lexical Decision ◽  
Primary School ◽  
School Children ◽  
Word Processing ◽  
Lexical Processing ◽  
Rapid Naming ◽  
Primary School Children ◽  
Word Form ◽  
Form Processing ◽  
Age Related

Purpose From a psycholinguistic perspective, the quality of the stored word form in the phonological input lexicon, as well as its effective retrieval from the phonological output lexicon, is of great importance in lexical processing. This study aimed at gaining a deeper understanding of (a)typical word form processing in primary school children. In particular, age-related development and profiles of word form processing including children's response behavior were investigated. Method A sample of 164 monolingual primary school children (6–9 years of age) was tested in a cross-sectional design using two word form–related tasks (auditory lexical decision and rapid naming) with carefully controlled stimuli in combination with traditional vocabulary tests and a nonword repetition task. Results First, an age-related improvement (better performance and acceleration of reaction times) was found for both word form–related tasks. Second, a cluster analysis revealed five clusters with different profiles of word processing. Beside a cluster with overall results of above average, we found two clusters including children with typical lexical abilities who applied specific strategies to deal with the tasks (speed–accuracy trade-offs). Two other clusters represented weak lexical abilities at different levels of word processing. Conclusions Children's abilities in word form processing develop over time and are characterized by developmental boosts that occur at different times in development. The uncovered profiles document patterns of (a)typical lexical processing. Since difficulties with word form processing are easily overlooked in clinical assessment, lexical decision and rapid naming tasks offer valuable tools for an in-depth evaluation of lexical skills. Supplemental Material https://doi.org/10.23641/asha.12986036

The prevalence of allergic diseases in primary school children in Edirne, Turkey

1997 ◽  
Vol 27 (3) ◽  
pp. 262-269 ◽  
Author(s):  
Z. TOROS SELCUK ◽  
T. CAG-LAR ◽  
T. ENUNLU ◽  
T. TOPAL
Keyword(s):  
Primary School ◽  
School Children ◽  
Allergic Diseases ◽  
Primary School Children

Pitch discrimination among primary school children.

1967 ◽  
Vol 58 (6, Pt.1) ◽  
pp. 315-318 ◽  
Author(s):  
Orpha K. Duell ◽  
Richard C. Anderson
Keyword(s):  
Primary School ◽  
School Children ◽  
Primary School Children ◽  
Pitch Discrimination

Default mode network connections supporting intra-individual variability in typically developing primary school children: An EEG study.

2020 ◽  
Vol 34 (7) ◽  
pp. 811-823
Author(s):  
Evgeniya Yu. Privodnova ◽  
Helena R. Slobodskaya ◽  
Andrey V. Bocharov ◽  
Alexander E. Saprigyn ◽  
Gennady G. Knyazev
Keyword(s):  
Primary School ◽  
School Children ◽  
Default Mode Network ◽  
Individual Variability ◽  
Primary School Children ◽  
Typically Developing ◽  
Default Mode ◽  
Network Connections
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