scholarly journals The substructure of phonics: The visual form of letters and their paradigmatic English pronunciation are systematically related

2018 ◽  
Author(s):  
Hana Jee ◽  
Monica Tamariz ◽  
Richard Shillcock
Keyword(s):  
Hausdorff Distance ◽  
Edit Distance ◽  
Alphabetic Principle ◽  
Learning To Read ◽  
Visual Form ◽  
Visual Distance ◽  
English Pronunciation ◽  
Roman Alphabet ◽  
First Time

We demonstrate, for the first time, significant systematicity between the visual form of lettersof the Roman alphabet and their paradigmatic English pronunciation. We measure the visual distance between letters as Hausdorff distance and the phonological distance between their pronunciations as feature-edit distance. These two sets of distances are significantly positively correlated: letters that look the same tend to be pronounced the same. We discuss the implications for the teaching of the alphabetic principle in learning to read.

Developmental Changes in Word Recognition: An Information-Processing Account

1986 ◽  
Vol 38 (3) ◽  
pp. 395-418 ◽  
Author(s):  
Linda Pring ◽  
Maggie Snowling
Keyword(s):  
Word Recognition ◽  
Conceptual Knowledge ◽  
Context Effect ◽  
Word Reading ◽  
Contextual Information ◽  
Developmental Changes ◽  
Learning To Read ◽  
Young Readers ◽  
Single Word Reading ◽  
First Time

Two experiments examining developmental changes in the use of context in single word reading are reported. The first experiment investigated how effectively children can access conceptual knowledge and use this to help their word recognition. The results indicated that young readers can on demand direct their attention to semantic information, and this allows them to reap a relatively greater benefit from context than older more skilful readers. The second experiment attempted to clarify the way such use of contextual information might help in the specific case when a child attempts to decode a new word for the first time. Skilled and unskilled readers pronounced pseudohomophonic nonwords faster when they were primed by a semantic context, and the context effect was greater for unskilled readers. The nonword's graphemic similarity to a lexical item was also important. In general, the results were consistent with Stanovich's (1980) interactive-compensatory model of reading, and they suggest that in learning to read, several already existing stores of information (e.g. auditory, visual and conceptual) are integrated in order to achieve a solution to the word recognition problem.

2. How to learn to read (or not)

2019 ◽  
pp. 12-33
Author(s):  
Margaret J. Snowling
Keyword(s):  
Phonological Awareness ◽  
Reading Development ◽  
Spoken Language ◽  
Rapid Naming ◽  
Phoneme Awareness ◽  
Alphabetic Principle ◽  
Learning To Read

‘How to learn to read (or not)’ looks at the stages through which a child must progress on the journey to literacy and the demands of learning to read. It argues that literacy builds on a foundation of spoken language and emphasizes the importance of the skills a child brings to reading. It also discusses the alphabetic principle, phoneme awareness, learning to spell, reading for meaning, and learning to read in different languages. In summary, a ‘triple foundation’ of symbol knowledge, phonological awareness, and rapid naming ability appears to underpin reading development universally. However, there are also additional predictors that are language-specific.

Are Some Things Unrepresentable?

2011 ◽  
Vol 28 (7-8) ◽  
pp. 85-102 ◽  
Author(s):  
Alexander Galloway
Keyword(s):  
Present Article ◽  
Political Violence ◽  
Data Visualization ◽  
Information Society ◽  
Information Network ◽  
Visual Form ◽  
Jacques Ranciere ◽  
First Time ◽  
Information Aesthetics ◽  
The Way

Jacques Rancière, in his essay ‘Are Some Things Unrepresentable?’, puts forth a challenge that is ever more pertinent to our times. What constitutes the unrepresentable today? Rancière frames his answer in a very specific way: the question of unrepresentability leads directly to the way in which political violence may or may not be put into an image. Offering an alternative to Rancière’s approach, the present article turns instead to the information society, asking if and how something might be unrepresentable in a world saturated by data and information. Thus one approaches the issue of transparency and secrecy here from the perspective of the relative perspicuity (or opacity) of data visualization. Two theses structure the argument, first that ‘data have no necessary visual form’ and, second, that ‘only one visualization has ever been made of an information network’. The tension between these two theses leads to a disconcerting conclusion, that the triumph of information aesthetics precipitates a decline in informatic perspicuity. One is obligated therefore to call for a strong reinvigoration of poetics and hermeneutics within the digital universe, so that representation as such can take place, perhaps for the first time.

To break down the wall

2009 ◽  
Vol 19 (1) ◽  
pp. 1-17 ◽  
Author(s):  
Esther Schely-Newman
Keyword(s):  
Real Time ◽  
Personal Narratives ◽  
Immigrant Woman ◽  
Life Changes ◽  
Learning To Read ◽  
Delicate Balance ◽  
Shared History ◽  
Significant Life ◽  
Narrative Event ◽  
First Time

Narrating self-experiences inherently involves tension between real time and remembered time, between narrative event and narrated events. Narrators employ various strategies of footing and voicing to position their current “self” vis-à-vis their former selves and their audience. These characteristics are particularly pertinent in the case of significant life changes, such as learning to read and write for the first time as an adult. This paper treats personal narratives of an Israeli immigrant woman elicited during a meeting with a former literacy teacher. The encounter, forty years later, provides an opportunity for both to reestablish their relative identities and reframe their shared history. Analyzing the events — and narratives thereof — within their sociocultural contexts, reveal a delicate balance between gratitude and agency in the construction of a literate identity. These transformational narratives draw upon the Israeli hegemonic narrative of assimilation and modernization as well as the Mizrahi counternarrative of integration, creating a unique version of the consequences of (il)literacy.

scholarly journals Unique Challenges Saudi EFL Learners Face

2019 ◽  
Vol 7 (4) ◽  
pp. p490
Author(s):  
Khalid Al-Seghayer
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Causal Factors ◽  
Learning To Read ◽  
Efl Learners ◽  
Sociolinguistic Competence ◽  
English Pronunciation ◽  
Learning English

Learning English as a foreign language (EFL) is both a promising endeavor and a challenging undertaking. All language learners encounter unique challenges in the process of learning English, and Saudi EFL learners are no exception. This article identifies the unique and multifarious challenges Saudi EFL learners face, and explores the multidimensional causal factors in the progression of the challenges they face most commonly. The analysis first tackles the considerable challenge of accurate spelling, followed by a discussion of the challenges Saudi EFL learners encounter when learning to read and write in English. This discussion addresses challenges in sociolinguistic competence and English pronunciation arising from multivariate factors, and concludes by offering measures to help Saudi EFL learners overcome these characteristic challenges and promote their trajectory toward successful acquisition of EFL.

The Tholos Tomb in Iberia

Antiquity ◽  
1953 ◽  
Vol 27 (107) ◽  
pp. 137-143 ◽  
Author(s):  
Stuart Piggott
Keyword(s):  
Visual Form ◽  
First Time

At the end of the last war it became known to archaeologists in this country that there had been published in Germany in 1943 the first part, itself in two massivevolumes, of a monumental survey of the Spanish chambered tombs by Dr and Frau Leisner. Die Megalithgraber der Iberischen Halbinsel-I Der Suden was sponsored and produced by the Romisch-Germanische Kommission, and for the first time the results of the excavations of Siret, Bonsor and others were presented to scholars in a manner which set a new standard in the publication of such material. The work is noteworthy not only for its detailed and informed discussion of the tombs and their contents, but for its scheme of total presentation of the evidence in visual form and to uniform conventions of scale and draughtsmanship, supported by photographs where necessary.

scholarly journals Neural Correlates of Visual versus Abstract Letter Processing in Roman and Arabic Scripts

2013 ◽  
Vol 25 (11) ◽  
pp. 1975-1985 ◽  
Author(s):  
Manuel Carreiras ◽  
Manuel Perea ◽  
Cristina Gil-López ◽  
Reem Abu Mallouh ◽  
Elena Salillas
Keyword(s):  
Time Course ◽  
Empirical Support ◽  
Masked Priming ◽  
Matching Task ◽  
Letter Identification ◽  
Visual Form ◽  
Roman Alphabet ◽  
Letter Processing ◽  
Critical Process ◽  
Prime Target

In alphabetic orthographies, letter identification is a critical process during the recognition of visually presented words. In the present experiment, we examined whether and when visual form influences letter processing in two very distinct alphabets (Roman and Arabic). Disentangling visual versus abstract letter representations was possible because letters in the Roman alphabet may look visually similar/dissimilar in lowercase and uppercase forms (e.g., c-C vs. r-R) and letters in the Arabic alphabet may look visually similar/dissimilar, depending on their position within a word (e.g., [Formula: see text] - [Formula: see text] vs. [Formula: see text] - [Formula: see text]). We employed a masked priming same–different matching task while ERPs were measured from individuals who had learned the two alphabets at an early age. Results revealed a prime–target relatedness effect dependent on visual form in early components (P/N150) and a more abstract relatedness effect in a later component (P300). Importantly, the pattern of data was remarkably similar in the two alphabets. Thus, these data offer empirical support for a universal (i.e., across alphabets) hierarchical account of letter processing in which the time course of letter processing in different scripts follows a similar trajectory from visual features to visual form independent of abstract representations.

scholarly journals The Duality of Similarity and Metric Spaces

2021 ◽  
Vol 11 (4) ◽  
pp. 1910
Author(s):  
Ondřej Rozinek ◽  
Jan Mareš
Keyword(s):  
Metric Spaces ◽  
Edit Distance ◽  
Distance Functions ◽  
Jaccard Coefficient ◽  
Unified Theory ◽  
Fundamental Theory ◽  
Mathematical Basis ◽  
Similarity Space ◽  
First Time ◽  
The Relationship

We introduce a new mathematical basis for similarity space. For the first time, we describe the relationship between distance and similarity from set theory. Then, we derive generally valid relations for the conversion between similarity and a metric and vice versa. We present a general solution for the normalization of a given similarity space or metric space. The derived solutions lead to many already used similarity and distance functions, and combine them into a unified theory. The Jaccard coefficient, Tanimoto coefficient, Steinhaus distance, Ruzicka similarity, Gaussian similarity, edit distance and edit similarity satisfy this relationship, which verifies our fundamental theory.

How Psychological Science Informs the Teaching of Reading

2001 ◽  
Vol 2 (2) ◽  
pp. 31-74 ◽  
Author(s):  
Keith Rayner ◽  
Barbara R. Foorman ◽  
Charles A. Perfetti ◽  
David Pesetsky ◽  
Mark S. Seidenberg
Keyword(s):  
Whole Language ◽  
Developmental Psychology ◽  
Theory And Practice ◽  
Teaching Reading ◽  
Writing Systems ◽  
Alphabetic Principle ◽  
Phonics Instruction ◽  
Primary Methods ◽  
Learning To Read ◽  
New Words

This monograph discusses research, theory, and practice relevant to how children learn to read English. After an initial overview of writing systems, the discussion summarizes research from developmental psychology on children's language competency when they enter school and on the nature of early reading development. Subsequent sections review theories of learning to read, the characteristics of children who do not learn to read (i.e., who have developmental dyslexia), research from cognitive psychology and cognitive neuroscience on skilled reading, and connectionist models of learning to read. The implications of the research findings for learning to read and teaching reading are discussed. Next, the primary methods used to teach reading (phonics and whole language) are summarized. The final section reviews laboratory and classroom studies on teaching reading. From these different sources of evidence, two inescapable conclusions emerge: (a) Mastering the alphabetic principle (that written symbols are associated with phonemes) is essential to becoming proficient in the skill of reading, and (b) methods that teach this principle directly are more effective than those that do not (especially for children who are at risk in some way for having difficulty learning to read). Using whole-language activities to supplement phonics instruction does help make reading fun and meaningful for children, but ultimately, phonics instruction is critically important because it helps beginning readers understand the alphabetic principle and learn new words. Thus, elementary-school teachers who make the alphabetic principle explicit are most effective in helping their students become skilled, independent readers.

Unity of Verbal and Nonverbal Composition in Creolized Mediatex

2018 ◽  
Vol 7 (3) ◽  
pp. 39-44
Author(s):  
Т. Ленкова ◽  
T. Lenkova
Keyword(s):  
Visual Form ◽  
Linguistic Form ◽  
Thematic Unity ◽  
Media Texts ◽  
First Time ◽  
Linguistic Phenomenon

The article is devoted to the analysis of the compositional form in the creolized media text on the material of the modern supra-regional press of Germany. The paper deals with the connection between the verbal and nonverbal parts of the creolized media text at the composition level. Along with the traditional composition-linguistic form (CLF), it is proposed to allocate for the first time a composition-visual form (CVF), which is characteristic for creolized media texts as an informational-thematic unity of verbal and visual. In the proposed study, not only the new concept of composition-visual form is proposed, but also the distinction between the concepts of composition-linguistic visual form and composition-speech visual form based on the language-speech dichotomy.The linguistic phenomenon of the “composition-linguistic form” and the notion of “composition-visual form”, which is characteristic of medialinguistics as an interdisciplinary sphere of knowledge, should be viewed as a single whole, mutually encouraging each other, and influencing the perception of the contents of the creolized media text.

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