PURPOSE Damage to left perisylvian cortex often results in impaired phonological processing abilities with written language profiles consistent with phonological alexia and phonological agraphia. The purpose of this article was to examine a behavioral treatment sequence for such individuals intended to strengthen phonological processing and links between phonology and orthography, as well as tr...

English spelling is unphonetic: the same sounds can be spelled in various and often idiosyncratic ways. It is also ungoverned: there is no authority guiding its development. However, it is not as arbitrary as one might conclude. Investigating the spelling of four derivational suffixes, we show that the spelling of English suffixes is quite consistent. Homophonous endings of morphologically simp...

Although English lacks 1-to-1 relationships between sounds and spellings, considering the context in which a phoneme occurs can often aid in selecting a spelling. For example, /ɑ/ is typically spelled as a when it follows /w/, as in wand, but as o when it follows other consonants, as in pond. In 2 experiments, the authors asked whether children’s spellings of vowels in nonwords were affected by...

Data Quality Concepts and Techniques Applied to Taxonomic Databases by Eduardo Couto Dalcin The thesis investigates the application of concepts and techniques of data quality in taxonomic databases to enhance the quality of information services and systems in taxonomy. Taxonomic data are arranged and introduced in Taxonomic Data Domains in order to establish a standard and a working framework t...

The role of spelling recognition was examined in word reading skills and reading comprehension for dyslexic and nondyslexic children. Dyslexic and nondyslexic children were matched on their raw word reading proficiency. Relationships between spelling recognition and the following were examined for both groups of children: verbal ability, working memory, phonological measures, rapid naming, word...

In this paper we describe a connectionist model of the development of alphabetic spelling, and show that its performance resembles that of dyslexic spellers if its computational resources are restricted during learning. We then describe the results of an experiment which tests the predictions of the model on normal and dyslexic spellers. Our results suggest that dyslexic children show a similar...

The emergence of the web has necessitated the need to detect and correct noisy consumer-generated texts. Most of the previous studies on English spelling-error extraction collected English spelling errors from web services such as Twitter by using the edit distance or from input logs utilizing crowdsourcing. However, in the former approach, it is not clear which word corresponds to the spelling...

Although English lacks one-to-one relationships between sounds and spellings, considering the context in which a phoneme occurs can often aid in selecting a spelling. For example, /ɑ/ is typically spelled as a when it follows /w/, as in wand, but as o when it follows other consonants, as in pond. In two experiments, we asked whether children’s spellings of vowels in nonwords were affected by th...

Given the importance of syllables in the development of reading, spelling, and phonological awareness, information is needed about how children syllabify spoken words. To what extent is syllabification affected by knowledge of spelling, to what extent by phonology, and which phonological factors are influential? In Experiment 1, six- and seven-year-old children did not show effects of spelling ...

Three experiments used homophones as a test case to examine the roles of phonology and morphology in the spelling process. We introduced university students to novel meanings of spoken forms, for example presenting /fid/ as a rare word for a type of furniture. We asked whether participants avoided spelling the new word as ‹feed›, instead using alternatives such as ‹fead›. Although participants ...