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S. Abu&#x;Rabia 《Journal of Research in Reading》2002,25(3):299-309
The reading process in Arabic as a function of vowels and sentence context is reviewed. Reading accuracy and reading comprehension results are reviewed in the light of cross–cultural reading, in order to develop a more comprehensive reading theory. Phonology, morphology and sentence context are considered key variables in explaining the reading process in Arabic orthography. Phonology (in the form of short vowels) affects reading accuracy as well as reading comprehension, regardless of reading level, age, material and reading conditions. Initial visual–orthographic processing identifies the morphology (i.e. the triliteral/quadriliteral roots of Arabic words) which then enables access to the mental lexicon. Sentence context is also essential in reading Arabic orthography regardless of the reader’s level, age, material and reading condition. The phonology, morphology and sentence context of Arabic are presented in two suggested reading models for poor/beginner Arabic readers and for skilled Arabic readers. 相似文献
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This study investigated the effects of the Arabic root in the visual word recognition process among young readers in order to explore its role in reading acquisition and its development within the structure of the Arabic mental lexicon. We examined cross-modal priming of words that were derived from the same root of the target (/murattabun/-/tarti:bun/well ordered–order) relative to prime words that included three letters of the target but not root letters (/tura:bun/-/tarti:bun/soil-order) in two elementary-school age groups: second grade and fifth grade. The results showed facilitation in lexical decisions about target words, suggesting that the root is a lexical unit that plays a crucial role in the processing and representation of Arabic from the early stages of written language acquisition. This issue may stem from the morpho-orthographic nature of the written Arabic word and/or from the semantic information conveyed from the roots’ morpheme. 相似文献
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Two experiments were conducted to investigate the time course of semantic and phonological access in naming kanji and kana words. Japanese adults quickly named single words written in kanji and the same words written in kana in one session, and translated them into English in another session. In both experiments using nouns (Experiment 1) and verbs (Experiment 2), words were named faster in kana than in kanji but were translated faster in kanji than in kana. These findings were interpreted to suggest that kana words are closer to phonology while kanji words are closer to meaning. The optimum solutions obtained by the simplex method showed that semantic access takes place 10 to 19 msec earlier in kanji words than in kana words, whereas phonological access takes place 27 to 31 msec earlier in kana words than in kanji words. A possible difference between kanji nouns and verbs is briefly discussed in terms of phonological access time. 相似文献
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Jean Ecalle Houria Bouchafa Anna Potocki Annie Magnan 《Journal of Research in Reading》2013,36(2):117-131
Two experiments were conducted to test the hypothesis that sentence processing is an essential mediatory skill between word recognition and text comprehension in reading. In Experiment 1, a semantic similarity judgement task was used with children from Grade 2 to Grade 9. They had to say whether two written sentences had the same (or very similar) meanings or whether the meanings of the two sentences were very different. As expected, performance improved with age both on the high‐frequency words and with increasingly complex sentences. In Experiment 2 with children in Grade 3, scores in written sentence comprehension and vocabulary made the most important unique contribution to the reading comprehension of an expository text. The results are discussed first, in the light of a general framework in which sentence‐level skill is at the core of reading comprehension and second, with reference to the issue of reading assessment. 相似文献
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The present study examined whether Japanesereaders activate phonological information whenreading kanji compound words and sentences andif so, how they do it. Experiment 1 usedtwo-kanji compound words in a lexical decisiontask to study phonological processing at thelexical level. When nonwords werepseudo-homophones (/roR hi/ in placeof the real word /roR hi/), reactiontimes were longer and more errors occurred thanwith nonwords in the control group(/saku hi/). Experiment 2required participants to detect misspellings(i.e., incorrect kanji combinations) oftwo-kanji compound stimuli embedded insentences. In the detection task of misspelledkanji, no homophonic effect was apparent. Experiment 3 used a semantic decision task. Included in this task were semantically similarbut incorrect kanji compound words used asfillers in sentences (e.g.,meaning `The building you can see over there was facilitated by my friend' instead of designed) as well as the sentences used inExperiment 2. Results from Experiment 3indicated that participants could reject asentence as incorrect more quickly whenpseudo-homophones were embedded in thesentences rather than nonwords. These resultssuggest that readers activate phonologicalinformation of two-kanji compound words whenreading for comprehension but not for simpleproofreading. 相似文献
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Two lexical decision experiments are reported that investigate whether the same segmentation strategies are used for reading printed English words and fingerspelled words (in American Sign Language). Experiment 1 revealed that both deaf and hearing readers performed better when written words were segmented with respect to an orthographically defined syllable (the Basic Orthographic Syllable Structure [BOSS]) than with a phonologically defined syllable. Correlation analyses revealed that better deaf readers were more sensitive to orthographic syllable representations, whereas segmentation strategy did not differentiate the better hearing readers. In contrast to Experiment 1, Experiment 2 revealed better performance by deaf participants when fingerspelled words were segmented at the phonological syllable boundary. We suggest that English mouthings that often accompany fingerspelled words promote a phonological parsing preference for fingerspelled words. In addition, fingerspelling ability was significantly correlated with reading comprehension and vocabulary skills. This pattern of results indicates that the association between fingerspelling and print for adult deaf readers is not based on shared segmentation strategies. Rather, we suggest that both good readers and good fingerspellers have established strong representations of English and that fingerspelling may aid in the development and maintenance of English vocabulary. 相似文献
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人们对名词性时间词语的理解形成了时间词语理解的原型效应,在这种效应中,不管是语义精确的名词性时间词语,还是语义模糊的名词性时间词语,其典型理解是语义模糊的理解;次典型理解是语义精确的理解;最不典型的理解可能是象征语义的理解。典型理解是语义模糊理解的原因是:在一般情况下,答话人知道问话人在理解名词性时间词语时,会进行模糊理解,因此,答话人往往使用效应中典型时间理解替代非典型时间理解,从而使名词性时间词语在理解时表现出一定的模糊性。从名词性时间词语理解的原型效应出发,可以较好地解决Grice合作原则中的质量原则和Sperber,D.&Wilson,D的"约略"策略等的不足。 相似文献
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Salim Abu&#x;Rabia 《Journal of Research in Reading》1997,20(2):137-147
This study was designed to investigate whether Arabic orthography differs from the Latin orthography of English texts regarding context effects among poor and normal readers. Usually, Arabic texts are presented without vowels for normal readers, and with vowels for younger and beginning readers. The Arabic vowels are mostly not alphabetic letters, but strokes above and/or below the letters. The subjects were 60 native Arab eighth graders, 20 poor readers and 40 normal readers of Arabic. Subjects were required to read vowelled and unvowelled words with and without context in Arabic. The results showed that normal as well as poor readers significantly improved their reading accuracy when they read vowelled and unvowelled words in context. Further, normal readers significantly improved their reading of vowelled and unvowelled words in context more than did the poor readers. The findings of this study illustrated the significance of cross-cultural linguistic considerations for the development of comprehensive reading theory. 相似文献
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This research examined the function within lexical access of the main morphemic units from which most Arabic words are assembled, namely roots and word patterns. The present study focused on the derivation of nouns, in particular, whether the lexical representation of Arabic words reflects their morphological structure and whether recognition of a word involves recognition of its morphological constituents. The morphology of Arabic language constitutes two main systems: inflectional morphology and derivational morphology. Inflectional morphology is used to express grammatical relations and derivational morphology deals with the formation of new words in language; it contains two types of word patterns: verbal and nominal. In this study, it was assumed that roots are lexical entities that can facilitate lexical access to a large cluster of words that derive from them, whereas word patterns are not lexical entities and have no role in access to words assembled by them. The lexical representations of the main morphemic units were examined in four experiments using skilled readers applying masked priming technique tasks: lexical decision and naming. The results indicated that previous exposure to a word sharing the same word pattern had no marked facilitating effect on lexical decision or on naming. The main conclusion of this study on the morphology of Arabic is that roots and word patterns have no essential role in word organisation in the mental lexicon. In addition, words in nominal pattern in derivational morphology are represented in their whole shape in the mental lexicon and each word has an independent representation. 相似文献
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Barrie Wade 《教育心理学》1995,15(1):45-55
This study investigates the way subjects gain access to their internal lexicon and assesses the effects of context on this process. The focus is on ambiguous words that are homographic but pronounced differently. A total of 35 adult subjects read aloud from word lists containing the same target homographs. In two conditions the targets were primed by words calculated to influence subjects either towards a regular or irregular pronunciation; a third condition without primers provided a baseline check. The influence of primers on subjects’ pronunciations was recorded and calculated. Results confirmed a significant influence of primers on pronunciation for a majority of target words. Further analysis showed groups of subjects were significantly (p<0.001) influenced by semantic primers. However, results are interpreted cautiously and proposals are made for a more rigorous study using this exploratory work as a basis. Finally, the potential of semantic priming studies for future research is outlined. 相似文献
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The purpose of this study was to investigate whether hyphens that disambiguate phrasing in ambiguous sentences influence reading rate and reading comprehension for younger and older adults. Moreover, as working memory (WM) has been implicated in age-related changes in sentence comprehension for both auditory and written materials, we asked if it contributed to comprehension of our sentences with hyphenated and non-hyphenated ambiguous noun phrases (NPs), predicting that the hyphens would reduce WM load. Twenty younger (M?=?24?years) and 20 older (M?=?73?years) adults read sentences with either ambiguous or non-ambiguous NPs that were either hyphenated or not. Both reading times for the sentences and accuracy on Yes/No questions were measured. Results indicated that younger adults read sentences more rapidly than the older participants whether sentences were presented word-by-word or as complete sentences. Both younger and older adults read sentences with ambiguous hyphenated NPs faster than sentences with ambiguous non-hyphenated NPs. Yes/No question accuracy distinguished reading of the sentences with ambiguous hyphenated phrases from those with ambiguous non-hyphenated phrases for older, but not for younger adults. Regression analyses showed that age contributed to both accuracy and reading times on this task, whereas WM did not. 相似文献
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This study investigated the relationship between syntactic comprehension at the sentence level and text-level comprehension. The study isolated the specific contribution of syntax by asking whether sentence comprehension efficiency of difficult syntactic constructions explained variance in text comprehension after controlling for sentence comprehension efficiency of basic constructions with similar semantic complexity. Seventy-three Grade 5 students completed assessments of text comprehension; basic and difficult written sentence comprehension efficiency; and control measures of decoding fluency, vocabulary, and verbal memory. Efficiency measures were used to assess individual differences in basic sentence comprehension with accuracy near ceiling. Difficult sentence comprehension efficiency explained 6% unique variance in text comprehension after controlling for basic sentence comprehension efficiency and other controls. Thus, the results show that individual differences in the ability to establish sentence meaning from syntactic information are related to text comprehension. 相似文献
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程渊 《赣南师范学院学报》2004,25(4):113-115
在翻译过程中,语义的透彻理解,是译文表达的前提和开端,译文表达是理解的目的和结果。本文从语义的三个层次即言内意义、指称意义和实用意义出发,探讨了英译汉中语义的透彻理解对于获得翻译艺术性的重要意义。 相似文献
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This study examined the effects of a syllable-based reading intervention for German second graders who demonstrated difficulties in the recognition of written words. The intervention focused on fostering word reading via syllable segmentation. The materials consisted of the 500 most frequent syllables typically read by 6- to 8-year-old children. The aims were to practice phonological recoding, consolidate orthographic representations of syllables, and routinize the access to these representations. Compared to children randomly assigned to a wait-list group, poor readers in the treatment condition showed significant improvements in standardized measures of phonological recoding, direct word recognition, and text-based reading comprehension after the 24-session intervention. Poor readers in the treatment condition also showed greater improvements in development of word recognition compared to children with efficient word recognition skills. The results provide evidence that a syllable-based reading intervention is a promising approach to increase struggling readers’ word recognition skills, which in turn will improve their reading comprehension. 相似文献
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Differences between skilled and less‐skilled young readers in the retrieval of semantic,phonological, and shape information 
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下载免费PDF全文 Diana R. Cortés‐Monter Armando Q. Angulo‐Chavira Natalia Arias‐Trejo 《Journal of Research in Reading》2017,40(Z1):S170-S189
This study aimed to determine whether the reading skills of third‐grade schoolchildren are associated with their preferences for semantic, phonological, and shape competitors (images or printed words) after being exposed to a spoken critical word. Two groups of children participated: skilled readers and less‐skilled readers. Through a language‐mediated visual search, children's fixations on the three competitors and a distractor were measured. When looking at images, both groups of readers preferred to look at the semantic competitor. When reading words, both groups showed a preference for the phonological competitor, but only skilled readers were sensitive to semantic information. These results suggest that early reading skills influence access to different types of representations in response to hearing a word, and they confirm the existence of a cascaded activation of information retrieval in childhood. 相似文献
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The effectiveness of an intervention program aimed at improving morphological awareness was evaluated in Hebrew-speaking poor readers in Grade 5. The 12-week intervention in small groups focused on learning morphological structure of words by identifying, decomposing, and constructing morphologically complex words. Results were compared with a comparison group of similarly poor readers that participated in the school’s reading support program focused on reading comprehension strategies. The intervention group improved morphological awareness to a greater extent than the comparison group and also showed a clear advantage in their reading accuracy and reading comprehension. The results suggest that morphological instruction develops awareness of the morphemic structure of words that contributes to extracting meaning from texts. 相似文献