Search results for "tavut"

Does training in syllable recognition improve reading speed? A computer-based trial with poor readers from second and third grade.

2013

Repeated reading of infrequent syllables has been shown to increase reading speed at the word level in a transparent orthography. This study confirms these results with a computer-based training method and extends them by comparing the training effects of short syllables and long frequent and infrequent syllables, controlling for rapid automatized naming. Our results, based on a sample of 150 poor readers of Finnish, showed clear gains in reading speed regarding all trained syllables, but a transfer effect to the word level was evident only in the case of long infrequent syllables. Rapid automatized naming was associated with initial reading speed, but not with the training effect. peerRevi…

Measuring orthographic transparency and morphological-syllabic complexity in alphabetic orthographies

2017

This narrative review discusses quantitative indices measuring differences between alphabetic languages that are related to the process of word recognition. The specific orthography that a child is acquiring has been identified as a central element influencing reading acquisition and dyslexia. However, the development of reliable metrics to measure differences between language scripts hasn’t received much attention so far. This paper therefore reviews metrics proposed in the literature for quantifying orthographic transparency, syllabic complexity, and morphological complexity of alphabetic languages. The review included searches of Web of Science, PubMed, PsychInfo, Google Scholar, and var…

The role of letters and syllables in typical and dysfluent reading in a transparent orthography

2012

The role of letters and syllables in typical and dysfluent 2nd grade reading in Finnish, a transparent orthography, was assessed by lexical decision and naming tasks. Typical readers did not show reliable word length effects in lexical decision, suggesting establishment of parallel letter processing. However, there were small effects of word syllable structure in both tasks suggesting the presence of some sublexical processing also. Dysfluent readers showed large word length effects in both tasks indicating decoding at the letterphoneme level. When lexical access was required in a lexical decision task, dyslexics additionally chunked the letters into syllables. Response duration measure rev…

Sublexical effects on eye movements during repeated reading of words and pseudowords in Finnish

2011

The role of different orthographic units (letters, syllables, words) in reading of orthographically transparent Finnish language was studied by independently manipulating the number of letters (NoL) and syllables (NoS) in words and pseudowords and by recording eye movements during repeated reading aloud of these items. Fluent adult readers showed evidence for using larger orthographic units in (pseudo)word recoding, whereas dysfluent children seem to be stuck in a letter-based decoding strategy, as lexicality and item repetition decreased the NoL effect only among adult readers. The NoS manipulation produced weak repetition effects in both groups. However, dysfluent children showed evidence…

Sublexical effects on eye movements during repeated reading of words and pseudowords in Finnish

2011

The role of different orthographic units (letters, syllables, words) in reading of orthographically transparent Finnish language was studied by independently manipulating the number of letters (NoL) and syllables (NoS) in words and pseudowords and by recording eye movements during repeated reading aloud of these items. Fluent adult readers showed evidence for using larger orthographic units in (pseudo)word recoding, whereas dysfluent children seem to be stuck in a letter-based decoding strategy, as lexicality and item repetition decreased the NoL effect only among adult readers. The NoS manipulation produced weak repetition effects in both groups. However, dysfluent children showed evidence…

An Evaluation of the Efficacy of GraphoGame Rime for Promoting English Phonics Knowledge in Poor Readers

2020

© Copyright © 2020 Ahmed, Wilson, Mead, Noble, Richardson, Wolpert and Goswami. Here, we report further analysis of data drawn from a Randomized Controlled Trial (RCT) run in the United Kingdom designed to evaluate the efficacy of an adaptive software game to aid the learning of English phonics, GraphoGame Rime. We evaluate the efficacy of GraphoGame Rime for the “top half” of players in the RCT, children aged 6 to 7 years who played above the group mean play progress point (95 children). We also analyze three sub-groupings of this cohort. The GraphoGame family of games in different languages was originally designed to support children at family risk of dyslexia, hence we analyzed data for …

Neljäsluokkalaisten nopean välähtävän lukemisen taito : miten epäsanan pituus ja tavurakenne vaikuttavat lukemisen tarkkuuteen?

2002

Tietokonepeli espanjankielisten lasten lukemaan oppimisen harjoittajana Chilessä

2008

Edistääkö tavuharjoittelu lukemisen sujuvuutta? : tietokonepohjainen harjoittelukokeilu tois- ja kolmasluokkalaisilla heikoilla lukijoilla

2016

Tämä artikkeli perustuu Heikkilän, Aron, Närhin, Westerholmin ja Ahosen artikkeliin Does the training in syllable recognition improve reading speed? A computer-based trial with poor readers from second and third grade, joka julkaistiin Scientific Studies of Reading -lehden numerossa 17(6) vuonna 2013. Tutkimuksessa selvitettiin, voidaanko tietokonepohjaisella tavujen toistavaan tunnistamiseen perustuvalla menetelmällä vaikuttaa heikkojen lukijoiden lukemissujuvuuteen. Lisäksi selvitettiin, vaikuttavatko lukemisen alkutaso ja nopean nimeämisen taito harjoittelun tehokkuuteen. Tutkimukseen osallistui 150 tois- ja kolmasluokkalaista heikkoa lukijaa, jotka jaettiin satunnaisesti kontrolliryhmää…

Tietokoneavusteisen pelin vaikutus kirjainäännevastaavuuksien sekä tavujen oppimiseen : tapaustutkimus viidestä esikouluikäisestä pojasta

2004

Tämä työ oli pilottitutkimus tietokoneavusteisen pelin toisesta versiosta, jonka tarkoituksena on opettaa assosiaatio-oppimisen avulla kirjain-äännevastaavuuksia sekä kirjoitettujen ja äännettyjen tavujen välistä yhteyttä. Samalla tutkittiin oliko pelaamisella vaikutusta lasten suoriutumiseen kirjainten nimeämiskykyä sekä fonologista tietoisuutta mittaaviin tehtäviin ja oliko pelin ensimmäiseen versioon tehdyt korjaukset parantaneet sen pelattavuutta. Tutkimukseen osallistui viisi esikouluikäistä poikaa, jotka valittiin tutkimukseen huonon kirjainten nimeämiskykynsä ja esikouluopettajien havaitseman kuntoutustarpeen perusteella. Tutkimus suoritettiin tapaustutkimuksena. Lapset pelasivat kol…