Literaturnachweis - Detailanzeige
Autor/inn/en | Bar-On, Amalia; Dattner, Elitzur; Ravid, Dorit |
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Titel | Context Effects on Heterophonic-Homography Resolution in Learning to Read Hebrew |
Quelle | In: Reading and Writing: An Interdisciplinary Journal, 30 (2017) 3, S.463-487 (25 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0922-4777 |
DOI | 10.1007/s11145-016-9685-1 |
Schlagwörter | Semitic Languages; Context Effect; Ambiguity (Context); Reading Aloud to Others; Sentences; Children; Adolescents; Grade 2; Grade 3; Grade 4; Grade 7; Grade 11; Adults Arabisch; Hebräisch; Sentence analysis; Satzanalyse; Child; Kind; Kinder; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 07; 7. Schuljahr; Schuljahr 07; School year 11; 11. Schuljahr; Schuljahr 11 |
Abstract | The paper examines the role of context in reading unpointed Hebrew, demonstrating the changing nature of reliance on context during the course of reading acquisition. We analyze the reading-aloud of sentences with heterographic-homographic ambiguity, aiming to shed light on the development of ambiguity resolution processes in typically developing schoolaged and adult populations. 171 Hebrew-speaking children and adolescents in seven age/schooling groups (beginning and end of second grade, third, fourth, seventh, and eleventh grade), and a group of adults, participated in the study. Using homographic garden-path and non-Garden-path sentences, we demonstrate the cumulative effect of context as well as processes of monitoring cum reanalysis. Two hypotheses are borne out in the present research: First, context effect is inherent to reading; it is present throughout all age/grade groups, becoming more efficient with age/grade level. Second, monitoring and reanalysis lag far behind context effects, appearing only as age and reading experience increase. (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |