2,649 research outputs found
Introduction: Developmental dyslexia - A cross-linguistic perspective
No full textItem does not contain fulltextReading involves decoding written language in order to understand it. In learning to read, children implicitly learn how their writing system encodes their spoken language and how they can decode printed words into spoken words to derive meaning (see Verhoeven & Perfetti, 2017). However, many children around the world encounter problems learning to read, fail to develop fluent decoding, and are thus diagnosed as dyslexic. A large body of research supports the conclusion that a phonological deficit underlies most developmental dyslexia. Much of the existing evidence, however, is based on studies of children learning to read in English. It is important to note that English has an opaque orthography that creates challenges beyond those facing children who read more transparent orthographies. In recent years, the research base for developmental dyslexia has broadened across languages, allowing the question of differences and similarities across languages and writing systems to receive attention
Epilogue: Universals and particulars in learning to read across seventeen orthographies
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Morphological processing in reading acquisition: A cross-linguistic perspective
No full textItem does not contain fulltextWord identification, which is the retrieval of the linguistic constituents (phonological, semantic) of a word, plays a central role in children's reading development. This development includes the automatization of word decoding and the attainment of fluent reading levels, both essential for skilled reading with comprehension (Perfetti, 1992; Stanovich, 2000; Verhoeven & van Leeuwe, 2009). In learning to read, children first acquire elementary decoding skills, and then gradually apply these skills with greater accuracy and speed, leading to an increasingly automated process of that recognizes multiletter units (consonant clusters, syllables, and morphemes) and whole words (Ehri, 2005). Automatic word recognition enables the devotion of mental resources to the meaning of a text and thus allows readers to use reading as a tool for the acquisition of new information and knowledge (Perfetti, 1998; Stanovich, 2000).10 p
Phonology is critical in reading - but a phonological deficit is not the only source of low reading skill
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C.A. Parker's Store
No full textPhotograph - A dog team and a loaded sled on Strathcona Street in front of C.A. Parker's store, Athabasca, Albert
Eigen schuld van de architect
No full textRede, uitgesproken bij het afscheid als buitengewoon hoogleraar in het bouw- en woning recht aan de Technische Hogeschool Delft op vrijdag 21 februari 1986 door prof.mr C.A. Adriaansens.Architectur
Developmental dyslexia across languages and writing systems: The big picture
No full textItem does not contain fulltextIn this final chapter, we provide our view on some of the main conclusions that can be drawn from the research on developmental dyslexia across languages. The overarching questions concern how our understanding of reading disability benefits from considering a broad array of languages. If there is a universal biological basis of developmental dyslexia, there should be shared observations on reading disability across languages and writing systems. Or, so one might expect. It is possible, however, that observations of differences in the manifestations of dyslexia - whether subtyping within a language (e.g., phonological vs surface dyslexia) or comparisons across languages (e.g., alphabetic vs morphosyllabic) - reflect some unitary cause or combinations of multiple causes
Introduction: Developmental dyslexia - A cross-linguistic perspective
No full textReading involves decoding written language in order to understand it. In learning to read, children implicitly learn how their writing system encodes their spoken language and how they can decode printed words into spoken words to derive meaning (see Verhoeven & Perfetti, 2017). However, many children around the world encounter problems learning to read, fail to develop fluent decoding, and are thus diagnosed as dyslexic. A large body of research supports the conclusion that a phonological deficit underlies most developmental dyslexia. Much of the existing evidence, however, is based on studies of children learning to read in English. It is important to note that English has an opaque orthography that creates challenges beyond those facing children who read more transparent orthographies. In recent years, the research base for developmental dyslexia has broadened across languages, allowing the question of differences and similarities across languages and writing systems to receive attention
C.A. McGill, March 23, 1918
No full textPortrait of C.A. McGill. Written on verso: With love from C.A. McGill Monrovia, Liberia, March 23rd, 1918.The Atlanta University Center Robert W. Woodruff Library acknowledges the generous support of the National Endowment for Humanities - Humanities Collections and Reference Resources Implementation Project Grant in supporting the processing and digitization of a number of its major archival collections as part of the project: Spreading the Word: Expanding Access to African American Religious Archival Collections at the Atlanta University Center Robert W. Woodruff Library.</em
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