Anastasia Ulicheva
Biographic Data
| ID | 1692894 |
|---|---|
| NAME | Anastasia Ulicheva |
| GIVEN NAMES | Anastasia |
| FAMILY NAME | Ulicheva |
| SIGNATURE | ULICHEVA A |
| AFFILIATIONS | Royal Holloway University of London |
| ORCID | 0000-0002-1792-2074 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2021 |
| H-INDEX | 1 |
Are people consistent when reading nonwords aloud on different occasions
Tests of nonword reading have been instrumental in adjudicating between theories of reading and in assessing individuals’ reading skill in educational and clinical practice. It is generally assumed that the way in which readers pronounce nonwords reflects their long-term knowledge of spelling–sound correspondences that exist in the writing system. The present study found considerable variability in how the same adults read the same 50 nonwords ac…
Sensitivity to meaningful regularities acquired through experience
English spelling provides multiple cues to word meaning, and these cues are readily exploited by skilled readers. In two crowdsourcing studies, we tested skilled readers' sensitivity to a large number of morphological as well as nonmorphological orthographic cues by asking them to classify nonwords as adjectives or nouns. We observed a substantial variability across individuals and orthographic cues. In this paper, we discuss some sources of this…
Skilled readers’ sensitivity to meaningful regularities in English writing
Substantial research has been undertaken to understand the relationship between spelling and sound, but we know little about the relationship between spelling and meaning in alphabetic writing systems. We present a computational analysis of English writing in which we develop new constructs to describe this relationship. Diagnosticity captures the amount of meaningful information in a given spelling, whereas specificity estimates the degree of di…
Bilingualism and Biliteracy in Down Syndrome
We present the case study of MB-a bilingual child with Down syndrome (DS) who speaks Russian (first language [L1]) and English (second language [L2]) and has learned to read in two different alphabets with different symbol systems. We demonstrate that, in terms of oral language, MB is as proficient in Russian as English, with a mild advantage for reading in English, her language of formal instruction. MB's L1 abilities were compared with those of…
Bilingualism and Biliteracy in Down Syndrome
We present the case study of MB-a bilingual child with Down syndrome (DS) who speaks Russian (first language [L1]) and English (second language [L2]) and has learned to read in two different alphabets with different symbol systems. We demonstrate that, in terms of oral language, MB is as proficient in Russian as English, with a mild advantage for reading in English, her language of formal instruction. MB's L1 abilities were compared with those of…
Bilingualism and Biliteracy in Down Syndrome
We present the case study of MB-a bilingual child with Down syndrome (DS) who speaks Russian (first language [L1]) and English (second language [L2]) and has learned to read in two different alphabets with different symbol systems. We demonstrate that, in terms of oral language, MB is as proficient in Russian as English, with a mild advantage for reading in English, her language of formal instruction. MB's L1 abilities were compared with those of…
Skilled readers’ sensitivity to meaningful regularities in English writing
Substantial research has been undertaken to understand the relationship between spelling and sound, but we know little about the relationship between spelling and meaning in alphabetic writing systems. We present a computational analysis of English writing in which we develop new constructs to describe this relationship. Diagnosticity captures the amount of meaningful information in a given spelling, whereas specificity estimates the degree of di…
Are people consistent when reading nonwords aloud on different occasions
Tests of nonword reading have been instrumental in adjudicating between theories of reading and in assessing individuals’ reading skill in educational and clinical practice. It is generally assumed that the way in which readers pronounce nonwords reflects their long-term knowledge of spelling–sound correspondences that exist in the writing system. The present study found considerable variability in how the same adults read the same 50 nonwords ac…
Sensitivity to meaningful regularities acquired through experience
English spelling provides multiple cues to word meaning, and these cues are readily exploited by skilled readers. In two crowdsourcing studies, we tested skilled readers' sensitivity to a large number of morphological as well as nonmorphological orthographic cues by asking them to classify nonwords as adjectives or nouns. We observed a substantial variability across individuals and orthographic cues. In this paper, we discuss some sources of this…
Linguistics (4 works) · Psychology (4 works) · Reading and Literacy Development (4 works) · Cognitive psychology (3 works) · Spelling (3 works) · Computer Science (2 works) · Language Development and Disorders (2 works) · Neurobiology of Language and Bilingualism (2 works) · Orthography (2 works) · Reading (process) (2 works)