Understanding a written text requires some higher cognitive abilities that not all children have. Some children have these abilities, since they understand oral texts; however, they have difficulties with written texts, probably due to problems in reading fluency. The aim of this study was to determine which aspects of reading fluency are related to reading comprehension. Four expositive texts,...

We propose an ontology-based framework for linguistic annotation of written texts. We argue that linguistic annotation can be actually considered a special case of semantic annotation with regard to an ontology such as pursued within the context of the Semantic Web. Furthermore, we present CREAM, a semantic annotation framework, as well as its concrete implementation OntoMat and show how they c...

This paper reports on a 1-year longitudinal study that aimed at investigating the relationship between intermediate EFL learners’ development of reading and writing proficiency while delineating a range of linguistic features present in a set of 30 reading comprehension texts and 350 written essays. Data (reading comprehension exam scores and written essays) were collected from a junior high sc...

Most spoken texts that are used in second language (L2) listening classroom activities are scripted texts, where the text is written, revised, polished, and then read aloud with artificially clear enunciation and slow rate of speech. This article explores the field’s overreliance on these scripted texts, at the expense of including unscripted spoken texts that have very different textual and ph...

We propose a system for analyzing texts written in languages which don't make use of punctuation, with syntactic tagging in mind. The core system is a simple chart parser, but to cope with the complexity and ambiguity problems, we use simpliied nite-state automata, which guide the analysis. An application to Ancient Egyptian texts is introduced.

Shruti and Smriti: Revelation and Tradition [14] Shruti (“revealed”) texts have been divinely revealed to the early sages (rishis). Written in Sanskrit, and dated between 1500 and 300 BCE. Key examples: The Vedas and Upanishads. Smriti (“remembered”) texts are of human composition (albeit based on divine truths). Key examples: the Epics (e.g., the Bhagavad-Gita and the Ramayana), Puranas (e.g. ...

Learning is fostered when spoken rather than written texts are used concurrently with dynamic or static pictures in instructional settings. This is mainly caused by split attention and can be explained by the cognitive theory of multimedia learning (Mayer, 2001) or the cognitive load theory (Sweller, 1999). Numerous studies have provided evidence for modality effects (Ginns, 2005), but recently...

This paper aims to develop a new classification of errors made in Arabic by those suffering from dyslexia to be used in the annotation of the Arabic dyslexia corpus (BDAC). The dyslexic error classification for Arabic texts (DECA) comprises a list of spelling errors extracted from previous studies and a collection of texts written by people with dyslexia that can provide a framework to help ana...