7 research outputs found
HelexKids:a word frequency database for Greek and Cypriot primary school children
In this article, we introduce HelexKids, an online written-word database for Greek-speaking children in primary education (Grades 1 to 6). The database is organized on a grade-by-grade basis, and on a cumulative basis by combining Grade 1 with Grades 2 to 6. It provides values for Zipf, frequency per million, dispersion, estimated word frequency per million, standard word frequency, contextual diversity, orthographic Levenshtein distance, and lemma frequency. These values are derived from 116 textbooks used in primary education in Greece and Cyprus, producing a total of 68,692 different word types. HelexKids was developed to assist researchers in studying language development, educators in selecting age-appropriate items for teaching, as well as writers and authors of educational books for Greek/Cypriot children. The database is open access and can be searched online at www.helexkids.org
Ăvaluation de lâorthographe des Ă©lĂšves dysphasiques en situation de narration communicative : variations selon le type dâorthographe, lexicale versus morphologique
International audienceIntroductionThe overall goal of the study was to draw, in French language, a complete picture of spelling abilities in young students with SLI, enrolling in ordinary classes.ObjectiveThe main aim was to show how the developmental trajectories of lexical spelling and the morphological spelling are different when a large age span is observed (7 to 18 years old).MethodsThe spelling abilities were evaluated through a narrative communicative. Two groups of students with SLI (7â11 years and 12â18 years) were compared with two groups of typical students matched on chronological age.ResultsThe lexical spelling was acquired before the morphological spelling for SLI and typical participants. At 12â18 of age, the SLI participants did not produce more lexical errors than the typical group. For the lexical spelling, at 7â11 years, the SLI participants had a specific difficulty with the segmentation of the words: they produced words that do not exist in the language and which by definition have no morphological markers.ConclusionThe SLI participants need more time to learn than the typical participants. At 7â11 years, before learning of morphology, they must be able to control segmentation the segmentation of words. The low number of morphological errors in the school SLI group of 7â11 years is not necessarily a sign of difficulty. The increase in the number of errors at 12â18 years is the sign that this problem has been exceeded and that the learning of the written morphological markers can really begin.IntroductionLe but gĂ©nĂ©ral de lâĂ©tude est dâĂ©tablir, en langue française, un profil complet des capacitĂ©s en orthographe des Ă©lĂšves dysphasiques scolarisĂ©s en milieu ordinaire.ObjectifIl sâagit de montrer dans quelle mesure la progression de lâorthographe lexicale et de lâorthographe morphologique se diffĂ©rencie si on prend un large empan dâĂąge (de 7 Ă 18 ans).MĂ©thodeLes capacitĂ©s en orthographe sont Ă©valuĂ©es Ă travers une narration communicative. Deux groupes dâĂ©lĂšves dysphasiques (7â11 ans et 12â18 ans) sont comparĂ©s Ă deux groupes dâĂ©lĂšves typiques appariĂ©s sur lâĂąge chronologique.RĂ©sultatsLâorthographe lexicale est acquise avant lâorthographe morphologique pour les participants dysphasiques et typiques. Ă 12â18 ans, le groupe dysphasique ne produit pas plus dâerreurs lexicales que le groupe typique. En orthographe lexicale, les participants dysphasiques de 7â11 ans ont une difficultĂ© spĂ©cifique avec la segmentation des mots : ils produisent des mots qui nâexistent pas dans la langue et qui par dĂ©finition nâont pas de marques morphologiques.ConclusionLes Ă©lĂšves dysphasiques ont besoin de plus de temps pour apprendre que les Ă©lĂšves typiques. Ă 7â11 ans, avant lâapprentissage de la morphologie, ils doivent parvenir Ă maĂźtriser la segmentation des mots. De façon contre-intuitive, le faible nombre dâerreurs morphologiques des Ă©lĂšves dysphasiques de 7â11 ans est le signe dâune difficultĂ©. Lâaugmentation du nombre de ces erreurs Ă 12â18 ans est le signe que la difficultĂ© a Ă©tĂ© dĂ©passĂ©e et que lâapprentissage des marques morphologiques Ă lâĂ©crit peut rĂ©ellement commencer