Spelling Morphology: The Psycholinguistics of Hebrew Spelling: 3 (Literacy Studies)

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You can change your ad preferences anytime. Upcoming SlideShare. Processing lexical ambiguity and visual word recognition in a deep orthography. Goldblum, N. The crossword puzzle paradigm: The effectiveness of different word fragments as cues for the retrieval of words. Can speech perception be influenced by simultaneous presentation of print? Repp, B.

Detectability of words and nonwords in two kinds of noise. Journal of the Acoustical Society of America, 84 , Comparison of the geometric and the contrast models of similarity by presentation of visual stimuli to the left and the right visual fields. Orthographic depth and the interaction of visual and auditory processing in word recognition.

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In: K. Binyaminy, A. Dolev, E. Cohen, M. Schlesinger Eds. Theories and Application in Psychology , Jerusalem: Magnes. Phonological ambiguity and Lexical ambiguity: Effects on visual and auditory word recognition. Orthographies and word perception. Psychologia,1 , Phonetic recoding of print and its effect on the detection of speech in amplitude modulated noise. Cognition, 39 , Orthographic depth and Psychological reality: A reply to Yossef Shimron. Psychologia, 2 , In Hebrew.

Orthography and Phonology: The psychological reality of orthographic depth. Noonan, P. Lima Eds. The Linguistics of Literacy.


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Katz, L. Orthography, phonology, Morphology, and Meaning: an overview. In: R. Reading consonants and guessing vowels: Visual word recognition in Hebrew orthography. Reading in different orthographies: the orthographic depth hypothesis.

Lexical mediation between sight and sound in speechreading. Quarterly Journal of Experimental Psychology, 45A , Phonetic recoding of phonologically ambiguous printed words.

Spelling morphology: the psycholinguistics of hebrew spelling: 3 (lit…

Prelexical and postlexical strategies in reading: Evidence from a deep and a shallow orthography. Morphologocal factors in visual word identification in Hebrew. Feldman Ed. Morphological aspects of language processing. Feldman, L. Decomposing words into their constituent morphemes: evidence from English and Hebrew.

Ben-Dror, I.


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Semantic, phonological, and morphological skills in children with reading disabilities and normally achieving readers: Evidence from perception and production of spoken Hebrew words. Reading Research Quarterly, 30 , Phonological computation and missing vowels: Mapping lexical involvement in reading.


  • Spelling Morphology: The Psycholinguistics of Hebrew Spelling (Literacy Studies).
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  • Orthographic representation and phonemic segmentation in skilled readers: a cross-language comparison. Psychological Science, 6 , Is an apple a fruit? Semantic relatedness as reflected by psychophysiological responsivity. Psychophysiology, 33 , Gronau, N. Gollan, T. Translation priming with different scripts: Masked priming with cognates an noncognates in Hebrew-English billinguals. Principles of reading acquisition in Hebrew: Analysis of the Psycholinguistic Method. Psycholinguistic studies in Israel: language acquisition,reading, and writing.

    Shimron Ed. Jerusalem: Magnes. Berent, I. The inhibition of polygraphic consonants in spelling Hebrew: evidence for a recurrent assembly of spelling and phonology in visual word recognition.

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    Perfetti, L. Fayol Eds. Learning to Spell. What can we learn from the morphology of Hebrew: a masked priming investigation of morphological representation.

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    Towards a strong phonological theory of visual word recognition: True issues and false trails. The text clearly explains the strategies that readers of other languages develop in response to their own writing systems Chinese, Japanese, Arabic, Hebrew, other alphabets, or transparent Roman alphabetic systems , contrasted with an explanation of the strategies that English readers develop in response to the opaque orthography of English, and explicates how other low-level processing strategies for L1 morphology and word formation may aid or hinder processing in English L2 reading acquisition.

    A complete, balanced reading ideology should be big enough to embrace all reading theories and practices. In particular, it should be able to accommodate those researchers and teachers who find that attention to the details of language can also help students learn to read better. This book fills that gap. Pre-reading discussion and study questions are provided to stimulate interest and enhance comprehension.

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