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Purpose: This study aimed to deepen the understanding of the relationship between morphological awareness and Chinese reading accuracy by exploring the factors that influence this connection through a meta-analysis. Method: We conducted a meta-analysis using data from 84 articles, comprising 104 effect sizes and a sample of 14,348 children (mean ages = 3.76 to 13.79 years). The study examined potential moderators such as script type (traditional and simplified script), age, and the type of reading accuracy measure (word and character reading), as well as the interaction between these moderators on the abovementioned relationship. Results: The analysis revealed that script type was a significant moderator in the relationship. The correlation between morphological awareness and word/character reading was stronger in traditional script than in simplified script. Age also had a significant moderating effect in the relationship, with the correlation increasing significantly with age. However, neither the type of reading accuracy measure nor the interaction between measure type and script type significantly moderated the relationship between MA and Chinese reading accuracy. Conclusion: The moderation by script type suggests that the differences in morpheme orthography between the two scripts can affect the relationship between morphological awareness and reading accuracy. The moderator of age indicates that the influence of morphological awareness on reading accuracy may grow stronger as children get older. The lack of a moderating effect by the type of reading accuracy measure suggests that the correlation between morphological awareness and word/character reading is consistent across these measures. [ABSTRACT FROM AUTHOR]

Purpose: The present study examined cross-linguistic differences in orthographic transparency and morphological complexity during complex word recognition in English and Italian. If morphological processing is more important in orthographically transparent and morphemically rich languages, larger morpheme-effects should be evident in Italian. However, if morphological processing is more pronounced in orthographically opaque and morphemically sparser languages, morpheme-effects should be larger in English. Method: 60 Italian (Mage = 25.33, 34 females, Caucasian) and 60 English (Mage = 26.35, 34 females, mostly Caucasian) native-speakers completed an online lexical decision task, while reaction times and accuracy were measured. To tease apart the independent role of stems and suffixes, we employed four types of nonwords: Stem+Suffix: night+ness, Stem+NonSuffix: night-lude, NonStem+Suffix: nisht+ness, NonStem+NonSuffix: nisht-lude). Results: The results revealed a significant morpheme interference effect in both languages: nonwords with stems were read slower and less accurately than those without stems and nonwords with suffixes slower and less accurately than those without suffixes. Crucially, this observed pattern was larger in English than Italian. Also, a significant Stem by Suffix interaction suggested that Stem+Suffix nonwords were harder to reject than all others. Conclusion: The current findings suggest that morphological processing is more pronounced in opaque orthographies like English, possibly because the activation of morphemic chunks can be used to compensate for grapheme-to-phoneme inconsistencies. [ABSTRACT FROM AUTHOR]

Within the framework of the home literacy model, this study investigated the relationship between home formal and informal literacy experiences and the development of orthographic skills among Chinese beginning readers. A total of 143 children and their parents participated in the study, with parents completing questionnaires on family background and home literacy environment, and children completing orthography identification and selection tasks. The results indicated that children who had just entered primary school could differentiate character-like stimuli from non-character-like stimuli and exhibited some knowledge of radicals and awareness of radical positions. Both home formal and informal literacy experiences were significantly correlated with children's performance in various orthographic skills. However, after controlling for factors such as children's age, gender, parents' education, and family income, and simultaneously considering both formal and informal literacy experiences, only the informal literacy environment significantly predicted children's performance on various orthographic skills. These findings suggest that home literacy environments, particularly informal home literacy experiences, play a crucial role in supporting the development of children's orthographic skills. [ABSTRACT FROM AUTHOR]

This article provides an overview of the use of pseudowords—letter strings that resemble real words by adhering to phonotactic and orthotactic rules (e. g., fambo follows the rules of English phonology and orthography, but it does not have an actual meaning)—in written word processing research, with a focus on readers in alphabetic languages. We review how pseudowords have been used in research to isolate specific features of words to examine the cognitive mechanisms underlying various aspects of their processing, including orthographic, phonological decoding, lexical-semantic, and syntactic components, as well as to the way those empirical observations have shaped theories and models of word recognition. The overview also considers their broader applications, such as in studying non-alphabetic scripts, speech processing, and language disorders like dyslexia. By providing a focused synthesis of empirical findings, this article underscores the critical insights that research using pseudowords offers into the interconnected nature of cognitive mechanisms in language processing. [ABSTRACT FROM AUTHOR]

This study examined an intervention program designed to enhance reading comprehension among struggling readers from low socioeconomic backgrounds by improving their understanding of word structure and meaning. Delivered by college education students, the program targeted second-grade students. Change scores in morphological awareness (MA), reading, spelling measures, and reading motivation were compared among the intervention group, a school-based support group, and typical readers. Results showed academic improvements across all groups. Differences were noted in MA and reading measures, with both struggling reader groups showing higher improvement in word reading tests than typical readers. The intervention group outperformed the school-based group in orthographic word recognition, reading comprehension, spelling, and MA. No significant differences were found in reading motivation change scores. However, the intervention group showed better overall improvement in reading and language measures and self-concept as a reader. Findings highlight the importance of MA in enhancing lexical representations and reading acquisition. [ABSTRACT FROM AUTHOR]

This study investigated the role of domain-specific and domain-general factors in predicting early literacy skills in Italian children. A sample of 239 first-grade students was evaluated using a broad neuropsychological battery to assess their cognitive skills. The results showed that phonological awareness, rapid automatized naming, speed of processing, and attentional control all played a role in predicting reading and writing abilities. These findings support the importance of considering not just domain-specific language skills, but also domain-general cognitive skills when identifying children at risk of difficulties in reading and writing. The study supports the adoption of a multifactorial-probabilistic model to accurately diagnose specific learning disorders. [ABSTRACT FROM AUTHOR]

In this patient with severe and frequent fainting spells, the posterior circulation was found to be fed by collaterals. A bypass from the external carotid artery to the V3 segment of the vertebral artery was performed.By Jessica Eaton; Varadaraya Shenoy; Emma Celano and Laligam SekharReported by Author; Author; Author; Author [Extracted from the article]

Despite being an official language of several countries in Central and Western Europe, German is not formally recognised as the official language of the Federal Republic of Germany. However, in certain situations the use of the German language, including the spelling rules, is subject to state regulation (by acts of Federal Parliament or by administrative decisions). This article presents the content of this regulation, its scope, and the historical context in which it was adopted. [ABSTRACT FROM AUTHOR]

Language change is a cultural evolutionary process in which variants of linguistic variables change in frequency through processes analogous to mutation, selection and genetic drift. In this work, we apply a recently-introduced method to corpus data to quantify the strength of selection in specific instances of historical language change. We first demonstrate, in the context of English irregular verbs, that this method is more reliable and interpretable than similar methods that have previously been applied. We further extend this study to demonstrate that a bias towards phonological simplicity overrides that favouring grammatical simplicity when these are in conflict. Finally, with reference to Spanish spelling reforms, we show that the method can also detect points in time at which selection strengths change, a feature that is generically expected for socially-motivated language change. Together, these results indicate how hypotheses for mechanisms of language change can be tested quantitatively using historical corpus data. [ABSTRACT FROM AUTHOR]

Research on alphabetic reading presents conflicting findings concerning the timing of orthographic and meaning processes in reading morphologically complex words. Chinese characters offer distinct visual cues for morphemes, enabling straightforward manipulations to examine orthographic and meaning processes. Guided by the Character-Word Dual Function model, we report four priming experiments that test how a reader's lexical quality impacts the emergence of orthographic and semantic priming effects in reading Chinese compounds. We conducted comparisons between native Chinese speakers and Chinese L2 learners, who vary in their quality of lexical representations. By manipulating the semantic transparency of prime-target pairs, we distinguished meaning from orthographic effects. The emergence of these effects was revealed by varying prime exposure durations. Orthographic effects emerged at shorter exposures for both L1 and L2 readers. However, meaning effects appeared at longer exposure durations only for L1 readers. These results confirm the generality of the orthography-first emergence of morphological effect in reading Chinese and suggest that readers' access to morphological meaning relations increases with experience. [ABSTRACT FROM AUTHOR]

This retrospective study evaluated the efficacy of large language models (LLMs) in improving the accuracy of Chinese ultrasound reports. Data from three hospitals (January-April 2024) including 400 reports with 243 errors across six categories were analyzed. Three GPT versions and Claude 3.5 Sonnet were tested in zero-shot settings, with the top two models further assessed in few-shot scenarios. Six radiologists of varying experience levels performed error detection on a randomly selected test set. In zero-shot setting, Claude 3.5 Sonnet and GPT-4o achieved the highest error detection rates (52.3% and 41.2%, respectively). In few-shot, Claude 3.5 Sonnet outperformed senior and resident radiologists, while GPT-4o excelled in spelling error detection. LLMs processed reports faster than the quickest radiologist (Claude 3.5 Sonnet: 13.2 s, GPT-4o: 15.0 s, radiologist: 42.0 s per report). This study demonstrates the potential of LLMs to enhance ultrasound report accuracy, outperforming human experts in certain aspects. [ABSTRACT FROM AUTHOR]

Readers are able to begin processing upcoming words before directly fixating them, and in some cases skip words altogether (i.e., never fixated). However, the exact mechanisms and recognition thresholds underlying skipping decisions are not entirely clear. In the current study, we test whether skipping decisions reflect instances of more extensive lexical processing by recording neural language processing (via electroencephalography; EEG) and eye movements simultaneously, and we split trials based on target word-skipping behavior. To test lexical processing of the words, we manipulated the orthographic and phonological relationship between upcoming preview words and a semantically correct (and in some cases, expected) target word using the gaze-contingent display change paradigm. We also manipulated the constraint of the sentences to investigate the extent to which the identification of sublexical features of words depends on a reader's expectations. We extracted fixation-related brain potentials (FRPs) during the fixation on the preceding word (i.e., in response to parafoveal viewing of the manipulated previews). We found that word skipping is associated with larger neural responses (i.e., N400 amplitudes) to semantically incongruous words that did not share a phonological representation with the correct word, and this effect was only observed in high-constraint sentences. These findings suggest that word skipping can be reflective of more extensive linguistic processing, but in the absence of expectations, word skipping may occur based on less fine-grained linguistic processing and be more reflective of identification of plausible or expected sublexical features rather than higher-level lexical processing (e.g., semantic access). [ABSTRACT FROM AUTHOR]

The article discusses the importance of inclusive research in medical education to address racism, bias, and inequity that affect learners, faculty, and patients. It highlights the need for diverse perspectives in research to ensure that all identities and backgrounds are represented. The text explores how white supremacy culture and critical theories impact research practices and offers recommendations for individual researchers and institutions to promote diversity, equity, and inclusion in medical education research. The goal is to create a future vision for inclusive research that challenges oppressive structures and fosters a diverse scholar community. [Extracted from the article]

The goal of this study was to improve our understanding of the central cognitive functions of spelling: orthographic long-term memory, phoneme-to-grapheme conversion, and orthographic working memory. To do so, we present a methodological innovation to support vector regression lesion-symptom mapping, which uses a deficit spectrum index to identify brain areas associated with one of each pair of spelling deficits. Using this approach, we find evidence of distinct neural substrates that are selectively associated with each of the three central spelling components, supporting a componential functional architecture of spelling. The specific findings provide neural evidence relevant to various debates regarding the nature of these key cognitive processes and their relationships, namely, questions concerning the degree to which phoneme-to-grapheme conversion is distinct from general phonological processing, the existence of distinct lexical and sublexical routes for translating sound to print, and whether or not working memory is distinct from long-term memory or embedded within it. A better understanding of these issues has clinical implications in terms of our understanding of dysgraphic deficits and approaches to intervention. [ABSTRACT FROM AUTHOR]

Children with developmental dyslexia (DD) display partially preserved morphology skills which they rely upon for reading and spelling. Therefore, we conducted explicit and intensive training of derivational morphology in French and Swiss individuals with DD, ages 9 to 14 years, in order to assess its effect on: morphological awareness, reading (speed and accuracy), and spelling. Our pre–posttest design included a group trained in derivational morphology and a group of children who continued their business-as-usual rehabilitation program with their speech-language therapist. Results showed effects on morphological awareness and on the spelling of complex words, with a large between-group effect size for trained items and a large to moderate effect size for untrained items. All these gains tended to be maintained over time on the delayed posttest, 2 months later. For reading, the results were more contrasted, with large between-group effect sizes for accuracy and speed for trained items, reducing to a small effect for accuracy on the delayed posttest. For untrained items, small effects were observed on accuracy (at both posttests) but not on speed. These results are very promising and argue in favor of using derivational morphology as a medium to improve literacy skills in French-speaking children and adolescents with DD. [ABSTRACT FROM AUTHOR]

This study argues that the natural relationships between people, societies, and languages are established through the full presence of what we call the «language charter,» which consists of four key principles: (1 a comprehensive knowledge of the meanings of language vocabulary and its grammatical, morphological, and spelling rules; ( the exclusive use of the language in all aspects of daily life within their communities; (3 the use of the language solely in writing within their societies; and ( the establishment of a «close relationship» with these languages, manifested in love, pride, defense, and loyalty to the language above any other. This relationship is further reinforced by the concept of the «linguistic barrier,» which refers to the practice of teaching exclusively in national languages, at least in all pre-university educational stages. [ABSTRACT FROM AUTHOR]

This article presents the Spanish version of the Computer-Assisted Listening and Speaking Tutor (CALST), an online platform that can be used to complement pronunciation training in the classroom. The Spanish CALST offers listening, speaking, and spelling exercises for Northern-Central Peninsular Spanish as an L2. Exercises are tailored by an automatic comparison with the learner's native language based on a database of phonetically specified phoneme inventories for over 500 languages, with the result that learners with different L1s are exposed to different exercises adapted to their specific needs. In this article, we present a description of the exercises as well as the criteria used to develop Spanish content for CALST. We discuss the limitations of the platform, the logging of user results as a partial solution to these limitations, and the possible future use of the logged data to increase our understanding of L2 acquisition. [ABSTRACT FROM AUTHOR]

This research analyzes and provides solutions for the proper use of technological tools for learning grammatical content. Therefore, the objective is to facilitate meaningful learning of grammatical content in eighth-grade students, promoting deep understanding, practical application, and long-term retention of grammatical concepts. A diagnosis was made using a mixed approach. Theoretical, empirical, and statistical-mathematical methods were applied, which allowed us to verify weaknesses in the learning of grammatical content, and its impact on spelling and comprehension problems. The type of research carried out was descriptive and field-based. The proposal focused on the design of technological tools for meaningful learning of content, with the foundation structure, general objective, and stages, and included tools such as interactive games, online competitions, spelling corrections, and others. The validation was carried out through a partial introduction, which demonstrated the relevance and practical feasibility of the proposal, and showed the way to implement the complete scientific result in the educational institution mentioned. [ABSTRACT FROM AUTHOR]

In existing pre-trained language models, Chinese spelling check (CSC) often considers phonetic and graphic details at the character level, and ignores the essential role of word segmentation. To address this issue, an efficient word segmentation is studied for CSC in this paper, referred to Word Segmentation-Enhanced Speller (WOSES). The WOSES comprises two distinct models, the Word Speller (WSpeller) and the Hierarchical Word Speller (H-WSpeller), designed both for mitigating the often-ignored word boundary errors in CSC. The WOSES framework outperforms existing benchmarks on standard datasets SIGHAN13 and SIGHAN15, attributed to its innovative use of word segmentation and the specialized pre-trained model, W-MLM. Notably, the WSpeller model within the WOSES framework achieves F1 score improvements of 3.3 and 2.1% on SIGHAN13 and SIGHAN15, respectively, compared to existing methods. In this paper, the importance of word segmentation is not only underscored in CSC, but also a novel performance standard is proposed in the domain. [ABSTRACT FROM AUTHOR]

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Copyright of Journal of Babylon Center for Humanities Studies is the property of Republic of Iraq Ministry of Higher Education & Scientific Research (MOHESR) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Processing a word in a second language (L2) may be hindered or helped by the simultaneous activation of similar words present in L2 and in addition by similar words that occur in the first language (L1). Precise mechanisms for influencing variables within L2 and cross-language processing are still little understood. The current visual word recognition study explored orthographic neighborhood density (ND) effects in L2 English, replicating the effects for Dutch–English while expanding the exploration to a new language combination, Spanish–English. The within- and across-language effects were explored in a group of Dutch–English and Spanish–English bilinguals. English L2 targets were subdivided into four ND conditions: high L1 + high L2, high L1 + low L2, low L1 + high L2, and low L1 + low L2. For Experiment 1, an analysis of generalized linear mixed-effects models (GLMMs) revealed that Dutch (L1)–English (L2) bilinguals showed a facilitatory main effect of English ND on reaction times and error rates. However, an inhibitory main effect of L1 Dutch ND on L2 visual word recognition was only observed for reaction times, not error rates. Overall, no interaction was detected between L1 and L2 NDs for reaction times or error rates. Additionally, a factorial permutation test confirmed the L2 facilitatory effect on both reaction times and error rates, while it supported an L1 inhibitory effect for error rates only. In Experiment 2, a GLMM analysis replicated the L2 facilitatory effect on reaction times in Spanish (L1)–English (L2) bilinguals but did not reveal an inhibitory main effect of L1 on L2 word recognition. Instead, we found a significant interaction between English (L2) and Spanish (L1) ND. Reaction time patterns were confirmed by the non-parametric analysis, although with only a marginally significant interaction. For error rates, no effect for ND was detected using GLMMs. However, the permutation test revealed significant L2 facilitatory and L1 inhibitory effects on L2 word recognition but no significant interaction. Our data confirm a robust L2 facilitatory main effect of ND on reaction times across experiments and analyses, while L1 inhibitory main and interaction effects were less robust across experiments and analyses. The latter may be dependent on language specificity and speaker characteristics. [ABSTRACT FROM AUTHOR]

For decades, Blissymbolics (Bliss) has been used as a communicative symbol system for persons with complex communication needs. The linguistic features of Bliss words offer the potential for use with learners with learning disabilities to acquire literacy; however, no formal documentation of this is available. This qualitative study aims to describe how Bliss words, as a bridge to teaching and learning literacy for speaking learners with learning disabilities with diverse first languages, is perceived by learners, caregivers, and teachers at a South African school for learners with special educational needs. The study will further report on observations of learners' behaviours since Bliss was introduced. Semi‐structured online interviews were conducted with learners (n = 16) (aged 13–18), teachers (n = 14) as well as caregivers (n = 2). The reflexive thematic analysis developed three primary themes with 10 subthemes. Findings indicate that Bliss was perceived as a useful and enjoyable tool in teaching learners with learning disabilities who have different first languages. Furthermore, it was reported to improve learners' literacy and language skills as well as their psychosocial behaviour. Further studies are proposed to support these findings. [ABSTRACT FROM AUTHOR]

Since the errors in Chinese Spell Correction (CSC) involve phonetically or morphologically confusing Chinese characters, mainstream models have made numerous attempts to fuse phonological and morphological knowledge. We observe that in erroneous sentences where the vast majority of Chinese characters are correctly written, mainstream models may unintentionally increase the difficulty of predicting these correct characters when integrating multi-modal knowledge across all characters. Additionally, these models often overlook the potential relationship between the phonological and morphological modalities of a Chinese character when utilizing multi-modal information. In this paper, we propose an end-to-end model called PMDRSpell, which models erroneous Chinese characters in sentences using their multi-modal knowledge and reduces the use of multi-modal information for correct Chinese characters. Additionally, it uncovers the relationship between phonological and morphological features based on the characteristics of phonograms, enhancing the similarity between similar Chinese characters. Specifically, coarse-grained and hierarchical detection is first employed to localize and mask error locations within sentences, using the original embedding information as residual features. Next, correlation information in the phonological and morphological modalities of the erroneous characters is extracted to construct new representational features, which are then used to update the erroneous Chinese character information within the residual features. Finally, the masked sentences are predicted using the MLM model and classified to generate correct sentences by combining the residual features with the updated multi-modal information. Our model effectively reduces the interference from correct Chinese characters during the inspection process and leverages multi-modal information to accurately correct incorrect Chinese characters. In our comparison experiments with recent state-of-the-art models, PMDRSpell outperforms the optimal baseline in terms of error-corrected F1 scores for Sighan14 and Sighan15 by 1.2 and 1.0 percentage points, respectively. [ABSTRACT FROM AUTHOR]

The purpose of this study was to identify effective strategies and intervention tailored to address the spelling difficulties faced by particular group of learners. This study is quantitative research utilizing correlational research design to determine the relationship exist between spelling difficulties among the learners and the letter blocks intervention to the development of the learners (Grade4); to assess their progress in spelling difficulties (based on their scores on the Pre-test assessment. Moreover, with an overall mean score of 71.80 that demonstrate the effectiveness of the intervention in enhancing learners' spelling sills; interactive and engaging methods, such as using letter tiles and other manipulatives object, significantly enhance students' spelling abilities by providing concrete experiences that support phonemic awareness and orthographic knowledge. This hands-on approach allows students to physically manipulate letters and sounds, reinforcing their learning through multi-sensory engagement. Educators might consider devoting additional attention to improve spelling difficulties among the learners through various interventions especially learners in primary level. The pre-test results revealed that the students' spelling abilities were below the expected level, indicating low proficiency. However, the post-test scores showed a marked improvement, with the students' scores rising after the letter blocks intervention was introduced. This suggests that the letter blocks intervention effectively enhances spelling abilities among Grade 4 learners. [ABSTRACT FROM AUTHOR]

The document introduces the concept of Cerebral Amyloid Angiopathy-Related Inflammation Spectrum Disorders, expanding the understanding of CAA beyond traditional definitions. It discusses the clinical and MRI spectrum of CAA, highlighting subtypes like amyloid spells and CAA with inflammation. The study by Sellimi et al. explores the potential link between CAA-related TFNEs and features of CAA-RI, suggesting a role of inflammation in some CAA patients. The document emphasizes the need for a broader diagnostic framework to encompass the diverse presentations of CAA-RI spectrum disorders, encouraging further research and clinical application. [Extracted from the article]

Background: Stress-related disorders are common diagnoses for sickness absence (SA) and disability pension (DP) in many Western countries. Knowledge on future SA/DP trajectories among those starting such a SA spell is limited. The aims were to identify future SA/DP days trajectories among individuals starting an SA spell due to stress-related disorder and investigate socio-demographic and morbidity characteristics associated with specific trajectories. Methods: Using microdata from nationwide registers, we established two cohorts of all living in Sweden who started a new SA spell >14 days due to stress-related disorder in 2011 (N = 32,417) or in 2018 (N = 65,511), respectively. Group-based trajectory models were used to identify trajectories of monthly average SA/DP days during the following 13 months, separate for each cohort. We used multinomial logistic regression to investigate the associations between sociodemographic and morbidity-related predictors and trajectory membership. Results: We identified six SA/DP trajectories in the two cohorts: steep drop (30.6% and 35.9% of all included in 2018 and 2011); constant fluctuating (8.7%, 11.2%); fast decrease (25.5%, 24.4%); medium decrease (18.1%, 13.1%); slow decrease (10.8%, 7.3%), and constant high (6.2%, 8.0%). The distributions of sociodemographic factors, multi-morbidity, and history of SA/DP differed between the trajectory groups. For example, compared to the steep drop trajectory, individuals in the other trajectories were more likely to be a woman, older, having had prior SA/DP or specialized outpatient healthcare visits. Conclusions: In these two explorative, population-wide cohorts, we identified six different trajectories of SA/DP days among all with a new SA spell with stress-related disorders. The trajectory groups differed regarding both sociodemographic and health-related covariates. [ABSTRACT FROM AUTHOR]

This article analyses the incomplete Qur’anic manuscript Ayasofya 23 in the Ayasofya Collection of the Suleymaniye Library (Istanbul). The manuscript is written in Kufic on parchment and consists of 67 folios with five lines on each side. The rectangular manuscript measures 32.5x22 – 23.5x13.5 cm and contains suras 29/alʿAnkabūt, 30/al-Rūm, 31/Luqmān, 32/al-Sajdah, 33/al-Aḥzāb. Its sister manuscripts, many of them abroad, are scattered in ten different libraries and collections. The manuscript is remarkably diverse in terms of qirāʾāt and its ornamentation is conspicuous. The rasm is written in brown ink, the vowels are indicated with red dots, and the variant readings are mostly in green, rarely in gold ink. Takhmīs marks are similar to the letter hā, and taʿshīr marks are depicted in gilt ink in the form of flowers. The article analyses the manuscript in terms of content, codicology, orthography, verse separators, qirāʾāt, and ornamentation. It examines the manuscript in terms of its content, codicology, spelling, end-of-verse signs, pronouncing, recitation and ornamentation features. There are several Qur’anic manuscripts in Türkiye dating from the first century of the Hijra to later periods; however, a large portion of this heritage has not yet been the subject of research. Studies on Qur’anic manuscripts are valuable in terms of identifying historical connections. The examination of the relationship between existing manuscripts is important in determining the stemma of the manuscripts. Ultimately, these studies provide to follow the stages of the Qur’anic rasm. Many Qur’anic manuscripts dating back to early periods do not bear any colophons. Determinations can be made about the region in which the manuscript was studied and its connection with the Uthmanic codex through the comparison of its spelling features and recitations with other Mushafs. Spelling features are a potential area for developing our knowledge of where and when the manuscripts were produced. On the other hand, the corrections or additions made to the manuscript by secondary scribes show the journey that the manuscript has gone through. Although the leaves of Ayasofya 23 and the same Mushaf have been the subject of various studies, a detailed study has not been conducted on the leaves of the Mushaf found in the libraries in Türkiye. The relevant literature states that the vowels were initially marked with red ink and that the color of the ink applied later varied. Ayasofya 23 is in a special position in terms of both the presence of vowels and separating marks in different colors and the fact that different recitations are shown on the same copy. However, this situation is not specific to Ayasofya 23 but is a feature encountered in various Qur’anic manuscripts. The aim of this study is to contribute to the determinations based on the transmission of the Qur’anic text by examining the spelling and recitation preferences and the ways in which they are expressed. In the study, research was conducted on the origin of the manuscript and the history of the collections in which the Mushaf leaves were found, and a high probability was determined that the Mushaf leaves were distributed from Egypt to world collections. However, the origin of the manuscript remains unclear. Although there is no information on where the Mushaf leaves with the inventory number Topkapı E.H. 26 were transferred to the Topkapı Palace Library, there are only two sultan seals on these leaves. These are the seal of Bayezid II found on leaves 17b and 18a, and the seal of Abdulhamid I found on leaves 18a and 20a. Following the research conducted on the origin, codicological analyses were presented, and it was seen that the readability level of the manuscript was high. There are also sura titles, prostration, takhmīṣ and taʿshīr marks. It has been determined that there are three types of punctuation, including iʿjām, vowel points and iʿrāb. The text is largely vowel points; however, it has been determined that the vowel points in the middle of the word are irregular. It is understood that there is no rule that the scribe followed at this point. Taken together, these findings suggest that the mixed recitation method was used in the manuscript. In general, the red dots represent vowels, while the green and golden dots represent differences in recitation. When the orthographic features of the manuscript are examined, it is seen that the predominant spelling is with the ḥaḍf. The manuscript is in accordance with the seven recitations, mainly Abū ʿAmr b. ʿAlāʾand Ḥamza b. Ḥabīb. [ABSTRACT FROM AUTHOR]

A constitutive theory of representation must address two challenges. The content determination challenge requires specifying why a particular state has a given content. The job description challenge requires spelling out the explanatory role that representational notions play in that theory. Recently, Nicholas Shea has advanced varitel semantics as a hybrid approach to representation to answer those challenges, supplementing teleosemantics with non-historical features --namely, exploitable relations and robustness. In this paper, I critically assess the hybrid theory's answers to both challenges, arguing that their hybrid nature undermines their merits. In each case, I will show that it is hard to establish how the alleged complementariness of the hybrid account components works. I will conclude that internal problems beset Shea's theory of representation. [ABSTRACT FROM AUTHOR]

Purpose: Although the knowledge of decoding acquisition has expanded in the past years, theoretical information is still needed to guide practices concerning decoding skills in clinical and educational scenarios in languages other than English. Thus, we aimed to investigate the word‐length effects on decoding acquisition regarding the time spent on decoding and the accuracy—the number of correct words/nonwords read per minute—in Brazilian Portuguese‐Speakers. Methods: The study included 250 children enrolled in elementary school from first to fifth grade, and we used stratified random sampling to select the participants. To assess their decoding skills, we used a linguistically balanced list of words and nonwords designed according to Brazilian Portuguese decoding rules, word length variation, and the frequency of these words in the children's experiences. Results: Generally, data provide evidence of a stimuli length effect on accuracy and decoding time for words and nonwords. Data bring essential indicators for discussion in the acquisition and development of decoding since it adds another layer to investigate: intralinguistic features. Conclusion: The current findings contribute significantly to the area by indicating that the process of acquiring decoding has a multifactorial nature, and different interactions between variables can positively or negatively influence this process. Also, the present study may enlarge the knowledge by providing data from a transparent orthography encouraging more studies on the theme and cross‐linguistic studies to understand how such variables here studied may vary in different orthographies. [ABSTRACT FROM AUTHOR]

The article "Redefining language networks: connectivity beyond localised regions" published in Brain Structure & Function explores the complexity of language processing in the brain. It emphasizes that language involves dynamic interactions across widespread neural networks, challenging the idea of a single, unified language area. The research presented in the collection highlights the importance of considering diverse languages and populations to fully understand how language networks operate. By shifting towards a network-based perspective, researchers aim to enhance theoretical models and clinical applications for language disorders. [Extracted from the article]

Multiple neurocognitive processes are involved in the highly complex task of producing written words. Yet, little is known about the neural pathways that support spelling in healthy adults. We assessed the associations between performance on a difficult spelling-to-dictation task and microstructural properties of language-related white matter pathways, in a sample of 73 native English-speaking neurotypical adults. Participants completed a diffusion magnetic resonance imaging scan and a cognitive assessment battery. Using constrained spherical deconvolution modeling and probabilistic tractography, we reconstructed dorsal and ventral white matter tracts of interest, bilaterally, in individual participants. Spelling associations were found in both dorsal and ventral stream pathways. In high-performing spellers, spelling scores significantly correlated with fractional anisotropy (FA) within the left inferior longitudinal fasciculus, a ventral stream pathway. In low-performing spellers, spelling scores significantly correlated with FA within the third branch of the right superior longitudinal fasciculus, a dorsal pathway. An automated analysis of spelling errors revealed that high- and low- performing spellers also differed in their error patterns, diverging primarily in terms of the orthographic distance between their errors and the correct spelling, compared to the phonological plausibility of their spelling responses. The results demonstrate the complexity of the neurocognitive architecture of spelling. The distinct white matter associations and error patterns detected in low- and high- performing spellers suggest that they rely on different cognitive processes, such that high-performing spellers rely more on lexical-orthographic representations, while low-performing spellers rely more on phoneme-to-grapheme conversion. [ABSTRACT FROM AUTHOR]

The left ventral occipitotemporal cortex (lvOT) has been consistently identified as a crucial structure in word reading, and its function varies across subregions. Nevertheless, the specific function of the lvOT and its subregions remains controversial because the obvious grapheme‐to‐phoneme correspondence rules of alphabetic languages make it difficult to disentangle the contributions of orthography and phonology to neural activations. To explore information processing in lvOT subregions, the present study manipulated the orthography and phonology in a factorial design and used the fMRI rapid adaptation paradigm. The results revealed a posterior‐to‐anterior functional gradient in lvOT in Chinese word reading and specified that the functional transition from sublexical to lexical processing occurred in the middle subregion close to the classic VWFA. More importantly, we found that the middle and posterior subregions of lvOT are responsible for processing both orthographic and phonological information during Chinese word reading. These results elaborated the function of the lvOT in Chinese word reading. The present study disentangled the contributions of orthographic and phonological information to the neural activations in the left ventral occipitotemporal cortex subregions and specified the functional transition from sublexical processing to lexical processing during Chinese word reading. [ABSTRACT FROM AUTHOR]

This study examines linguistic errors in scientific articles written by students from the Indonesian Language Education Study Program at Universitas Malikussaleh. The primary objective is to identify, categorize, and analyze common mistakes that compromise the clarity, coherence, and quality of student writing. Employing a descriptive qualitative approach, the research focuses on errors in morphology, syntax, spelling, and punctuation. The data comprises four student-authored scientific articles published in Jurnal Kande, selected through purposive sampling based on criteria such as academic supervision and thematic relevance to Indonesian language education. The analysis reveals recurring issues, including grammatical inaccuracies, improper sentence structures, misused terminology, and spelling and punctuation errors, which diminish the clarity of arguments and affect the credibility of students' scientific communication. By identifying error patterns through content analysis, the study provides insights into their causes and effects, contributing to the existing knowledge of linguistic error analysis. The findings offer practical recommendations for enhancing students' scientific writing skills, which are essential for academic success and future professional growth. In conclusion, this study emphasizes the need for targeted linguistic training and mentorship to improve the quality of scientific writing and highlights the importance of continuous support systems in academic settings to address persistent language errors. It advocates for the implementation of specialized educational strategies to enhance students' writing clarity, accuracy, and professionalism. [ABSTRACT FROM AUTHOR]

In Turkish, correct spelling correction is crucial for effective communication and preserving the integrity of written text. The challenge lies in the complexity of Turkish morphology and spelling, which can lead to frequent and diverse spelling errors. This study presents a spelling checker adapted for Turkish by creating a new Turkish dataset. The proposed spelling checker model effectively captures both minor and major textual changes and can detect the error. Our findings show that the proposed spelling checker system provides high accuracy and reliability with 98.21% accuracy performance with the Symspell module in correcting Turkish texts. This study provides valuable information about the strengths and weaknesses of existing spelling checkers and contributes to the improvement of spelling correction tools for Turkish. [ABSTRACT FROM AUTHOR]

Copyright of Tasavvur: Tekirdag Theology Journal / Tekirdag Ilahiyat Dergisi is the property of Namik Kemal University, Faculty of Theology and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Kirkuk University Humanity Studies is the property of Republic of Iraq Ministry of Higher Education & Scientific Research (MOHESR) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Early literacy and writing development are inter-related, yet predictors of beginning writing are less well studied than beginning reading. This study investigated contributions of school-entry name-writing to writing skills after 1 and 2 years of school in New Zealand above and beyond school-entry oral language and early literacy skills. Participants were 102 children followed for 2 years from school-entry. Study variables correlated concurrently and predictively, although multivariate results varied by outcome measure. School-entry alphabet knowledge consistently contributed to spelling measures and teachers' judgments of writing progress at follow-up. School-entry phonological awareness uniquely contributed to one measure, pseudowords spelled correctly, at follow-up, with 1-year correctly spelled pseuodowords mediating the relation between school-entry phonological awareness and teachers' judgments of progress in writing (WritingOTJ) at 2-year follow-up. School-entry name writing predicted later handwriting and correct spelling of letter sounds at 1-year follow-up, with 1-year correctly spelled letter sounds mediating the relation between school-entry name-writing and 2-year WritingOTJ. Finally, predictive relations between school-entry oral language skills and WritingOTJ emerged at 2-year follow-up. Results document links between school-entry alphabet knowledge and beginning writing. Cognitive-linguistic skills differentially added to predictions of later skills, supporting posited contributions of phonological awareness to spelling and oral language to proficient writing of older students. School-entry name-writing, associated with handwriting and letter-sound writing at 1-year follow-up, may reflect beginning transcription skills in young children. [ABSTRACT FROM AUTHOR]

Copyright of Mutefekkir, Faculty of Islamic Sciences is the property of Aksaray University, Faculty of Islamic Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Zeitschrift für Germanistische Linguistik is the property of De Gruyter and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background and Aim: Spectrum of esophageal motility disorders may differ according to age, but studies on this are scanty, contradictory, and included small number of patients. Accordingly, we retrospectively analyzed data of a large sample of patients to study the spectrum of esophageal motility disorders in relation to age, and to evaluate the clinical profile and high‐resolution manometry parameters and achalasia subtypes according to Chicago IV criteria. Methods: Of 909 patients evaluated by high‐resolution water perfusion or solid‐state manometry during a 3‐year period, data on 801 were finally analyzed. Results: Achalasia cardia was the commonest motility disorder of esophagus in this large study and type II was the commonest subtype. There was no difference in clinical and manometry parameters among elderly patients as compared to younger patients with achalasia. Type I achalasia patients less often had chest pain and tended to have nocturnal coughing spells more often, and patients with achalasia experiencing chest pain tended to have higher distal contractile integral (DCI) than those not having pain irrespective of age. Conclusion: The clinical and high‐resolution manometry parameters among young and elderly patients with esophageal motility disorders are quite comparable. However, these differed in relation to achalasia subtypes and symptoms. Type I achalasia patients less often had chest pain and those experiencing chest pain tended to have higher DCI values than those not having pain irrespective of age. [ABSTRACT FROM AUTHOR]

Copyright of Çukurova Üniversitesi İlahiyat Fakültesi Dergisi (CUIFD) is the property of Cukurova Universitesi Ilahiyat Fakültesi Dergisi (CUIFD) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article reviews the administrative and psychometric properties of the Tests of Dyslexia–Comprehensive (TOD-C). The TOD-C is part of the multi-battery Tests of Dyslexia (TOD), which also includes a screener and separate test for young children. The TOD-C measures reading, spelling, and linguistic characteristics of dyslexia. The TOD-C also includes tests of vocabulary and reasoning. [ABSTRACT FROM AUTHOR]

E-commerce has experienced rapid growth in recent years and continues to expand dynamically. In this sector, maximizing customer satisfaction and enhancing the shopping experience are recognized as important strategic initiatives. To maximize customer satisfaction, it is essential to accurately determine customer needs and provide appropriate solutions to meet demand. In this context, feedback obtained from customers holds significant importance. However, customer comments often contain spelling errors, complicating the analysis of these comments. This study aims to automatically correct spelling errors in user comments regarding products sold on the e-commerce site Trendyol.com. For this purpose, a system based on transformer architecture has been created. Various spelling error detection and correction models were subsequently developed based on this architecture. Prediction models have been developed using two separate datasets consisting of Trendyol user comments and two additional datasets, including the Turkish Spelling Check Dataset taken from the Hunspell library, and the effects of these four datasets on prediction performance have been examined. The success of the models has been evaluated using the Accuracy metric. The performance of the developed models was also compared with that of the model in the Zemberek library. As a result of the study, it has been observed that the utilization of the Turkish Spelling Check Dataset positively influences prediction performance. The developed system enhanced customer experience by correcting spelling errors in comments. [ABSTRACT FROM AUTHOR]

Interchanges of 〈ο, ω〉 are commonly found in Greek documentary papyri and some of them were even corrected by the ancient scribes. In this paper I show that the majority of those corrections affected the interchange of 〈ο, ω〉 in morphemes, such as confusion between the case endings of the second declension in -ο/-ῳ and -ον/-ων and the suffix vowel of the oblique cases of the ν-, ντ-, ρ-, τ-stems of the third declension. Correction may be prompted by a change of mind on the exact formulation of the phrase, adapting the choice of morphemes accordingly, or a result of contemporary variation in spelling within the paradigm of the third declension. For the second declension endings, I argue that the later correction of homophonous morphemes by the scribes themselves indicates that these interchanges were not due to poor spelling skills but were rather a result of cognitive limitations during language processing, as has also been shown for spelling errors to grammatical homophones in modern languages. [ABSTRACT FROM AUTHOR]

This paper aims to make progress in understanding the nature of reasoning. Its primary goal is to defend a novel account of what reasoning might be, in terms of how reasoning contributes to settling (practical and theoretical) inquiries. Prior to spelling out this constructive proposal, however, the paper problematizes a very common picture of reasoning in an attempt to demonstrate the need for an alternative approach. The overarching argument of the paper is comprised of three stages. The first attacks the predominant conception of reasoning for its specious restriction to fully conscious and explicit episodes. The second stage offers a replacement for this faulty conception, according to which a reasoning agent is one who may be represented as if she were undergoing a fully conscious and explicit process. Finally, the last stage proposes one way to fill in the above schema, articulating and defending conditions for representing agents as reasoning fully consciously and explicitly. Each of the above stages is independent of the others: One may accept that reasoning need not be conscious and explicit but reject the schema proposed as a replacement; and again, the schema may be accepted but not the particular proposal for filling it in. [ABSTRACT FROM AUTHOR]

As the vernacular was re-assigned the functions that Latin fulfilled in the Middle Ages, close comparisons between these two languages stressed the urgent need for the standardisation of English. Seventeenth- and eighteenth-century England saw the rise of codification and prescriptivism, two stages in the standardisation process that succeeded the selection, diffusion and acceptance of certain linguistic forms. A large number of works were published within the umbrella of codification, including grammars, spelling lists, pronouncing dictionaries or linguistic treatises, each targeting different areas of the language. James and Leslie Milroy (2012: 57) claim that ‘just as dictionaries prescribe uniquely correct spellings, so handbooks of usage prescribe uniquely correct grammatical constructions’, thus establishing a parallelism between the two. Most dictionaries published during the Early and Late Modern periods declare themselves prescriptive in their aims to provide the ‘True-spelling’ (Preston 1674: title page) of the English language, as if there was a false or fake alternative, thus vetoing all other orthographic variants. However, there arises an issue in this endeavour: spelling had become widely standardised by the time these dictionaries were available, except for some of the remnants of variation that continue to exist today. This paper addresses the standardisation of colour- and theatre-type words in historical British English for the purpose of assessing the impact that linguistic prescription had, if any, on the speakers’ spelling habits. As a corpus-based study, the analysis relies on a close comparison of usage and precept that draws correspondences between these two dimensions of language. [ABSTRACT FROM AUTHOR]