In the paper the modern distributive usage of Russian subject nouns is considered on the basis of corpus data. The author shows that the grammatical rules of choosing the forms of the number of nouns in the distributive usage are not always consistently observed in modern speech. This is due to a number of reasons, including the distinction between referential and non-referential contexts and different pragmatic meanings.
We analyze the dynamics of dialect loss in a cluster of villages in rural northern Russia based on a corpus of transcribed interviews, the Ustja River Basin Corpus. Eleven phonological and morphological variables are analyzed across 33 speakers born between 1922 and 1996 in a series of logistic regression models. We propose three characteristics for a comparison of the rate of loss of different variables: initial level, steepness, and turning point. We show that the dynamics of loss differs significantly across variables and discuss possible reasons for such differences, including perceptual salience, initial variation in the dialect, and convergence with regionally or socially defined varieties of Russian. In conclusion, we discuss the pros and cons of logistic regression as an approach to quantitative modelling of dialect loss. Our paper contributes to the study and documentation of Russian dialects, most of which are on the verge of extinction.
The book includes 64 papers submitted to the International conference in computer linguistics and intellectual technologies Dialogue 2019 and presents a broad spectrum of theoretical and applied research of natural language description, language simulation, and creation of applied computer technologies.
Standardized tests with normative data have become the gold standard for assessing reading skills and for diagnosing a specific reading disorder (developmental dyslexia) in many languages. For Russian, there is one such reading assessment test called the Standardized Assessment of Reading Skills, developed by A.N. Kornev and first published in 1997. However, the most recent available normative data on this methodology were collected more than a decade ago, and researches did not control for several important variables. Furthermore, no details have been published about the diagnostic validity of this test. We used the test to assess reading skills in 90 typically developing Russian primary school children in 2018. In this article, we present the results of testing typically developing children, including updated values of reading fluency and, for the first time, metrics of reading comprehension and weighted error scores. Additionally, we tested 50 children with clinically diagnosed developmental dyslexia and provide information about the sensitivity and specificity of the Standardized Assessment of Reading Skills.