A psycholinguistic investigation of orthographic neighbourhood effects in reading and spelling in isiXhosa
- Authors: Cox, Paige Samantha
- Date: 2022-10-14
- Subjects: Literacy , Xhosa language Orthography and spelling , Psycholinguistics , Word recognition , Reading , Orthographic neighbourhood effects
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/404916 , vital:70121
- Description: Despite increased research interest in recent years in the metalinguistic skills underpinning reading in the Southern Bantu languages, little work has been done on the underlying microlinguistic layer. This refers to the actual mechanical underpinnings of linguistic skills; zooming in on micro-language structures so as to explicate our understanding of how reading works. One such microlinguistic phenomenon is the effect of orthographic neighbours on reading and writing. Research has found predominantly faciliatory neighbourhood effects for English word reading (Andrews, 1997; Siakaluk, Sears & Lupker, 2002; Yarkoni, Balota & Yap, 2008). Specifically, words with more orthographic neighbours have faster response times in lexical decision and naming tasks. However, in languages such as Spanish and French, inhibitory neighbourhood effects are reported (Grainger & Jacobs, 1996; Carreiras, Perea & Grainger, 1997). These findings highlight the language-specific nature of orthographic neighbourhood effects (Andrews, 1997), and the necessity for language- specific investigations of these effects. This thesis investigates the linguistic properties of orthographic neighbours in isiXhosa, thereby developing a database of orthographic neighbourhoods in isiXhosa. Further, this research explores the interaction between orthographic neighbourhood density and neighbourhood frequency with three literacy skills: lexical decision response time, word reading accuracy, and spelling accuracy. Data were collected from 97 isiXhosa grade three learners from five schools in KwaNobuhle Township in the Eastern Cape. A corpus of 170 000 tokens of isiXhosa words (Rees & Randera, 2017) was used to compile a database of orthographic neighbourhoods for 30 real, and 30 pseudowords which ranged in orthographic neighbourhood density and neighbourhood frequency, whilst controlling for word length and word frequency. Using this database, lexical decision, word reading, and spelling tasks were designed and administered to the participants. Findings indicate a significant inhibitory effect of orthographic neighbourhood frequency on spelling accuracy. Words with high neighbourhood frequencies are more likely to be spelt incorrectly. There was no observed effect of orthographic neighbourhoods on lexical decision response time and word reading accuracy. These results are interpreted within connectionist and search models of orthographic processing. Specifically, the findings indicate a partial reliance on lexical processing strategies when spelling. That is, orthographic neighbours compete for lexical access when spelling. Education practitioners may wish to present learners with lists of orthographic neighbours when introducing novel words so as to make explicit the fine grain differences between words in the language. This also means that future research will need to develop a larger repository of orthographic neighbours in isiXhosa that can be made available for pedagogical purposes. , Thesis (MA) -- Faculty of Humanities, Linguistics and Applied Language Studies, 2023
- Full Text:
- Date Issued: 2022-10-14
- Authors: Cox, Paige Samantha
- Date: 2022-10-14
- Subjects: Literacy , Xhosa language Orthography and spelling , Psycholinguistics , Word recognition , Reading , Orthographic neighbourhood effects
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/404916 , vital:70121
- Description: Despite increased research interest in recent years in the metalinguistic skills underpinning reading in the Southern Bantu languages, little work has been done on the underlying microlinguistic layer. This refers to the actual mechanical underpinnings of linguistic skills; zooming in on micro-language structures so as to explicate our understanding of how reading works. One such microlinguistic phenomenon is the effect of orthographic neighbours on reading and writing. Research has found predominantly faciliatory neighbourhood effects for English word reading (Andrews, 1997; Siakaluk, Sears & Lupker, 2002; Yarkoni, Balota & Yap, 2008). Specifically, words with more orthographic neighbours have faster response times in lexical decision and naming tasks. However, in languages such as Spanish and French, inhibitory neighbourhood effects are reported (Grainger & Jacobs, 1996; Carreiras, Perea & Grainger, 1997). These findings highlight the language-specific nature of orthographic neighbourhood effects (Andrews, 1997), and the necessity for language- specific investigations of these effects. This thesis investigates the linguistic properties of orthographic neighbours in isiXhosa, thereby developing a database of orthographic neighbourhoods in isiXhosa. Further, this research explores the interaction between orthographic neighbourhood density and neighbourhood frequency with three literacy skills: lexical decision response time, word reading accuracy, and spelling accuracy. Data were collected from 97 isiXhosa grade three learners from five schools in KwaNobuhle Township in the Eastern Cape. A corpus of 170 000 tokens of isiXhosa words (Rees & Randera, 2017) was used to compile a database of orthographic neighbourhoods for 30 real, and 30 pseudowords which ranged in orthographic neighbourhood density and neighbourhood frequency, whilst controlling for word length and word frequency. Using this database, lexical decision, word reading, and spelling tasks were designed and administered to the participants. Findings indicate a significant inhibitory effect of orthographic neighbourhood frequency on spelling accuracy. Words with high neighbourhood frequencies are more likely to be spelt incorrectly. There was no observed effect of orthographic neighbourhoods on lexical decision response time and word reading accuracy. These results are interpreted within connectionist and search models of orthographic processing. Specifically, the findings indicate a partial reliance on lexical processing strategies when spelling. That is, orthographic neighbours compete for lexical access when spelling. Education practitioners may wish to present learners with lists of orthographic neighbours when introducing novel words so as to make explicit the fine grain differences between words in the language. This also means that future research will need to develop a larger repository of orthographic neighbours in isiXhosa that can be made available for pedagogical purposes. , Thesis (MA) -- Faculty of Humanities, Linguistics and Applied Language Studies, 2023
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- Date Issued: 2022-10-14
The morphological complexity of L1 Arabic-speaking children
- Authors: Issa, Iyad
- Date: 2019
- Subjects: Cognition in children , Reading , Arabic language -- Orthography and spelling , Arabic language -- Orthography and spelling -- Study and teaching , Arabic language -- Study and teaching , Arabic language -- Phonetics
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/92831 , vital:30754
- Description: Spelling poses a challenge to Arabic-speaking learners due to the complexity of the morphological and orthographic system in Arabic. Arabic morphology has been argued to play a critical role in spelling since its morphological operations are built on a system consisting of a root that is interlocking into different patterns of vowels to form different categories of words. In addition, Arabic orthography is considered to be loyal to the morphographic principle (Ravid, 2012), where morphemes correspond to graphic representation regardless of the pronunciation, especially in the non-vowelized texts. This study made a detailed classification of spelling errors in a word dictation task, based on morphological structures, undertaken by 107 Typically-developing learners (TD) and learners with learning disabiities (LD) attending the same schools. All participants ranged in age from 7 years, 3 months to 15 years, 2 months (grades 2 to 8). The spelling task was made up of 400 common words representing all morphological forms in different conjugations and grammatical classes. The results indicated that learners made three types of errors: errors with respect to the root, errors with respect to the word pattern, and errors with respect to both the root and the word pattern. The results also showed that TD and LD learners follow a similar pattern of complexity even though the LD group produced more errors than the TD group. The results revealed that MA and PA exhibited significant positive regression (b= 9.398, 16.106 respectively) with spelling, indicating that learners with higher scores in PA and MA have higher scores in spelling. The results argued for the crucial contribution that morphological awareness makes towards the general spelling abilities among learners and provide additional evidence for the nonlinear growth of morphological knowedge in spelling. In addition, spelling errors suggested that the spelling process goes in a hierarchical way where words can be accessed and processed either according to the root or according to the stem. Intact verbs are processed according to their root and word pattern. Some weak verb forms, whose radicals undergo modifications, are processed according to their stem, while those whose radicals are fully represented in the spoken word, are processed according to their root and word patterns. Therefore, roots or stems are firstly accessed and attached to basic word patterns (the grapheme without diacritics and affixes). Thereafter, prefixes and, then, suffixes are attached to the word pattern and, finally, diacritics are accessed and attached to the word pattern.
- Full Text:
- Date Issued: 2019
- Authors: Issa, Iyad
- Date: 2019
- Subjects: Cognition in children , Reading , Arabic language -- Orthography and spelling , Arabic language -- Orthography and spelling -- Study and teaching , Arabic language -- Study and teaching , Arabic language -- Phonetics
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/92831 , vital:30754
- Description: Spelling poses a challenge to Arabic-speaking learners due to the complexity of the morphological and orthographic system in Arabic. Arabic morphology has been argued to play a critical role in spelling since its morphological operations are built on a system consisting of a root that is interlocking into different patterns of vowels to form different categories of words. In addition, Arabic orthography is considered to be loyal to the morphographic principle (Ravid, 2012), where morphemes correspond to graphic representation regardless of the pronunciation, especially in the non-vowelized texts. This study made a detailed classification of spelling errors in a word dictation task, based on morphological structures, undertaken by 107 Typically-developing learners (TD) and learners with learning disabiities (LD) attending the same schools. All participants ranged in age from 7 years, 3 months to 15 years, 2 months (grades 2 to 8). The spelling task was made up of 400 common words representing all morphological forms in different conjugations and grammatical classes. The results indicated that learners made three types of errors: errors with respect to the root, errors with respect to the word pattern, and errors with respect to both the root and the word pattern. The results also showed that TD and LD learners follow a similar pattern of complexity even though the LD group produced more errors than the TD group. The results revealed that MA and PA exhibited significant positive regression (b= 9.398, 16.106 respectively) with spelling, indicating that learners with higher scores in PA and MA have higher scores in spelling. The results argued for the crucial contribution that morphological awareness makes towards the general spelling abilities among learners and provide additional evidence for the nonlinear growth of morphological knowedge in spelling. In addition, spelling errors suggested that the spelling process goes in a hierarchical way where words can be accessed and processed either according to the root or according to the stem. Intact verbs are processed according to their root and word pattern. Some weak verb forms, whose radicals undergo modifications, are processed according to their stem, while those whose radicals are fully represented in the spoken word, are processed according to their root and word patterns. Therefore, roots or stems are firstly accessed and attached to basic word patterns (the grapheme without diacritics and affixes). Thereafter, prefixes and, then, suffixes are attached to the word pattern and, finally, diacritics are accessed and attached to the word pattern.
- Full Text:
- Date Issued: 2019
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