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Upon reading this passage in the Greek inscription the French realised the stone was a parallel text, which could allow the Egyptian text to be deciphered based on its Greek translation. [54] The savants eagerly sought other fragments of the stela as well as other texts in Greek and Egyptian.
Type I: unknown writing and known language. Deciphered languages in this category include Phoenician, Ugaritic, Cypriot, and Linear B. In this situation, alphabetic systems are the easiest to decipher, followed by syllabic languages, and finally the most difficult being logo-syllabic. Type II: known writing and unknown language. An example is ...
As a result, the brain adapts to the challenge of reading. The process of reading involves most of the brain, especially an interconnection between visual areas and language areas; but also neural systems related to action, emotion, decision-making, and memory. [2] [3] The science of reading (SOR) is the discipline that studies reading. [4]
The trio were able to read 2,000 letters from the scroll after training machine-learning algorithms on the scans. After creating a 3D scan of the text using a CT scan, the scroll was then ...
False writing cannot be deciphered because it has no semantic meaning. These particularly include asemic writing created for artistic purposes. One prominent example is the Codex Seraphinianus. Another similar concept is that of undeciphered cryptograms, or cipher messages. These are not writing systems per se, but a
The simple view of reading is that reading is the product of decoding and language comprehension. In this context, “reading” refers to “reading comprehension”, “decoding” is simply recognition of written words [1] and “language comprehension” means understanding language, whether spoken or written.
There were, of course, some slight discrepancies. The inexperienced Talbot had made a number of mistakes, and Oppert's translation contained a few doubtful passages which the jury politely ascribed to his unfamiliarity with the English language. But Hincks' and Rawlinson's versions corresponded remarkably closely in many respects.
Reading comprehension and vocabulary are inextricably linked together. The ability to decode or identify and pronounce words is self-evidently important, but knowing what the words mean has a major and direct effect on knowing what any specific passage means while skimming a reading material.