Cristina Burani - Academia.edu (original) (raw)
I make research in lexical processing with main attention to morphology, reading and its disturbances.
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Papers by Cristina Burani
… di analisi statisca dei dati testuali, 1995
A Linguistic Approach to the Study of Dyslexia
Learning to Read across Languages and Writing Systems
Perspectives on Cognitive Neuropsychology, 2018
Written Language and Literacy, 2017
During the last few decades, empirical research on reading has shown increasing interest in sylla... more During the last few decades, empirical research on reading has shown increasing interest in syllable units. More recently, stress assignment has become a particular focus of interest. The relation between syllables and stress, however, has yet to be investigated for Italian. In this paper, we describe a new database, STRESYL, that can help researchers to investigate the relation between syllables and stress in Italian. STRESYL offers type and token measures relating stress information to syllable units, both in terms of syllable forms and syllabic structures.
III Giornate internazionali di analisi statisca dei dati …, 1995
Scuola Normale Superiore …, 2006
CD per l'identificazione precoce di difficolt\ue0 fonologiche e laboratori per lo sviluppo li... more CD per l'identificazione precoce di difficolt\ue0 fonologiche e laboratori per lo sviluppo linguistico da 3 a 5 ann
The written production of elementary school children has been investigated in several studies. Th... more The written production of elementary school children has been investigated in several studies. These studies are mainly focussed on “how” a child writes (i.e., on the child’s mastering of sound-to-print conversion rules), rather then on “what” a child writes. The aim of this paper is to “take a photograph” and describe “what” Italian children of elementary school write. The data we present are based on the analysis of a child corpus of written language (Marconi, Ott, Pesenti, Ratti e Tavella, 1994). The words used by children at different grades, the school grade in which they first write a word, and the increment of the written vocabulary from one grade to the next one, were analyzed. The analyses differentiated nouns from verbs. The spoken age-of-acquisition of words was also compared with written age (or order) of acquisition.
… di analisi statisca dei dati testuali, 1995
A Linguistic Approach to the Study of Dyslexia
Learning to Read across Languages and Writing Systems
Perspectives on Cognitive Neuropsychology, 2018
Written Language and Literacy, 2017
During the last few decades, empirical research on reading has shown increasing interest in sylla... more During the last few decades, empirical research on reading has shown increasing interest in syllable units. More recently, stress assignment has become a particular focus of interest. The relation between syllables and stress, however, has yet to be investigated for Italian. In this paper, we describe a new database, STRESYL, that can help researchers to investigate the relation between syllables and stress in Italian. STRESYL offers type and token measures relating stress information to syllable units, both in terms of syllable forms and syllabic structures.
III Giornate internazionali di analisi statisca dei dati …, 1995
Scuola Normale Superiore …, 2006
CD per l'identificazione precoce di difficolt\ue0 fonologiche e laboratori per lo sviluppo li... more CD per l'identificazione precoce di difficolt\ue0 fonologiche e laboratori per lo sviluppo linguistico da 3 a 5 ann
The written production of elementary school children has been investigated in several studies. Th... more The written production of elementary school children has been investigated in several studies. These studies are mainly focussed on “how” a child writes (i.e., on the child’s mastering of sound-to-print conversion rules), rather then on “what” a child writes. The aim of this paper is to “take a photograph” and describe “what” Italian children of elementary school write. The data we present are based on the analysis of a child corpus of written language (Marconi, Ott, Pesenti, Ratti e Tavella, 1994). The words used by children at different grades, the school grade in which they first write a word, and the increment of the written vocabulary from one grade to the next one, were analyzed. The analyses differentiated nouns from verbs. The spoken age-of-acquisition of words was also compared with written age (or order) of acquisition.