Titlebook: Cross-Language Studies of Learning to Read and Spell:; Phonologic and Ortho Che Kan Leong,R. Malatesha Joshi Book 1997 Springer Science+Bus

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低三下四之人

Writing an Eff ective Abstract,nt ways of realizing the phonological properties of a language. German orthography represents the relationships between phonemes and graphemes in a much more consistent and transparent fashion than English orthography with its many exceptional and irregular spellings. The present study compared the

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Is It a Discussion or a Systematic Review?,ion of reading and spelling in school. About 210 children participated in the study. The various predictor variables were assessed during the last year of kindergarten and represented four different domains (i e, IQ, phonological awareness, memory capacity, and early literacy). The criterion measure

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Is It a Discussion or a Systematic Review?,in print, which follows a developmental sequence as a result of an interaction between the child’s emerging process abilities and the structure of orthography. Similar sequential patterns for the English orthography were identified. Referring to German studies, the sequential patterns of spelling an

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Managing Life and Its Processes,ren for monosyllabic pseudowords of three orthographic structures: CVC, CCVC/CVCC and CCVCC. The naming task was a modified replication of van den Bosch (1991), in which poor readers were trained in reading aloud monosyllabic words and pseudowords. Based on the results of van den Bosch, parallel pro

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蒸發(fā)

Historical Records (Palaeolimnology),xperiment 1, letter symbols . used. The strings consisted of uppercase--lowercase congruent letters (e.g., o/O) or uppercase--lowercase incongruent letters (e.g. a/A). Real words and pseudowords were used. Poor readers needed significantly more time to match uppercase--lowercase incongruent pairs, e

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高談闊論

The Limnology of Lentic System,ification test. In Study 1, the research focus is on two word identification tests, a real-word test (RWT) and a pseudoword test (PWT). The question is: Are these tests differentially sensitive to phonological and lexical ‘routes’ or subcomponents of woad identification ability? Beginning readers ar