Reading Greek Research Articles

Preschool Phonological and Morphological Awareness As Longitudinal Predictors of Early Reading and Spelling Development in Greek.

Different language skills are considered fundamental for successful reading and spelling acquisition. Extensive evidence has highlighted the central role of phonological awareness in early literacy experiences. However, many orthographic systems also require the contribution of morphological awareness. The goal of this study was to examine the morphological and phonological awareness skills of preschool children as longitudinal predictors of reading and spelling ability by the end of first grade, controlling for the effects of receptive and expressive vocabulary skills. At Time 1 preschool children from kindergartens in the Greek regions of Attika, Crete, Macedonia, and Thessaly were assessed on tasks tapping receptive and expressive vocabulary, phonological awareness (syllable and phoneme), and morphological awareness (inflectional and derivational). Tasks were administered through an Android application for mobile devices (tablets) featuring automatic application of ceiling rules. At Time 2 one year later the same children attending first grade were assessed on measures of word and pseudoword reading, text reading fluency, text reading comprehension, and spelling. Complete data from 104 children are available. Hierarchical linear regression and commonality analyses were conducted for each outcome variable. Reading accuracy for both words and pseudowords was predicted not only by phonological awareness, as expected, but also by morphological awareness, suggesting that understanding the functional role of word parts supports the developing phonology–orthography mappings. However, only phonological awareness predicted text reading fluency at this age. Longitudinal prediction of reading comprehension by both receptive vocabulary and morphological awareness was already evident at this age, as expected. Finally, spelling was predicted by preschool phonological awareness, as expected, as well as by morphological awareness, the contribution of which is expected to increase due to the spelling demands of Greek inflectional and derivational suffixes introduced at later grades.

Longitudinal Contributions of Phonemic Awareness to Reading Greek Beyond Estimation of Verbal Ability and Morphological Awareness

ABSTRACTThis longitudinal study considers the contributions of language awareness to children’s learning to read and spell. The aim of the study was to examine whether the connection between phonemic awareness and literacy in Greek is constant over time even when appropriate controls are taken into account. I examined this hypothesis with Greek Cypriot children (N = 404) ages 6 to 10. Results showed that after an interval of 8 months and even after I controlled for the estimation of verbal ability and morphological awareness, phonemic awareness predicted children’s performance in reading. Phonemic awareness predicted spelling only after I controlled for the estimation of verbal ability. In terms of the need to establish more general theories about phonemic awareness and literacy, this study contributes the long-term relation between phonemic awareness and literacy in Greek. In practice, this study contributes valid measures for assessing phonemic and morphological awareness in Greek.

Bernstein's Distorting Mirrors: A Rejoinder

Bernstein's Distorting Mirrors: A Rejoinder

A Greek reading of the “Pisidian” inscription N 30

Abstract In this article, stele N 30 is removed from the Pisidian corpus because it is read as a plain Greek text containing the name of a man, Papas, said to be a gallus. Moreover, the relief of the same stele depicting a figure in woman’s clothing is interpreted as being Papas himself

How the Greek Mythology can be Connected with Recent Studies?

Since 2015 I started reading Greek Philosophy and I visited many times the museum of Acropolis, Athens. I found really amazing the Myth of Greek God Hephaestus. His mother Hera when was infant, decided to throw it in the sea because he was ugly. This little kid raised by two other women. Hephaestus was married with the Goodness of beauty, Aphrodite but his marriage was a disaster, because he was violent to his wife.

Derivational suffixes as cues to stress position in reading Greek

BackgroundIn languages with lexical stress, reading aloud must include stress assignment. Stress information sources across languages include word‐final letter sequences. Here, we examine whether such sequences account for stress assignment in Greek and whether this is attributable to absolute rules involving accenting morphemes or to probabilistic lexical information.MethodsPseudowords were constructed to not resemble particular words and were suffixed with derivational morphemes associated with specific stress patterns, to be read aloud, presented either without a stress diacritic or with a diacritic congruent or incongruent with the suffix. Morphemes differed in whether or not there were stress competitors ending in the same letter sequences.ResultsStress was assigned consistent with the suffix in the absence of the diacritic, more so when there were no stress competitors in the lexicon.ConclusionsResults suggest a lexically based probabilistic mechanism taking into account pattern distributions rather than absolute rules based on the morphological accenting.

The Public Discourse on Flexicurity: Reading Greek, Portuguese and English newspapers

<p>The aim of the paper is to present the flexicurity<br />discourse as it unfolds in European quality<br />press columns, through which governments<br />communicate to the public the need and appropriateness<br />of their reform program, thereby attempting<br />to legitimize it. Section one discusses<br />the importance of discourse to (reform driven)<br />change. Section two presents a short history of<br />the concept and the policy of flexicurity, discusses<br />the contents of the flexicurity discourse<br />and emphasizes its importance. Section three<br />outlines the flexicurity discourse in three EU<br />member states with no corporatist tradition,<br />namely Greece, Portugal and the UK, as it unfolds<br />in national quality press columns. The last<br />section concludes.</p>

The classicist in the cave: Bolaño’s theory of reading inBy Night in Chile

In his novels, Roberto Bolaño explores different forms of reading Greek and Roman literature by presenting fictional characters that relate to ancient texts in antithetical ways. In this article, I focus on one specific example of Bolaño’s approach, namely the experience of reading Greek texts by a conservative Latin American man of letters presented in By Night in Chile . In this novel, Bolaño narrates the pseudo-confession of Sebastián Urrutia Lacroix, a literary critic and Hellenist who supported Augusto Pinochet. From his complicity with the dictatorship, a conflict of consciousness arises that the protagonist seeks to obscure with a particular way of interpreting Greek literature. Bolaño dramatizes this hermeneutics of concealing through Urrutia’s struggle to suppress a disturbing image of himself that emerges while reading Plato’s Republic and Thucydides’ History of the Peloponnesian War. In this article, then, I investigate Bolaño’s theory of reading, as it unfolds in By Night in Chile. I argue that Bolaño operates with a dualistic model in which there are bad and good practices of reading. The first consists of concealing the reader’s vantage point, while the second leads to a recognition of the reader’s self and his sociopolitical location in the world.

General Review

A Little Greek Reader by James Morwood and Stephen Anderson forms a companion volume to A Little Latin Reader by Mary English and Georgia Irby (though one might be seduced into thinking from the cover illustration and italic title print that this is a volume from the JACT Reading Greek stable). The twenty-plus chapters focus on different points of Greek grammar (for example, ‘Indirect Statement’ [64–74] and ‘Result Clauses’ [99–106]), prefaced with brief grammatical introductions and then illustrated with a selection of unadapted passages in prose and verse. Each passage is supported by linguistic and contextual notes, and an extensive vocabulary is supplied at the back of the book. Although billed as ‘an ideal supplement for undergraduate courses in beginning and intermediate Greek’ (back cover blurb) it should also be of use to sixth-form teachers for revision and extension work (it was, in fact, trialled at the JACT Greek Summer School in 2013). Appendices supply short biographical notes and offer help on meter and dialect. There is also a useful guide to literary terms – though the definition of ‘hyperbaton’ – ‘the dislocation of normal word order, by way of displacing one part of one clause into another’ (213; our emphasis) – seems unnecessarily proscriptive.

A sublexical training study for spelling in a biliterate Greek- and English-speaking child

ABSTRACTRI is an emergent trilingual boy, literate in Greek and English, with difficulties in reading and spelling in both languages. Assessment with non-literacy tests revealed a deficit in phonological ability and in visual memory for sequentially presented characters. RI took part in a training programme that targeted sublexical spelling processes. Post-intervention assessment revealed improvement in reading and spelling in Greek but not in English. Assessments of lexical and sublexical skills showed improvement in nonword spelling and nonword reading for Greek. For English, there was some indication of improvement in nonword reading at delayed post-intervention testing, but no evidence of improvement in nonword spelling. Possible reasons for the difference in outcome for the two languages are considered, including the level of transparency of written Greek and English.

베드로전서 1:3-12 연구 - 헬라어 강독 교수(敎授)를 위한 하나의 샘플 -

The aim of this paper is to propose a sample for teaching Greek reading focused on 1 Peter 1:3-12, which is composed long and composite sentences so that it easily causes a confusion in its translation and syntactical analysis. Teaching Greek reading as categorized by grammatical interpretation should not be confined to memorizing grammar, parsing, and translating words. Instead, for a balanced exegesis an integrated grammatical interpretation should include such elements as (1) textual criticism, (2) translation, (3) textual context, (4) syntactical analysis, (5) structural analysis through discourse analysis, and (6) semantical analysis in terms of intratextuality. This integrated interpretation is not the standard sample for the grammatical exegesis. If necessary, some proper interpretive methods can be added.

Teaching Augustine’s Confessions in the Context of Mercer’s Great Books Program

Students in Mercer University’s Great Books program read Augustine’s Confessions in the third semester of a seven-semester sequence. Their previous reading of Greek and Roman epics and philosophical treatises as well as Biblical material equips them with a solid foundation for reading and discussing Augustine. This essay reflects on that preparation and models ways that instructors can use opening discussion questions related to those earlier readings to guide students into substantive reflection on the Confessions.

Why Is Cavafy so Popular?

Why Is Cavafy so Popular? Gregory Jusdanis (bio) If asked to identity a modern Greek poet, most readers around the world would probably name Constantine P. Cavafy. In their minds, he represents Greece and Greek literature. While this choice may be self-evident, it is nevertheless remarkable that a diasporic, modernist, homosexual poet should become Greece’s poetic ambassador in place of national bards like Dionysios Solomos, Andreas Kalvos, Kostis Palamas, or Giorgos Seferis. Why is this so? Why is Cavafy so popular in world literature? Why are there so many translations of his work, at least in English? Why is his appeal so global?1 There is no way I could consider all these questions satisfactorily. The position of a writer in world literature is a complex outcome of international and national literary tastes, the prestige of various national languages, the availability of translations, and implicit standards about writing and reading poetry. And while authors themselves may be aware of these standards and try to write according to them or against them, they have no way of controlling the fate of their work, especially after their deaths. We can see this with great clarity in Cavafy’s case. He seemed very conscious of himself as an unrecognized genius, a person capable of writing about topics that others could not, someone who could foresee the future. But public recognition of his originality was gradual. Indeed, at the outset there was much hostility or misunderstanding of his work, especially outside of Alexandria. Although Cavafy’s friend E. M. Forster was very optimistic about Cavafy’s eventual place in world literature, saying that one day he would achieve a reputation in Europe; no one living in Alexandria at the time could have predicted his global fame today. To be sure, many critics were also claiming that he was a flash in the pan. Astute Greek critics, like Yiorgos Katsimbalis, the “colossus” in Henry’s Miller’s The Colossus of Marousi, could never imagine that Cavafy would overtake the then-reigning national poet, Palamas, to become an international literary icon (see Katsimbalis). [End Page 111] Cavafy wrote against the literary tastes of his time and seemed to be composing verses for the future.2 The Greek poet Myrtiotissa said so when she visited him in the early 1920s, describing his eyes as coming “from a far distant time and revealing a mystery unknown to us” (84). She depicted Cavafy as an exotic being who lived in another epoch but who understood our time and placed his stamp upon it. But many contemporaneous critics and writers, especially in Greece, could neither understand nor accept this imprint. The form and content of his verses seemed completely unpoetic, strange, and out of place to them. First of all, he lived in Alexandria rather than Athens, which was then becoming the center of Hellenic culture. Moreover, instead of composing in demotic, he chose a mixture between the vernacular and the archaistic language known as Katharevousa. While contemporary audiences favored flowery, lyric poetry, he published spare, prosaic poems that seemed to walk rather than dance to readers. Instead of flattering national tastes by writing about modern Greek history or even about fifth-century Athens, he turned to the arguably more peripheral periods of the Hellenistic Empires, of Late Antiquity, and of Byzantium. Finally, he wrote frankly about homoerotic desire and that shocked contemporary readers. In the face of this critical censure and marginalization, Cavafy persevered. Despite acute feelings of insecurity (combined with self-assurance about the pioneering nature of his work), he believed that people would eventually recognize his genius and that tastes and reading styles would change in his favor. He was right. We are now living in Cavafy’s time, a period described and foreseen by him. He was indeed writing for the future. And the reasons people love Cavafy now are exactly those that his contemporary Greek readers cited in their rejection of the poet. I would say that Cavafy’s global appeal can be explained in part by the following factors: 1) the western interest in classical civilization and its successors; 2) the corresponding obsession with decline and decadence; 3) the fascination with ethnic...

Pour une anthropologie historique des mythes grecs: Formes poétiques et pragmatique rituelle

In contrast to any fiction in the usual sense of the term, the huge narrative domain now marked off as (Greek) ‘mythology’ deserves no charter of semantic independence or of structural(ist) closure. Coupled with the perspective of social and cultural anthropology required by the construction of possible worlds depending on cultural representations and by the poetic forms they assume in collective and ritual performances, our reading of (Greek) myths requires a pragmatic opening-up: it takes into account the specific ritual situations they are accommodated to, with their aesthetic creativity and their poetic polysemy, in a broader social, religious, and cultural context. This can be demonstrated through the example of a fragmentary cultic poem by Sappho introduced by an address to Hera and staging a particular version of the <em>nostos</em> of the Atreidai.

Ἀντιτάσσομαι in Hosea 1.6 (LXX): Its Label of “Lexical Error” Reconsidered

This contribution re-evaluates ἀντιτασσόμενος ἀντιτάξομαι–אשׂא אשׂנ in LXX and MT Hos 1.6. While commentators have tried to clarify the link between the Greek and Hebrew readings by referring to a different Hebrew Vorlage, BHQ labels the reading as a “lexical error” for which the LXX translator should be held responsible. Neither of these explanations, however, accounts for the possibility that the LXX rendering could have been caused by the translator’s exegesis. This article characterizes the reading as a contextually appropriate translation and thereby acknowledges the exegetical work of the Greek translator.

Christian Euhemerism in the Latin Middle Ages

In Late Antiquity, Christian apologists adopted the views of the rationalist Greek (or Sicilian) philosopher Euhemerus of Messene (fl. ca 300BCE) in order to refute the theological claims and cultic practices of pagan, principally Roman, religion. The traveller Euhemerus had written an account, now lost, of his journey to a mythical island which he called Panchaia, the Hiera Anagraphe (Sacred Record), where he claimed to have seen a golden column in the tomb of Zeus Triphylian (of the three tribes) on which was inscribed in his own words the history of his achievements. In the philosophical trend of Greek rationalism, Euhemerus sought to explain the mundane origins of the Hellenistic divinities. The ancient gods were once merely ancient royalty whose mortality had been forgotten by the ages. The record of the mortal deeds of Zeus Triphylian were used by Euhemerus to support this argument. He attributed their god-like powers remembered in the tragic poets to simple human superiority and their divine intelligence to their mere primacy: they were the first to accomplish great inventions and deeds and were remembered for it. Although several Greek philosophers held to such notions, Euhemerus’ name was applied by historians to the general rationalist idea: Euhemerism. [The investigation of later Euhemerism suffers from the movement’s close association with Greek rationalism in general. We can define Euhemerism in two ways: first in the strictest sense as a movement which reflected the known views of Euhemerus' Hiera Anagraphe regarding Panchaia and the historicity of the family of Saturn and Uranus. The principle sources of these views are the handed-down accounts of Lactantius and Diodorus; or second, in the widest sense, as a rationalist movement which sought to explain the mundane origins of all the Hellenistic gods and heroes as mortals. But could not the wide sense of Euhemerism be said of many Greek rationalist interpretations of Hellenistic divinities? In some cases, simply “rationalist” might be a better qualifier for such ideas. Although the wide and strict sense above might not be relevant when charting the history of ideas, they claim some consideration when discussing the influence of Euhemerus and Euhemerism in later authors. To give an example, although Fulgentius in his Mythologies espouses views on the mortal history of the Greek mythical heroes Perseus and Ganymede (they were ancient generals) which he undoutably received from reading Greek rationalist interpretations, these views are not “Euhemerist” in the strict sense since what we know of the Hiera Anagraphe is silent on the matter. In a wider sense, however, they are in the current of Greek rationalist thought which we might call “Euhemerism”. It could be said then that Fulgentius’ views on Perseus and Ganymede reflect a kind of broad “Euhemerism” which paradoxically does not rely on the known writings of Euhemerus. In the following discussions I will be careful to denote when appropriate which sense, wide or strict, I am using.] References to the Hiera Anagraphe appear among Greek authors especially Diodorus of Sicily whose paraphrases of Euhemerus make up much of books 5 and 6 of the Library. In the 2nd century BCE, the Hiera Anagraphe was adapted into Latin by Quintus Ennius whose work, now lost as well, was referenced and cited by Lactantius and Sextus Empiricus. Euhemerist formulations also found their way into Cicero’s De Natura Deorum and Macrobius’ commentary on the Somnium Scipionis. Eusebius of Caesarea copied Diodorus’ adaptation of Euhemerus in the second book of the Praeparatio Evangelica, a manual for pagan converts to Christianity. The Euhemerism of the early Christians, Tertullian, Minucius Felix, Commodian, Arnobius, and Augustine were received mostly third-hand. Only Arnobius' pupil, Lactantius had read Ennius’ Latin adaptation when he summons Euhemerus for his arguments against Roman paganism in the Divine Institutions. [J.W. Schippers, De Ontwikkeling der Euhemeristische Godencritiek in de Christelijke Latiijnse Literatuur (diss., Utrecht; Groningen, 1952), pp. xxx].

The relation between morphological awareness and reading and spelling in Greek: a longitudinal study

The aim of this longitudinal study is to examine the contribution of morphological awareness to the prediction of reading and spelling in Greek. The target group (N = 404) consisted of children, aged 6–9 years at the start of the project, who learn literacy in Cyprus. Because there are no standardized measures of morphological awareness for Greek Cypriot children, morphological awareness measures were developed and validated. A concurrent analysis of the first wave of data collection showed that morphological awareness made a unique contribution to the prediction of reading and spelling in Greek. The longitudinal analyses showed that morphological awareness predicted performance in reading eight months later, even after partialling out grade level, verbal intelligence, phonological awareness and initial scores in reading and spelling. This study makes theoretical, empirical and practical educational contributions. It shows the long term and specific relation of morphological awareness with reading in Greek and establishes the plausibility of a causal link between morphological awareness and reading, which must be tested in further research using intervention methods. In practice, this study contributes valid measures for assessing morphological awareness in Greek as well as a new measure of spelling skill.

Predicting Early Reading in Greek: The Contribution of Phonological Awareness and Non-Phonological Language Skills

Abstract The study investigated the contribution of phonological awareness, morphological awareness and vocabulary to decoding in grades 1 and 2 using structural equation modeling (SEM) analysis. SEM analysis with latent variables revealed that in grade 1 only phonological awareness predicted reading, while in grade 2 decoding was not predicted by any of the predictors involved. We concluded that in a phonologically simple language such as Greek, phonological awareness has a central role in the prediction of decoding during the first year of reading acquisition. On the contrary, morphology does not play a role in early word reading even thoughGreek is a morphologically complex language.

Plato's Phaedrus: A Commentary for Greek Readers. By PaulRyan. Introduction by Mary Louise Gill. Norman: University of Oklahoma Press, 2012. Pp. xxix + 344. Paper, $29.95.

Plato's Phaedrus: A Commentary for Greek Readers. By PaulRyan. Introduction by Mary Louise Gill. Norman: University of Oklahoma Press, 2012. Pp. xxix + 344. Paper, $29.95.

Effective Strategies for Homework Correction in EFL Classes

1 IntroductionIn Romania there exist few schools which function according to foreign curricula, especially English-speaking schools, which are recognised in Great Britain, or the USA. Such is the case of the Athens Greek School in Bucharest, where the materials used are supplied by the Greek Ministry of Education, as well as the curriculum according to which the lesson plans are carried out. In the following I will present a didactic project applied to the 5th and 6th grade students. In Greece, grades D, E, ST (4th, 5th and 6th grades) are considered to be part of the primary school and follow the same Curriculum. Primary school learners should gradually develop the following skills:a) Receptive and productive speech skills such as:- Understanding and production of continuous and coherent oral and written language;- Understand and use concepts;- Production of speech acts;- Learning and communication strategies;- Parallel use of native and foreign language;- Developing multicultural awareness.These skills are described below.a. Understanding oral and written language:By the end f the cycle, students should be able to:- Understand all the known phrases and the general meaning of short oral or written texts containing known data.- Infer the meaning of unknown words and phrases from the context.- Understand short texts instructions, descriptions or other information, dialogues etc, where the language is known and simple suggestions.- Understand discourse containing mostly known phrases.- Understand the meaning of a text and the mood and feelings of the speaker or writer, correctly interpreting speech elements such as pronunciation, accentuation and intonation.- Categorize information contained in one or more written texts or spoken language- Trace elements from catalogues or other short texts and to classify and use them.- Understand texts with unfamiliar words and phrases from the context.- Discover the meaning of unknown words referring to sources such as books, glossaries and dictionaries.- Understand narratives of and events of the past, present and future.b. Production of oral and written languageLearners should be able to:- Make brief oral or written descriptions;- Use proper pronunciation, accent and intonation, when reproducing a spoken text, dialogue, etc.;- Respond orally or in writing to short texts, descriptions or other information with known linguistic elements and to ask for clarification using simple phrases;- Infer the meaning of unknown words and phrases from the context and to participate in any discussion taking place in real situations or contrived situations with defined roles;- Produce written text using information from various sources- Use the spoken and writing skills to present themselves or to describe people, places, local culture and traditions, experiences and future plans;- Make short oral presentation or answer if inquired about their daily activities;-Ask, describe and present brief events in the past, present and future;- In advanced stages to produce oral or written texts short having coherence and cohesion, showing deep understanding of the tenses used.c. Learning strategies and communicationStudents are expected to acquire the following skills:- cooperation, negotiation and understanding the others;- selection, extraction, processing, passing and sharing information;- making decisions and implementing them as a means for solving problems;- predicting;- the use of dictionaries, articles, encyclopaedias and literary texts in the foreign language to find out information on other subjects;- the use of modern technology.d. Multilingualism. Parallel use of skills in native and foreign languageAccording to the national curriculum, Greek students should be able to:- Read or hear instructions in Greek and translate a verbal action in English. …