Wrencher, Alaina
(2013)
Developing an alphasyllabary for English.
Undergraduate Thesis, University of Pittsburgh.
(Unpublished)
Abstract
This research explored our predictions that a syllable-based orthography of English (i.e., an alphasyllabary) is: 1) learnable and 2) easier to read than a phoneme-based orthography of English. To examine this, we developed a novel orthography of English (called Faceabary) that utilizes face-graphemes, which correspond to syllables in the English language. We trained 16 individuals (6 males, 10 females) on how to read our new orthography. After the training phase, participants decoded words and read stories that had been transcribed into Faceabary. Reading fluency rates for this orthography were then compared to reading fluency rates for the phoneme-based orthography called FaceFont. We found that Faceabary is learnable, but that it does not appear to have an advantage over FaceFont except between Level 2 and Level 3 stories. Our findings suggest that Faceabary and FaceFont yield different decoding strategies. This research has implications for improving reading skills for individuals with dyslexia and alexia.
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Details
| Item Type: |
University of Pittsburgh ETD
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| Status: |
Unpublished |
| Creators/Authors: |
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| ETD Committee: |
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| Date: |
26 April 2013 |
| Date Type: |
Publication |
| Defense Date: |
3 April 2013 |
| Approval Date: |
26 April 2013 |
| Submission Date: |
16 April 2013 |
| Access Restriction: |
5 year -- Restrict access to University of Pittsburgh for a period of 5 years. |
| Number of Pages: |
51 |
| Institution: |
University of Pittsburgh |
| Schools and Programs: |
Dietrich School of Arts and Sciences > Psychology
David C. Frederick Honors College |
| Degree: |
BPhil - Bachelor of Philosophy |
| Thesis Type: |
Undergraduate Thesis |
| Refereed: |
Yes |
| Uncontrolled Keywords: |
English orthography, reading disorders, dyslexia, alexia, face stimuli |
| Date Deposited: |
26 Apr 2013 19:23 |
| Last Modified: |
26 Apr 2018 05:15 |
| URI: |
http://d-scholarship.pitt.edu/id/eprint/18416 |
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