Titlebook: Spelling; Rebecca Treiman Book 1997 Springer Science+Business Media Dordrecht 1997 ESL.Priming.frequency.learning.native speaker

爱国者

,Rules versus analogies in children’s spelling: Evidence for task dependence,lling nonwords under varying task demands. In Experiment 1, nonwords were presented in isolation. Older children spelled more of the nonwords by analogy than younger children. Experiment 2 adopted versions of the . technique employed by Goswami (1988a) and found that significantly more analogous, ri

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reaching

The spelling performance of ESL and native speakers of English as a function of reading skill,d their accuracy was examined as a function of native language and reading ability. Because of the heavy reliance on phonological processing in spelling, we hypothesized that poor readers, who typically exhibit impaired ability to sequence, segment and transform phonemes into graphemes, would spell

anatomical

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backdrop

,Is children’s spelling naturally stage-like?,e analyzed in this study. If spelling development can be characterized by stages, then it should be possible to observe qualitatively different spellings at different points in development. In addition, spellings within a point of development must be consistent. Spelling samples were obtained from s

语源学

Is it misspelled or is it mispelled? The influence of fresh orthographic information on spelling,y and of time lapse between exposure and test. Spelling accuracy was found to be respectively depressed and enhanced by such exposure, relative to performance on unexposed control words. The effect was persistent and pervasive, obtaining at both immediate and one-week delayed testing and in both goo

REP

Lexical priming of nonword spelling in the regular orthography of Italian, in principle, be spelled perfectly correctly using nonlexical phoneme-to-grapheme conversion rules alone. If this were so, then there should be no lexical influence upon nonword spelling. However, the present experiment reports lexical priming effects for two inconsistently spelled segments in Ital

Organonitrile

Book 1997 speakers performed more poorly than the native speakers on tests of syntactic knowledge, phoneme deletion, and pseudoword repetition, the second language speakers were not worse than the native speakers in spelling. These results suggest that, even if children have not fully mastered the sound syst

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