Beszámoló a XXIII. Nemzetközi Névtudományi Kongresszusról

Report on the 23rd International Congress of Onomastic Sciences The International Council of Onomastic Sciences (ICOS) organised its twenty-third congress entitled “Names in Contact: Names in a Multi-Lingual, Multi-Cultural, Multi-Ethnic World” in Toronto, 17–22 of August, 2008. The approximately 200 participants in the congress were able to present the results of their recent research in sessions focusing on these various topics (in alphabetical order): Aboriginal, Indigenous Names; Alpine and Mountain Names; Bibliographies; Business Names; ICOS Bibliography Session; Jewish Names; Names in an Educational Setting; Names in Contact; Names in Literature; Other Names; Personal Names; Place Names; Proper Names in Social Encounters; Sign Language; Street Names; Terminology; Theory, Linguistic Aspects of Names; Toponymy in Cartographic Language

Predictors of developmental dyslexia in European orthographies with varying complexity

Background: The relationship between phoneme awareness, rapid automatized naming (RAN), verbal short-term/working memory (ST/WM) and diagnostic category is investigated in control and dyslexic children, and the extent to which this depends on orthographic complexity. Methods: General cognitive, phonological and literacy skills were tested in 1138 control and 1114 dyslexic children speaking 6 different languages spanning a large range of orthographic complexity (Finnish, Hungarian, German, Dutch, French, English). Results: Phoneme deletion and RAN were strong concurrent predictors of developmental dyslexia, while verbal ST/WM and general verbal abilities played a comparatively minor role. In logistic regression models, more participants were classified correctly when orthography was more complex. The impact of phoneme deletion and RAN-digits was stronger in complex than in less complex orthographies. Conclusions: Findings are largely consistent with the literature on predictors of dyslexia and literacy skills, while uniquely demonstrating how orthographic complexity exacerbates some symptoms of dyslexia