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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 18 of 18 1 Semantic cues in language learning: an artificial language study with adult and child learners ... Brown, Helen; Smith, Kenny; Samara, Anna. - : Taylor & Francis, 2021 BASE Show details 2 Semantic cues in language learning: an artificial language study with adult and child learners ... Brown, Helen; Smith, Kenny; Samara, Anna. - : Taylor & Francis, 2021 BASE Show details 3 Statistical and explicit learning of graphotactic patterns with no phonological counterpart: Evidence from an artificial lexicon study with 7- 8-year-olds and adults Singh, Daniela; Wonnacott, Elizabeth; Samara, Anna. - : Elsevier, 2021 BASE Show details 4 Semantic cues in language learning: an artificial language study with adult and child learners Smith, Kenny; Samara, Anna; Wonnacott, Elizabeth. - : Routledge, 2021 BASE Show details 5 Artificial language learning methods as a tool for sociolinguistic research Samara, Anna. - : Routledge, 2021 BASE Show details 6 Statistical learning and spelling: Evidence from an incidental learning experiment with children. Singh, Daniela; Samara, Anna; Wonnacott, Elizabeth. - 2019 BASE Show details 7 Samara, Singh, & Wonnacott (pre-print). Statistical learning and spelling: Evidence from an incidental learning experiment with children ... Samara, Anna; Singh, Daniela; Wonnacott, Elizabeth. - : PsyArXiv, 2018 BASE Show details 8 Brown, Smith, Samara, & Wonnacott (pre-print). Semantic cues in language learning: An artificial language study with adult and child learners. ... Brown, Helen; Smith, Kenny; Samara, Anna. - : PsyArXiv, 2018 BASE Show details 9 Statistical learning and spelling: Evidence from an incidental learning experiment with children Singh, Daniela; Samara, Anna; Wonnacott, Elizabeth. - : Elsevier, 2018 BASE Show details 10 Semantic cues in language learning: An artificial language study with adult and child learners. Brown, Helen; Smith, Kenny; Samara, Anna. - : PsyArXiv, 2018 BASE Show details 11 Language learning, language use and the evolution of linguistic variation Perfors, Amy; Fehér, Olga; Swoboda, Kate. - : The Royal Society, 2017 BASE Show details 12 Acquiring variation in an artificial language: Children and adults are sensitive to socially conditioned linguistic variation Brown, Helen; Smith, Kenny; Samara, Anna. - : Elsevier, 2017 BASE Show details 13 Language learning, language use and the evolution of linguistic variation Smith, Kenny; Perfors, Amy; Fehér, Olga. - : The Royal Society, 2017 BASE Show details 14 Language learning, language use and the evolution of linguistic variation Perfors, Amy; Fehér, Olga; Swoboda, Kate. - : The Royal Society, 2017 BASE Show details 15 Acquiring variation in an artificial language : children and adults are sensitive to socially conditioned linguistic variation Wonnacott, Elizabeth; Smith, Kenny; Samara, Anna. - : Elsevier, 2017 BASE Show details 16 Language learning, language use and the evolution of linguistic variation Swoboda, Kate; Fehér, Olga; Wonnacott, Elizabeth. - : The Royal Society Publishing, 2017 BASE Show details 17 The cognitive and interactional causes of regularity in language Wonnacott, Elizabeth; Smith, Kenny; Fehér, Olga. - : UK Data Archive, 2017 BASE Show details 18 Learning to read and spell words in different writing systems Caravolas, Markéta; Samara, Anna. - : Oxford University Press, 2014 Abstract: There is strong evidence that word reading and spelling ability in English is founded on three core skills, namely knowledge of letters of the alphabet, awareness of phonemes in spoken words, and rapid automatized naming of visual stimuli (RAN). We suggest that these abilities represent cognitive constructs that comprise the triple foundation of literacy in all languages. In the present chapter we review the research carried out in different writing systems to assess the extent to which this triple foundation provides a good language-general model of early literacy development. The evidence is considered in the context of potentially important moderating, language-specific influences of orthographic variables, especially symbol-sound mapping consistency. We propose that the triple foundation model, conceptualized as (1) knowledge of the functional symbol set of the orthography, (2) awareness of the speech units to which orthographic symbols map, and (3) efficient mappings between the representational systems of orthographic symbols and their related speech units provides a universally valid description of the cognitive architecture underlying early literacy development. Keyword: P Philology. Linguistics URL: http://gala.gre.ac.uk/id/eprint/25130/ http://gala.gre.ac.uk/id/eprint/25130/8/25130%20SAMARA_Learning_to_Read_and_Spell_Words_2014.pdf https://doi.org/10.1093/oxfordhb/9780199324576.013.21 BASE Hide details

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