We propose an approach to correcting spelling errors and assigning part-of-speech (POS) tags simultaneously for sentences written by learners of English as a second language (ESL). In ESL writing, there are several types of errors such as preposition, determiner, verb, noun, and spelling errors. Spelling errors often interfere with POS tagging and syntactic parsing, which makes other error dete...

This study investigated the effects of mobile phone text-messaging method (predictive and multi-press) and experience (in texters and non-texters) on children’s textism use and understanding. It also examined popular claims that the use of text-message abbreviations, or textese spelling, is associated with poor literacy skills.Asample of 86 children aged 10 to 12 years read and wrote text messa...

The aim of this study was primarily to investigate the effects of morphological strategies training on students with and without spelling difficulties in English as a foreign language (EFL), but also to assess the feasibility of morphological strategies training in a classroom context. The intervention was piloted in the sixth grade of a Greek primary school: 23 Greek–speaking students, aged 11...

We present a transliteration algorithm based on sound and spelling mappings using nite state machines. The transliteration models can be trained on relatively small lists of names. We introduce a new spelling-based model that much more accurate than state-of-the-art phonetic-based models and can be trained on easier-to-obtain training data. We apply our transliteration algorithm to the translit...

For adults, written spelling is generally superior to oral spelling. To determine whether the same holds true for children in kindergarten through second grade, we compared children’s ability to spell real words (Experiment 1) and nonsense words (Experiment 2) orally and in writing. Building on the work of Tangel and Blachman (1992, 1995) and others, we developed a reliable system to assess the...

BACKGROUND The present study investigated differences in reading and spelling outcomes in Dutch and English as a second language (ESL) in adolescents with a high familial risk of dyslexia, of whom some have developed dyslexia (HRDys) while others have not (HRnonDys), in comparison to a low familial risk control group without dyslexia (LRnonDys). This allowed us to investigate the persistence of...

Lexical-decision studies with experienced English and French readers have shown that visual-word identification is not only affected by pronunciation inconsistency of a word (i.e., multiple ways to pronounce a spelling body), but also by spelling inconsistency (i.e., multiple ways to spell a pronunciation rime). The aim of this study was to compare the reading behavior of young Dutch readers wi...

In this paper, a neural network-based approach to generating proper prosodic information for spelling/reading English words embedded in background Chinese texts is discussed. It expands an existing RNN-based prosodic information generator for Mandarin TTS to an RNN-MLP scheme for Mandarin-English mixed-lingual TTS. It first treats each English word as a Chinese word and uses the RNN, trained fo...