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Update: February 24, 2023 The new version of Termout.org is now online, so this web site is now obsolete and will soon be dismantled. |
Lista de candidatos sometidos a examen:
1) phonological (*)
(*) Términos presentes en el nuestro glosario de lingüística
1) Candidate: phonological
Is in goldstandard
1
paper corpusSignosTxtLongLines158 - : "A register is a semantic concept. It can be defined as a configuration of meanings that are typically associated with a particular situational configuration of field, mode, and tenor. But since it is a configuration of meanings, a register must also, of course, include the expressions, the lexicogrammatical and phonological features, that typically accompany or realize these meanings. And sometimes we find that a particular register also has indexical features, indices in the form of particular words, particular grammatical signals, or even sometimes phonological signals that have the function of indicating to the participants that this is the register in question ( )" (Halliday, 1989: 38 ).
2
paper corpusSignosTxtLongLines529 - : Carreira, M. (2002). When phonological limitations compromise literacy: A connectionist approach to enhancing the phonological competence of heritage language speakers of Spanish . In J. A. Hammadou Sullivan (Ed.), Literacy and the Second Language Learner (pp. 239-260). Greenwich, CT: Information Age Publishing. [ [62]Links ]
3
paper corpusSignosTxtLongLines592 - : Examinations of language and literacy profiles of grade one Spanish-speaking children from low-income families reveal they have lower scores in vocabulary, language comprehension, phonological awareness, letter-name knowledge, and letter-sound correspondences than children from middle class families (^[62]Borzone et al., 2005; ^[63]Filippetti, 2012; ^[64]Mancilla-Martinez & Lesaux, 2011, ^[65]2017). Three comparative studies conducted in Argentina show that children from homes with low socioeconomic levels display lower scores than children from homes with middle socioeconomic levels in all phonological awareness skills assessed in kindergarten and grade one: initial sound identification, initial sound isolation and phoneme elision (^[66]Diuk, Borzone & Ledesma, 2010 ; ^[67]Canales & Porta, 2016, ^[68]2018). Because linguistic abilities at school entry are highly related to later academic competencies (^[69]Suárez-Coalla, García de Castro & Cuetos, 2013; ^[70]Bowyer-Crane, Fricke, Schaefer,
4
paper corpusSignosTxtLongLines592 - : Spelling. This task, by ^[125]Signorini and Borzone (2003), consists of writing six lists of words: 1) high frequency short and long words with consonant-vowel syllables (eight items); 2) high frequency short and long words with complex phonological structure, e.g., consonant-vowel-consonant (eight items); 3) low frequency short and long words (eight items); 4) low frequency short and long complex words (eight items); 5) orthographic complex words (eight items) and 6) pseudowords (ten items). A phonological criterion was used to score this task: one point was assigned to each word in which all the phonemes were represented . The task has an internal consistency reliability of 0.99 on the word lists and of 0.92 on the pseudoword list.
Evaluando al candidato phonological:
2) items: 6
7) register: 4 (*)
10) literacy: 3 (*)
11) configuration: 3 (*)
12) borzone: 3
14) task: 3 (*)
phonological
Lengua: eng
Frec: 129
Docs: 33
Nombre propio: / 129 = 0%
Coocurrencias con glosario: 4
Puntaje: 4.689 = (4 + (1+4.52356195605701) / (1+7.02236781302845)));
Candidato aceptado
Referencias bibliográficas encontradas sobre cada término
(Que existan referencias dedicadas a un término es también indicio de terminologicidad.)| phonological |
: Anthony, J. & Francis, D. (2005). Development of phonological awareness. Current Directions in Psychological Science, 14(5), 255-259. : Anthony, J., Lonigan, C., Burgess, S., Driscoll, K., Phillips, B. & Cantor, B. (2002). Structure of preschool phonological sensitivity: Overlapping sensitivity to rhyme, words, syllables, and phonemes. Journal of experimental child psychology, 82(1), 65-92. : Anthony, J., Williams, J. M., Durán, L. K. & Laing, S. (2011). Spanish phonological awareness: Dimensionality and sequence of development during the preschool and kindergarten years. Journal of Educational Psychology, 103(4), 857-876. : Ball, E. W. (1997). Phonological awareness: Implications for whole language and emergent literacy programs. Topics in Language Disorders, 17, 14-26. : Bar-Kochva, I. & Nevo, E. (2018). The relations of early phonological awareness, rapid‐naming and speed of processing with the development of spelling and reading: a longitudinal examination. Journal of Research in Reading, 42(1), 97-122. doi: 10.1111/1467-9817.12242 : Best, C. T. & Strange, W. (1992). Effects of phonological and phonetic factors on cross-language perception of approximants. Journal of Phonetics, 20(3), 305-330. : Bishop, D., Adams, C. & Norbury, C. (2006). Distinct genetic influences on grammar and phonological short-term memory deficits: evidence from 6-year-old twins. Genes, brain and behavior, 5(2), 158-169. : Blachman, B. (1994). What we have learned from longitudinal studies of phonological processing and reading, and some unanswered questions: A response to Torgesen, Wagner and Rashotte. Journal of Learning Disabilities, 77, 787-791. : Blachman, B., Ball, E., Black, R. & Tangel, D. (2000). Road to the code. A phonological awareness program for young children. Baltimore, M.D.: Paul H. Brookes Publishing. : Bradley, L. & Bryant, P. E. (1991). Phonological skills before and after learning to read. En S. A. Brady & D. P. Shankweiler (Eds.), Phonological processes in literacy (pp. 37-45). Hilldale: Erlbaum. : Branum-Martin, L., Tao, S. & Garnaat, S. (2015). Bilingual phonological awareness: Reexamining the evidence for relations within and across languages. Journal of Educational Psychology, 107(1), 111-125. : Carlisle, J. F. & Nomanbhoy, D. M. (1993). Phonological and morphological awareness in first graders. Applied Psycholinguistics, 14, 177-195. : Carrillo, M. S. (1994). Development of phonological awareness and reading acquisition. A study in Spanish language. Reading and Writing: An Interdisciplinary Journal, 6, 279-298. : Casalis, S. & Colé, P. (2009). On the relationship between morphological and phonological awareness: Effect of training in kindergarten and in first-grade reading. First Language, 29, 113-142. : Casalis, S. & Louis-Alexandre, M. (2000). Morphological analysis, phonological analysis and learning to read French: A longitudinal study. Reading and Writing: An Interdisciplinary Journal, 12, 303-335. : Castles, A. & Coltheart, M. (2004). Is there a causal link from phonological awareness to success in learning to read? Cognition, 91, 77-111. : Cera, M. L., Ortiz, K. Z., Bertolucci, P. H. F. & Minett, T. (2018). Phonetic and phonological aspects of speech in Alzheimer’s disease. Aphasiology, 32(1), 88-102. : De Jong, P. F. & Van der Leij, A. (2002). Effects of phonological abilities and linguistic comprehension on the development of reading. Scientific Studies of Reading, 6, 51-77. : Deacon, H. & Kirby, R. (2004). Morphological awareness: Just ‘more phonological’ The roles of morphological and phonological awareness in reading development. Applied Psycholinguistics, 25, 223-238. : Demont, E. & Gombert, J. E. (1996). Phonological awareness as a predictor of recoding skills and syntactic awareness as a predictor of comprehension skills. British Journal of Educational Psychology, 66, 315-332. : Dodd, B., Holm, A., Hua, Z. & Crosbie, S. (2003). Phonological development: A normative study of British English children. Clinical Linguistics & Phonetics, 17(8), 617-643. : Dufour, S. & Peereman R. (2004). Phonological priming in auditory word recognition: Initial overlap facilitation effect varies as a function of target word frequency [en línea]. Disponible en línea: [33]http://cpl.revues.org/document437.html : Dufour, S. & Peereman, R. (2003b). Lexical competition in phonological priming: Assessing the role of phonological match and mismatch lengths between primes and targets. Memory and Cognition, 31, 1271-1283. : Dumay, N., Benraïss, A., Barriot, B., Colin, C., Radeau, M. & Besson, M. (2001). Behavioral an elec-trophisiological study of phonological priming between bysillabic spoken words. Journal of Cognitive Neuroscience, 13, 121-143. : Ellis, N. (1996). Sequencing in SLA: Phonological memory, chunking, and points of order. Studies in Second Language Acquisition, 18(1), 91126. : Gillam, R. & van Kleeck, A. (1996). Phonological awareness training and short-term working memory: Clinical implications. Topics in Language Disorders, 17, 72-81. : Gillon, G. (2004). Phonological awareness: From research to practice. Nueva York: Guilford Press. : Goldstein, B. & Iglesias, A. (1996a). Phonological patterns in normally developing Spanish-speaking 3- and 4- years-old of Puerto Rican descent. Language, Speech, and Hearing Services in Schools, 27, 82-90. : Goldstein, B. & Iglesias, A. (1996b). Phonological patters in Puerto Rican Spanish-speaking children with phonological disorders. Journal Communication Disorders, 29, 367-387. : Goldstein, B. A. & Pollock, K. E. (2000). Vowel errors in Spanish-speaking children with phonological disorders: A retrospective, comparative study. Clinical Linguistics and Phonetics, 14, 217-225. : Goldstein, B., Fabiano, L. & Iglesias, A. (2004). Spontaneous and imitated productions in Spanish- speaking children with phonological disorders. Language, Speech and Hearing Services in Schools, 35, 5-15. : Gottardo, A., Stanovich, K. E. & Siegel, L. (1996). The relationships between phonological sensitivity, syntactic processing, and verbal working memory in the reading performance of thirdgrade children. Journal of Experimental Child Psychology, 63, 563-582. : Gutiérrez-Fresneda, R., Vicente-Yagüe, M. I. & Alarcón, R. (2020). Development of the phonological awareness in the beginning of the process of learning to read. Revista Signos. Estudios de Lingüística, 53(104), 664-681. DOI: 10.4067/S0718-09342020000300664 : Hamburger, M. & Slowiaczek, L. (1996). Phonological priming refects lexical competition. Psychono-mic Bulletin & Review, 3, 520-525. : Hamburger, M. & Slowiaczek, L. (1999). On the role of bias in dissociated phonological priming effects: A reply to Goldinger. Psychonomic Bulletin & Review, 6, 352-355. : Harris, L. N. & Perfetti, C. (2017). Individual differences in phonological feedback effects: Evidence for the orthographic recoding hypothesis of orthographic learning. Scientific Studies of Reading, 21(1), 31-45. : Herrera, L. & Defior, S. (2005). An approach to the phonological processing in prereading Spanish children: Phonological awareness, verbal short-term memory and naming. Psyche, 14(2), 81-95. : Jasińska, K. & Laura-Ann, P. (2017). Age of bilingual exposure is related to the contribution of phonological and semantic knowledge to successful reading development. Child Development, 89(1), 310-331. : Jiménez, J. & Ortiz, M. (1993). Phonological awaraness in learning literacy. Cognitiva, 1, 3-27. : Jiménez, J., García, E. & Venegas, E. (2010). Are phonological processes the same or different in low literacy adults and children with or without reading disabilities in a consistent orthography? Reading and Writing: An Interdisciplinary Journal, 23, 1-18. : Law, J. & Ghesquière, P. (2017). Early development and predictors of morphological awareness: Disentangling the impact of decoding skills and phonological awareness. Research in Developmental Disabilities, 67, 47-59. : Mann, V. & Liberman, I. (1984). Phonological awareness and verbal short-term memory. Journal of Learning Disabilities, 17, 592-599. : Meira, Â., Cadime, I. & Leopoldina, F. (2019). The structure of phonological awareness in European Portuguese: A study of preschool children. The Journal of Educational Research, 112(3), 367-376. doi: 10.1080/00220671.2018.1530966 : Miller, P. (2010). Phonological, orthographic, and syntactic awareness and their relation to reading comprehension in prelingually deaf individuals: What can we learn from skilled readers? J Dev Phys Disabil, 22, 549-580. : Nation, K. & Snowling, M. J. (2004). Beyond phonological skills: Broader language skills contribute to the development of reading. Journal of Research in Reading, 27(4), 342-356. : Norris, D., McQueen, J. & Cutler, A. (2002). Bias effects in facilitatory phonological priming. Memory and Cognition, 30, 399-411. : Rego, L. L. B. & Bryant, P. E. (1993). The connection between phonological, syntactic and semantic skills and children’s reading and spelling. European Journal of Psychology of Education, 8(3), 235-246. : Rodríguez, C., Van Der Boer, M., Jiménez, J. & De Jong, P. (2015). Developmental changes in the relations between RAN, phonological awareness and reading in Spanish children. Scientific Studies of Reading, 19(4), 273-288. : Saviciüté, E., Ambridge, B. & Pine, J. M. (2018). The roles of word-form frequency and phonological neighbourhood density in the acquisition of Lithuanian noun morphology. Journal of Child Language, 45, 641-672. : Schmalz, X., Marinus, E. & Castles, A. (2013). Phonological decoding or direct access? Regularity effects in lexical decisions of Grade 3 and 4 children. The Quarterly Journal of Experimental Psychology, 66, 338-346. : Signorini, A. & Borzone, A. (2003). Learning to read and spell in Spanish. The prevalence of phonological strategies. Interdisciplinaria, 20(1), 5-30. : Spinelli, E., Segui, J. & Radeau, M. (2001). Phonological priming in spoken word recognition with bisyllabic targets. Language and Cognitive Processes, 16(4), 367-392. : Stahl, S. A. & Murray, B. A. (1994). Defining phonological awareness and its relationship to early reading. Journal of Educational Psycholog y, 86(2), 221-234. : Stoel-Gammon, C. & Vogel, A. (2007). Phonological development. En E. Hoff & M. Shatz (Eds.), Blackwell Handbook of Language Development (pp. 238-256). Malden, MA: Blackwell Publishing. : Torgesen, J., Wagner, R. & Rashotte, C. (1994). Longitudinal studies of phonological processing and reading. Journal of Learning Disabilities, 27, 276-286. : Treiman, R. & Zukowski, A. (1991). Levels of phonological awareness. EnS. A. Brady , & D. P. Shankweiler (Eds.), Phonological processes in literacy. A tribute to Isabelle Y. Liberman (pp. 67-83). Hillsdale, NJ: Erlbaum. : Treiman, R. (1991). Phonological awareness and its roles in learning to read and spell. En D. Sawyer & B. Fox (Eds.), Phonological Awareness in Reading: The Evolution of Current Perspective (pp. 1-30). Nueva York: Springer-Verlag. : Trofimovich, P., Gatbonton, E. & Segalowitz, N. (2007). A dynamic look at L2 phonological learning: Seeking processing explanations for implicational phenomena. Studies in Second Language Acquisition, 29(3), 407-448. : Vihman, M. M. (1996). Phonological development: The origins of language in child. Oxford, UK: Blackwell Publishers. : Vitevitch, M. S. & Luce, P. A. (2016). Phonological neighbourhood effects in spoken word perception and production. Annual Review of Linguistics, 2, 75-94. : Wolf, M., O’Rourke, A. G., Gidney, C., Lovett, M., Cirino, P. & Morris, R. (2002). The second deficit: An investigation of the independence of phonological and naming-speed deficits in developmental dyslexia. Reading and Writing, 15, 43-72. : Ziegler J., Muneaux, M. & Grainger, J. (2003). Neighborhood effects in auditory word recognition: Phonological competition and orthographic facilitation. Journal of Memory and Language, 48, 779-793. : linguistic exposure have implications for the development of phonological awareness because it is closely tied to early vocabulary development (^[61]Dickinson, McCabe, Anastasopoulos, Peisner-Feinberg & Poe, 2003). |