Results 51 to 60 of about 265,126 (190)
British Journal of Educational Psychology, EarlyView.Abstract Background Inequalities in achievement related to family socioeconomic status (SES) emerge early and often widen during out‐of‐school periods, partly due to disparities in access to educational resources such as extracurricular activities (ECA).
Lys‐Andréa Brunet +3 more
wiley +1 more source
Information theoretic syllable structure and its relation to the c-center effect [PDF]
, 2013 Established phonological theories postulate uniform syllable constituent structures. From a traditional hierarchical point of view, syllables are right branching implying a close connection between the nucleus and the coda.
Reichel, Uwe D.
core +1 more source
From Phonological Rules to the Person Case Constraint. Monovalent vs. Bivalent Features in Grammar
Quaderni di Linguistica e Studi Orientali, 2019 In phonology, segmental content has been predominantly represented in terms of binary features. Although binary features may provide an elegant description of some segmental contrasts, it is far from clear that speaker/hearer’s knowledge about segments ...
Laura Bafile, M. Rita Manzini
doaj +1 more source
Developmental Medicine &Child Neurology, EarlyView.This systematic overview highlights communication impairment as a defining feature of Rett syndrome, with expressive language consistently affected more severely than receptive language and social ability. Across the literature, most studies rely on caregiver‐reported measures, with relatively few employing direct or objective measurements of speech ...
Lucas N. Raniolo +6 more
wiley +1 more source
Syntactic awareness as a mediator of reading–writing relations in young Chinese L2 learners
Foreign Language Annals, EarlyView.Abstract This longitudinal study examined the mediating role of syntactic awareness in reading–writing relations among young learners of Chinese as a second language (L2). A total of 177 students from non‐Chinese‐speaking backgrounds in Hong Kong were assessed annually from Grades 4 to 6 on word‐level literacy (character reading, spelling), sentence ...
Yu Ka Wong, Dongbo Zhang
wiley +1 more source
Fonología léxica y post-léxica, con especial referencia a la lengua vasca
Anuario del Seminario de Filología Vasca "Julio de Urquijo", 1989 In this article, some basic concepts of the Theory of Lexical Phonology are summarized and discussed using for the most part evidence from Basque and the Ibero-Romance languages.
José Ignacio Hualde
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Word Associations in a Minoritised Language: The Case of Cymraeg (Welsh)
International Journal of Applied Linguistics, EarlyView.ABSTRACT As with many research strands in linguistics, word association (WA) literature is dominated by English language data. This paper (i) explores the extent to which methodologies developed to date are applicable to other languages—specifically, Welsh (Cymraeg)—and (ii) investigates what WA analysis can reveal about lexical organisation and ...
Tess Fitzpatrick +2 more
wiley +1 more source
Lexical information from a minimalist point of view [PDF]
, 2009 Simplicity as a methodological orientation applies to linguistic theory just as to any other field of research: ‘Occam’s razor’ is the label for the basic heuristic maxim according to which an adequate analysis must ultimately be reduced to indispensible
Bierwisch, Manfred
core
Lexical Stress and Linguistic Predictability Influence Proofreading Behavior
Frontiers in Psychology, 2016 There is extensive evidence that the segmental (i.e., phonemic) layer of phonology is routinely activated during reading, but little is known about whether phonological activation extends beyond phonemes to subsegmental layers (which include articulatory
Lindsay N. Harris, Charles A. Perfetti
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Pre‐Task Explicit Instruction, Input Modality, and Working Memory in L2 Oral Self‐Repair
International Journal of Applied Linguistics, EarlyView.ABSTRACT Despite the central role of tasks in language education and ensuing research documenting how task‐related variables might affect language performance and learning, it remains unclear whether pre‐task explicit instruction, input modality, and working memory (WM) influence how learners monitor and repair grammatical structures in real‐time ...
Reza Yadollahpour +2 more
wiley +1 more source