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Spelling is a key transcription skill for writing. While little is understood about the particular challenges some students experience when learning to spell, explicit instruction is known to improve spelling performance. The study reported in this article draws on eight case studies from a larger Australian mixed‐methods study examining spelling acquisition, as represented by a stratified random...
Neuroimaging studies of the reading process point to functionally distinct stages in word recognition. Yet, current understanding of the operations linked to those various stages is mainly descriptive in nature. Approaches developed in the field of computational linguistics may offer a more quantitative approach for understanding brain dynamics. Our aim was to evaluate whether a statistical model...
Varro's De lingua Latina, our first grammatical treatise of any length written in Latin, is a problematic text: Varro's linguistic theory and practice are often at odds with what later grammarians do, and the text has come down to us in a very poor state. This article examines how modern scholars have often approached the transmitted text with preconceived notions, and how this has influenced editorial...
Italian sixth graders, with and without dyslexia, read pseudowords and low‐frequency words that include high‐frequency morphemes better than stimuli not including any morpheme. The present study assessed whether morphemes affect (1) younger children, with and without dyslexia; (2) spelling as well as reading; and (3) words with low‐frequency morphemes. Two groups of third graders (16 children with...
The purpose of the present study was to explore the role of phonology, morphology and orthography in predicting the spelling performance in English‐speaking and Russian‐speaking children. Tests that tap phonology, morphology and orthography were administered to students in grades 4 and 6 in the USA and Russia. Multiple regression analyses showed that phonology and morphology contributed more for spelling...
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