This monograph discusses research, theory, and practice relevant to how children learn to read English. After an initial overview of writing systems, the discussion summarizes research from developmental psychology on children's language competency when they enter school and on the nature of early reading development. Subsequent sections review theories of learning to read, the characteristics ...

Learning to write words may strengthen orthographic representations and thus support word-specific recognition processes. This hypothesis applies especially to Chinese because its writing system encourages character-specific recognition that depends on accurate representation of orthographic form. We report 2 studies that test this hypothesis in adult learners of Chinese. In those studies, the ...

In this work, we consider the efficient simplification of regular expressions. We suggest a quantitative comparison of heuristics for simplifying regular expressions. We propose a new normal form for regular expressions, which outperforms previous heuristics while still being computable in linear time. We apply this normal form to determine an exact bound for the relation between the two most c...

Electronically available multilingual information can be divided into two major categories: (1) alphabetic language information (English-like alphabetic languages) and (2) ideographic language information (Chinese-like ideographic languages). The information available in non-English alphabetic languages as well as in ideographic languages (especially, in Japanese and Chinese) is growing at an i...

This study investigated effects of cross-language similarity on within- and between-language Stroop interference and facilitation in three groups of trilinguals. Trilinguals were either proficient in three languages that use the same-script (alphabetic in German-English-Dutch trilinguals), two similar scripts and one different script (Chinese and alphabetic scripts in Chinese-English-Malay tril...

In this paper we investigate the use of a supervised learning method for the authorship attribution that is for the identification of the author of a text. We suggest a new, simple and efficient method, which is merely based on counting the number of repetitions of each alphabetic letter in the text, instead of using the traditional classification properties; such as the contents of the text an...

The alphabet effect that showed that codified law, alphabetic writing, monotheism, abstract science and deductive logic are interlinked, first proposed by McLuhan and Logan (1977), is revisited. Marshall and Eric McLuhan’s (1988) insight that alphabetic writing led to the separation of figure and ground and their interplay, as well as the emergence of visual space, are reviewed and shown to be ...

Better understanding the mechanisms underlying developing literacy has promoted the development of more effective reading interventions for typically developing children. Such knowledge may facilitate effective instruction of deaf and hard-of-hearing (DHH) children. Hence, the current study examined the multivariate associations among phonological awareness, alphabetic knowledge, word reading, ...

Eye-movement studies have demonstrated that, relative to college-aged readers, older readers of alphabetic languages like English and German tend to read more slowly, making more frequent and longer fixations and longer saccades, and skipping more words, but also making more frequent regressions. These findings have led to suggestions that older readers either adopt a "risky" strategy of using ...