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Autor/inn/en | Bar-On, Amalia; Ravid, Dorit |
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Titel | Morphological Analysis in Learning to Read Pseudowords in Hebrew |
Quelle | In: Applied Psycholinguistics, 32 (2011) 3, S.553-581 (29 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0142-7164 |
DOI | 10.1017/S014271641100021X |
Schlagwörter | Semitic Languages; Cues; Word Recognition; Pattern Recognition; Morphology (Languages); Role; Elementary School Students; Task Analysis; Oral Reading; Phonology; Syntax; Grade 2 |
Abstract | This paper examines the role of morphology in gradeschool children's learning to read nonpointed Hebrew. It presents two experiments testing the reading of morphologically based nonpointed pseudowords. One hundred seventy-one Hebrew-speaking children and adolescents in seven age/schooling groups (beginning and end of 2nd, 3rd, 4th, 7th, and 11th grade) and a group of adults participated in the study. Participants were administered two tasks of reading aloud nonpointed pseudowords with morphological composition: words in isolation and words in sentential context. Results pinpoint the developmental milestones on the way to efficient nonpointed word recognition in Hebrew: learning to use morphological pattern cues to fill in missing phonological information, where second grade is an important "watershed" period; and overcoming homography by learning to detect morphosyntactic cues, an ability that develops more gradually and over a longer period than pattern recognition. (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |