来自专业的译者、企业、网页和免费的翻译库。
early versions of the theory assumed that a single phonological lexicon was used for both input
هناك نقاش مستمر بين علماء اللغة حول مدى تداخل أنظمة الاستقبال والإنتاج، لا سيما فيما يتعلق بالتحولات بين الصوتيات والدلالات. غالبًا ما تتضمن النماذج النفسية للغة التي تستخدم وحدات معالجة منفصلة "معجمًا صوتيًا" يخزن تمثيلات الكلمات الفردية في نوع من التنسيق السمعي.
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in addition to their role in learning to read, phonological processing abilities also support effective mathematical calculation, listening comprehension, and reading comprehension.
فبالإضافة إلى دورهم في تعلّم القراءة، تدعم قدرات المعالجة الصوتية أيضًا عمليات الحساب الرياضية الفعالة والاستيعاب السمعي وكذلك الاستيعاب القرائي.
a deficit in one or more of these kinds of phonological processing abilities is viewed as the most common cause of learning disabilities in general, and of reading disabilities in particular.
يُنظر إلى العجز في قدرة أو أكثر من هذه الأنواع من قدرات المعالجة الصوتية على أنه السبب الأكثر شيوعًا لصعوبات التعلم بشكل عام وصعوبات القراءة بشكل خاص.
in the following discussion it was stated that chinese had a non-phonological script, which presented a special problem for romanization and in particular for pronunciation guides.
وذكر في المناقشة التي تلت ذلك أن اللغة الصينية تتضمن حروفا ليس لها أصوات كلامية مما يمثل مشكلة خاصة لاستعمال الحروف اللاتينية ولا سيما بالنسبة لأدلة النطق.
the following tables summarize adam’s performance on the individual subtests, as well as his composite scores in phonological awareness, phonological memory, and rapid naming.
تلخص الجداول التالية أداء آدم في الاختبارات الفرعية الفردية، بالإضافة إلى إجمالي درجاته في مهارات الوعي الصوتي والذاكرة الصوتية والتسمية السريعة.
abstract students in grades 5–9 (n=29) with specifc learning disabilities (slds) (dys- graphia, dyslexia, or oral and written language learning disability, owl ld) were asked to take notes and handwrite or type summaries of social studies texts about world geography and cultures that they read or heard. this activity required acti- vating knowledge of academic language for the disciplinary content. fine-grained analyses of their spelling errors focused on the phonological, orthographic and mor- phological aspects of word spelling afected while writing in an academic register. nonparametric statistical analyses revealed no signifcant diferences attributable to sld diagnosis or combinations of the mode of the source text (reading or listening) and transcription (handwriting with stylus or typing with keyboard). students gener- ated similar degrees of error complexity in their spelling errors when writing in this disciplinary academic register regardless of the nature of their sld, mode of presen- tation of source texts, or mode of transcription. three types of common misspelling patterns across slds, mode of presentation, and mode of transcription are described in this exploratory study. instructional applications for teaching students with slds to spell words in english, a morphophonemic orthography, when composing in an academic register are discussed as well as proposed future research directions.
تحليل الأخطاء الإملائية للملخصات المكتوبة في السجل الأكاديمي من قبل الطلاب الذين يعانون من صعوبات تعلم محددة: التأثيرات الصوتية والإملائية والصرفيةabstract students in grades 5–9 (n=29) with specifc learning disabilities (slds) (dys- graphia, dyslexia, or oral and written language learning disability, owl ld) were asked to take notes and handwrite or type summaries of social studies texts about world geography and cultures that they read or heard. this activity required acti- vating knowledge of academic language for the disciplinary content. fine-grained analyses of their spelling errors focused on the phonological, orthographic and mor- phological aspects of word spelling afected while writing in an academic register. nonparametric statistical analyses revealed no signifcant diferences attributable to sld diagnosis or combinations of the mode of the source text (reading or listening) and transcription (handwriting with stylus or typing with keyboard). students gener- ated similar degrees of error complexity in their spelling errors when writing in this disciplinary academic register regardless of the nature of their sld, mode of presen- tation of source texts, or mode of transcription. three types of common misspelling patterns across slds, mode of presentation, and mode of transcription are described in this exploratory study. instructional applications for teaching students with slds to spell words in english, a morphophonemic orthography, when composing in an academic register are discussed as well as proposed future research directions.
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