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Phonological and semantic factors in children's acquisition of a sight vocabulary in readingLaing, Emma Claire January 1998 (has links)
No description available.
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The Role of Phonetic Awareness in Modulating Bilingual Cross-linguistic Phonetic Interaction: Evidence from Code-switchingYi-Fang Cheng (18858196) 22 June 2024 (has links)
<p dir="ltr">Bilingualism is defined as the regular use of two or more languages by a single speaker in their everyday lives (Grosjean, 2008). Prior research at the phonetic level has shown that bilinguals often experience a degree of cross-linguistic interference, in which the productions of one language shift in the direction of the opposite language. Evidence for cross-linguistic interference is most notable in contexts where bilinguals activate both of their languages, as in cases of code-switching. Yet prior research has produced somewhat mixed results, with a subset of studies failing to find evidence of cross-linguistic interference. While some authors have suggested that such mixed results may be the result of varying levels of phonetic awareness (i.e., knowledge about the phonetic norms of each language), the potential contribution of this variable has yet to be systematically explored. Utilizing code-switching as a tool, the current study examined the role of phonetic awareness in modulating bilingual cross-linguistic phonetic interaction. A total of 20 L1 Mandarin–L2 English bilinguals were recruited for a lab-based speech production paradigm. English vowel /æ/, which differs acoustically in the vowel height (F1) and vowel backness (F2) from its Mandarin counterpart /e/, was selected as the measure of the phonetic interference. Participants produced stimuli across six contexts: monolingual Mandarin, code-switched Mandarin, pre-switched Mandarin, monolingual English, code-switched English, and pre-switched English. Phonetic awareness was assessed using the Strategies for Pronunciation Improvement (SPI) Inventory (Sardegna et al., 2018). The expected evidence of cross-linguistic interference was not found, and phonetic awareness did not serve to modulate the degree of cross-linguistic interference. The discussion considers whether the lack of convergence in the code-switching context may result from both sociolinguistic and cognitive factors and discusses how this finding can affect the exploration of phonetic awareness in cross-linguistic interference.</p>
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Die effek van vroeë rekenaarblootstelling en rekenaarervaring op die leesvaardigheid van graad 1-leerders / Myrtle ErasmusErasmus, Myrtle January 2007 (has links)
The modern computerised era in which we live means that all areas of society
are subjected to information technology. Children are increasingly exposed to
and have access to computers, which necessarily have an influence on their
education and development. Seeing that children are the most receptive
group when it comes to exposure to new technology, this may have enriching
effects on computer literacy, which is often considered part of general literacy.
With regards to literacy, reading is one of the skills which pose a high
challenge. It is also a key skill that opens the world of information, as most
information is received through reading.
Any reading stimulation via electronic or printed media that encourages
learners to read is considered to improve reading ability, reading speed,
reading comprehension and phonetic awareness.
The aim of this study was to determine whether there was a correlation
between early computer exposure and experience (both computer access and
use) and reading ability of grade 1 learners. In this study a one shot cross-sectional
survey design was used. Schools with grade 1 learners in the
Umvoti district of Kwa Zulu Natal were selected to participate in the study -
stratified sampling was used. The grade 1 classes were selected on the basis
of random sampling. The selected classes (N=4; 85 learners) participated
'intact' in the study. The data was analysed using descriptive as well as
inferential statistics (e.g. MANCOVA). / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2007.
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Die effek van vroeë rekenaarblootstelling en rekenaarervaring op die leesvaardigheid van graad 1-leerders / Myrtle ErasmusErasmus, Myrtle January 2007 (has links)
The modern computerised era in which we live means that all areas of society
are subjected to information technology. Children are increasingly exposed to
and have access to computers, which necessarily have an influence on their
education and development. Seeing that children are the most receptive
group when it comes to exposure to new technology, this may have enriching
effects on computer literacy, which is often considered part of general literacy.
With regards to literacy, reading is one of the skills which pose a high
challenge. It is also a key skill that opens the world of information, as most
information is received through reading.
Any reading stimulation via electronic or printed media that encourages
learners to read is considered to improve reading ability, reading speed,
reading comprehension and phonetic awareness.
The aim of this study was to determine whether there was a correlation
between early computer exposure and experience (both computer access and
use) and reading ability of grade 1 learners. In this study a one shot cross-sectional
survey design was used. Schools with grade 1 learners in the
Umvoti district of Kwa Zulu Natal were selected to participate in the study -
stratified sampling was used. The grade 1 classes were selected on the basis
of random sampling. The selected classes (N=4; 85 learners) participated
'intact' in the study. The data was analysed using descriptive as well as
inferential statistics (e.g. MANCOVA). / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2007.
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