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      A formal account of the interaction of orthography and perception : English intervocalic consonants borrowed into Italian

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      Natural Language & Linguistic Theory
      Springer Nature

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          Abstract

          This study presents a formal generative model that integrates perception and reading, and uses English intervocalic consonants borrowed into Italian as either singletons or geminates to illustrate how the model works. Consisting of words borrowed in the 20th century, our data show that the quantity of the intervocalic consonant in an Italian loanword depends on its written representation in English, the source language. Thus only English intervocalic consonants that are written with two identical letters (for example, as in splatter) are borrowed as geminates. We provide a formalization of these orthographic adaptations with grapheme-to-phoneme mappings in the shape of Optimality-theoretic constraints that model the native reading process, and show how the output of these mappings is restricted by native phonotactic constraints. Furthermore, we illustrate that the native reading grammar proposed here complements the perceptual adaptation model by Boersma and Hamann (2009). This combined model is shown to be able to account for simultaneous orthographic and perceptual borrowings in Italian, as well as to hold for reading and perception outside the realm of loanword adaptation.

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          Models of reading aloud: Dual-route and parallel-distributed-processing approaches.

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            What phonological deficit?

            We review a series of experiments aimed at understanding the nature of the phonological deficit in developmental dyslexia. These experiments investigate input and output phonological representations, phonological grammar, foreign speech perception and production, and unconscious speech processing and lexical access. Our results converge on the observation that the phonological representations of people with dyslexia may be intact, and that the phonological deficit surfaces only as a function of certain task requirements, notably short-term memory, conscious awareness, and time constraints. In an attempt to reformulate those task requirements more economically, we propose that individuals with dyslexia have a deficit in access to phonological representations. We discuss the explanatory power of this concept and we speculate that a similar notion might also adequately describe the nature of other associated cognitive deficits when present.
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              Phonology and the Problems of Learning to Read and Write

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                Author and article information

                Journal
                Natural Language & Linguistic Theory
                Nat Lang Linguist Theory
                Springer Nature
                0167-806X
                1573-0859
                March 2017
                :
                :
                Article
                10.1007/s11049-017-9362-3
                85ccd2ae-e383-47cf-b495-cf880a73fc7e
                History

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