Cross-Linguistic Study of Acquired Reading Disorders: by Prathibha Karanth

By Prathibha Karanth

This quantity specializes in cross-linguistic reports of the obtained issues of analyzing and what they could let us know in regards to the versions of analyzing and the human mind. the writer has compiled a source-book on cross-linguistic experiences of analyzing issues with facts from the alphasyllabaries of India, as well as exhibiting the consequences of those findings at the knowing of studying, its acquisition, and the developmental and bought examining issues and their management.

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Cross-Linguistic Study of Acquired Reading Disorders: Implications for Reading Models, Disorders, Acquisition, and Teaching (Neuropsychology and Cognition)

This quantity makes a speciality of cross-linguistic stories of the received issues of interpreting and what they could let us know in regards to the versions of interpreting and the human mind. the writer has compiled a source-book on cross-linguistic reviews of analyzing problems with info from the alphasyllabaries of India, as well as exhibiting the results of those findings at the realizing of studying, its acquisition, and the developmental and bought examining issues and their administration.

Extra info for Cross-Linguistic Study of Acquired Reading Disorders: Implications for Reading Models, Disorders, Acquisition, and Teaching (Neuropsychology and Cognition)

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This word length effect in their reading is taken as a hallmark of Ibl reading. Copying, spelling and writing skills in these patients are often intact. Paradoxically, the patient is often unable to read what he himself has written. Handwritten matter is more difficult to read than print. Large size print is relatively easier to read. Often the patient can identify and name single letters but word recognition is impaired. , the patient can understand spoken language and can speak. A recently observed phenomenon that has attracted attention is the residual reading abilities and in particular the lexical effects, that are observed in many pure alexic patients.

The few exceptions that do not follow the general pattern in Kannada are - when Im:/and ly:1 occur with the vowels 101 and 10:1 the consonants take reduced forms Imol and Iyo/. To maintain the distinction between Ima! 10;$:)1 and Iva! 10:$1 the sequence Ivol is written as 1*1. , Ipha! and Iva! , Ipul I~I and Ipu:1 I~/. This means that Ima! 10;$:)1 can only be interpreted as Ima! since Ivul is I~/. In Kannada these special vowel forms are also used for 101 and 10:/. 3. 1. 3e. CCVSyllables: Any sequence ofconsonants within a word is written by adding a reduced/conjunct version ofthe later consonant or consonants to the shape of the first consonant.

Is the independent vowel "a" l'dl Ika! is the consonant symbol for "k" with the inherent vowel "a" I~'d/ lakka! is the word "sister" where the first akshara is the independent vowel "a", the second a composite CCV syllable "kka" consisting ofthe consonant "k" in its primary and secondary forms and the inherent vowel "a". In contrast I~a/ lakkil the word "rice" while sharing all other features with the word lakka! has I <':II Iii as the final vowel instead of Ia! and this is indicated by the secondary form ofthe vowel Iii being added to the consonant Ik/ instead ofthe secondary form of la/.

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