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Relevant bibliographies by topics / English language – Orthography and spelling

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Academic literature on the topic 'English language – Orthography and spelling'

Author: Grafiati

Published: 4 June 2021

Last updated: 30 July 2024

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Journal articles on the topic "English language – Orthography and spelling"

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Arab-Moghaddam, Narges, and Monique Senechal. "Orthographic and phonological processing skills in reading and spelling in Persian/English bilinguals." International Journal of Behavioral Development 25, no. 2 (March 2001): 140–47. http://dx.doi.org/10.1080/01650250042000320.

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The concurrent development of reading and spelling in English and Persian were examined in a sample of bilingual children. The objective was to compare how phonological and orthographic processing skills contribute to reading and spelling for two alphabetic languages that differ drastically. English orthography is characterised by both polyphony (i.e., a grapheme representing more than one phoneme) and polygraphy (i.e., a phoneme represented by more than one grapheme) which results in a complex script to read and write. In contrast, vowelised-Persian orthography is characterised by polygraphy only, which results in a simple script to read but more complex to write. Fifty-five Iranian children in grades 2 and 3, who had lived in English-speaking Canada for an average of 4 years, were tested on word reading and spelling in English and Persian. We found that the predictors of reading performance were similar across languages: Phonological and orthographic processing skills each predicted unique variance in word reading in English and in Persian once we had controlled for grade level, vocabulary, and reading experience. As expected, the predictors of spelling performance differed across language: Spelling in English was predicted similarly by phonological and orthographic processing skills, whereas spelling in Persian was predicted by orthographic processing skills only. It is possible that the nature of the Persian orthography encourages children to adopt different strategies when reading and spelling words. Spelling Persian words might be particularly conducive to using an analytic strategy which, in turn, promotes the development of and reliance on orthographic skills.

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Disbray, Samantha, and Deborah Loakes. "Writing Aboriginal English & Creoles." Australian Review of Applied Linguistics 36, no. 3 (January 1, 2013): 285–301. http://dx.doi.org/10.1075/aral.36.3.04dis.

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Texts in Aboriginal English (AE) and creole varieties have been created by Indigenous and non-Indigenous writers for a range of purposes. In this paper, we focus on materials created in and for five educational contexts, and investigate the orthographic or spelling systems developed in each setting. Choices about orthography are guided by linguistic and non-linguistic considerations. They are sensitive to matters of prestige and identity, and new orthographic conventions are subject to comparison with ‘correct’, ‘standard’ spellings. We explore the processes, motivations and rationale that drive choices for the orthographic conventions and the diverse outcomes in the five settings.

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Joshi, R. Malatesha, Kausalai Wijekumar, and Amy Gillespie Rouse. "International Perspectives on Spelling and Writing in Different Orthographies: Introduction to the Special Series." Journal of Learning Disabilities 55, no. 2 (December 17, 2021): 83–86. http://dx.doi.org/10.1177/00222194211059836.

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This article serves as an introduction to the special issue on spelling and writing in different orthographies. Most studies and theoretical models of writing are based on the English language, and it is generally assumed that what is true for English is also true for other languages. Further, there are more studies on reading compared to studies of writing and spelling. Considering that 80% of the world’s population speaks a language other than English, we need more studies on writing and spelling in languages other than English. With this intention, we are presenting 6 papers on writing and spelling in different languages of different orthographic depth, from highly transparent orthographies like Spanish and Italian to highly opaque orthography like Cantonese.

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Geva, Esther, Lesly Wade-Woolley, and Michal Shany. "The Concurrent Development of Spelling and Decoding in Two Different Orthographies." Journal of Reading Behavior 25, no. 4 (December 1993): 383–406. http://dx.doi.org/10.1080/10862969309547827.

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The hypothesis that differences between first language (L1) and second language (L2) reading and spelling profiles could be accounted for by lack of proficiency in the L2 or differences in orthographic complexity was explored in a longitudinal study of 45 children acquiring reading and spelling skills concurrently in English (L1) and Hebrew (L2). The children were tested in Grades 1 and 2 on literacy measures in both languages. Neither of these explanations alone sufficed to explain the development of reading and spelling in the two languages. The less complex Hebrew orthography facilitated subjects' decoding performance, but failed to maintain that facilitation in spelling. Depressed second language effects were apparent in spelling but not in decoding, which actually favoured the subjects' L2. Developmental findings showed that, despite L1-L2 differences in orthographic complexity and language proficiency, the profiles of emergent spelling in both languages are strikingly similar. The rate of acquisition of conventional spelling, however, differentiates L1 from L2 performance.

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DEACON, S. H., D. LEBLANC, and C. SABOURIN. "When cues collide: children's sensitivity to letter- and meaning-patterns in spelling words in English." Journal of Child Language 38, no. 4 (October 18, 2010): 809–27. http://dx.doi.org/10.1017/s0305000910000322.

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ABSTRACTIn many learning situations, we need to determine to which cues to attend, particularly in cases when these cues conflict. These conflicts appear often in English orthography. In two experiments, we asked children to spell two-syllable words that varied on two dimensions: morphological and orthographic structure. In one set of these words, the two sources of information conflicted. Results of Experiment 1 suggest that seven- to nine-year-old children are sensitive to both orthographic and morphological dimensions of words, and that this dual sensitivity sometimes leads to correct spelling and sometimes to incorrect spelling. Results of Experiment 2 suggest that orthographic information dominates young (six-year-old) children's spelling, at least in a case when there is a strong orthographic regularity. Taken together, these experiments suggest that children are sensitive to the multiple dimensions of regularity in English orthography and that this sensitivity can lead to mistakes.

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Jiang, Xiangying. "Lower-Level Processing Skills in English-as-a-Second-Language Reading Comprehension: Possible Influence of First Language Orthography." Studies in English Language Teaching 5, no. 3 (July 1, 2017): 448. http://dx.doi.org/10.22158/selt.v5n3p448.

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<em>Cross-linguistic studies on second language (L2) reading reveal that component skills of reading such as word recognition, phonemic decoding, spelling, and oral text reading are prone to the influence of first language (L1) orthography but few empirical studies have examined the possible influence of L1 orthography on these skills. This study investigates how adult ESL learners of two different L1 backgrounds (Spanish and Chinese) compare in their performances on word recognition efficiency, phonemic decoding efficiency, spelling, and oral text reading fluency and how these skills are related to their overall ability in reading comprehension. The differences in the learners’ performances on the component skills and the variations in the role of these skills in ESL reading comprehension indicated possible influence of the orthographic features of learners’ first language.</em>

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Joseph Ottenheimer, Harriet. "Spelling Shinzwani." Written Language and Literacy 4, no. 1 (March 19, 2001): 15–29. http://dx.doi.org/10.1075/wll.4.1.03jos.

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This paper surveys the history of dictionary construction and orthographic choice in the Comoros — a former French colony in the Indian Ocean — with special reference to issues of literacy, identity, and politics. Evidence ranging from 16th century wordlists to contemporary bilingual/bidirectional dictionaries, as well as colonial, missionary, and scholarly approaches to lexicography and orthography in the Comoros, are examined and compared. While Arabic-influenced writing systems have a long history in the Comoros, the experiences of colonialism and independence in the 20th century introduced French- and phonemically-influenced systems. As the Comoros move into the 21st century, linguists and ethnographers are attempting to assist with questions of standardization, literacy, and dictionary construction. The situation remains fluid, with considerations of tradition, modernity, nationalism, and representation to be taken into account. This paper seeks to address the complex interrelationships between orthographic choice and ethnic identity in the Comoros, with special reference to the development of the first bilingual/bidirectional Shinzwani-English dictionary.

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Sokolović-Perović, Mirjana, Bene Bassetti, and Susannah Dillon. "English orthographic forms affect L2 English speech production in native users of a non-alphabetic writing system." Bilingualism: Language and Cognition 23, no. 3 (July 12, 2019): 591–601. http://dx.doi.org/10.1017/s136672891900035x.

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AbstractThere is growing evidence that the orthographic forms (spellings) of second language words affect second language (L2) speech production, but it is not known whether orthography affects L2 phonology in native users of a non-alphabetic writing system. To answer this question, this study tested the effects of number of letters on the duration of consonants and vowels in the EnglishL2 speech production of Japanese–English sequential bilinguals. JapaneseL1–EnglishL2 bilinguals and English native speakers (both n = 16) performed a delayed word repetition task, producing 16 English word pairs in which the same consonant or vowel was spelled either with a single letter or with double letters, as in city-kitty. The bilinguals produced the same English sound as longer or shorter depending on the number of letters in its spelling, confirming that L2 orthographic forms affect L2 speakers’ phonological representations of L2 words even when their L1 writing system is not alphabetical.

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Kisselev, Olesya, Irina Dubinina, and Galina Paquette. "A Corpus-Based Study on Orthographic Errors of Russian Heritage Learners and Their Implications for Linguistic Research and Language Teaching." Languages 9, no. 4 (April 1, 2024): 126. http://dx.doi.org/10.3390/languages9040126.

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The challenges faced by heritage language (HL) learners in mastering spelling and orthography are well-documented. Despite these documented difficulties, this aspect of HL linguistic knowledge has received limited attention from HL researchers. Beyond instructional implications, the study of spelling and orthography in HL speakers holds significance to building a finer understanding of the nature of heritage languages, since the development of orthographic skills is intricately linked to the knowledge of phonology and morphology as well as to metalinguistic awareness in these two areas. The study presented in this paper attempts to contribute to this area of research by turning its attention to orthographic skills of Russian heritage learners with English as their dominant language. The corpus-based research presented here categorizes orthographic errors in adjectival endings in hand-written essays produced by college-age HL learners of Russian of various writing proficiency levels and attempts to provide preliminary explanations for the source of these errors. While this paper is exploratory in nature and limited in scope by focusing only on adjectival endings, our results emphasize the need for further exploration in this underrepresented area to enhance our understanding of heritage language development and improve instructional strategies.

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Rajah-Carrim, Aaliya. "Choosing a spelling system for Mauritian Creole." Journal of Pidgin and Creole Languages 23, no. 2 (September 17, 2008): 193–226. http://dx.doi.org/10.1075/jpcl.23.2.02raj.

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Mauritian Creole (Kreol) is a French-lexified creole spoken on post-colonial and multilingual Mauritius. Although it is extensively used, it has not been officially standardised. The choice of a given orthography reflects language beliefs and is therefore ideologically loaded. More specifically, the way creoles are standardised can reflect the bias towards these languages which are seen as inferior to, and dependent on, their lexifiers. In the Mauritian case, this issue is especially significant because there are now efforts to devise an official standard for the language. In 2004, the Government set up a committee to develop a standard orthography for MC. This paper considers use of, and attitudes to, written Kreol. The material presented is based on interviews conducted in Mauritius and participant observation. Although interviewees do not make extensive use of Kreol in written interactions, they tend to support the promotion of literacy in the language. Responses highlight the tension between Kreol and the colonial languages — English and French — and also the role of Kreol as an index of national identity. Our findings confirm that the choice of an orthographic system reflects linguistic and social hierarchies. I conclude that this study has practical social implications for the standardisation of Kreol.

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Dissertations / Theses on the topic "English language – Orthography and spelling"

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Stacy, Catherine Ann. "Applying mixed-effects receiver operating characteristic (ROC) curve analysis to diagnostic evaluations of human learning." Access restricted to users with UT Austin EID Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3035981.

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Mpiti, Thandiswa. "Nature of spelling errors of grade three isiXhosa background learners in English first additional language." Thesis, University of Fort Hare, 2012. http://hdl.handle.net/10353/472.

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A central concern of education internationally and in South Africa is to develop children's literacy skill. However a literacy crisis exists in spite of efforts to counter this. Some researchers have explored the issue of literacy focusing on second language learners‟ spelling in English as Additional Language. There is, however, insufficient literature that looks into spelling experiences of isiXhosa background learners in English First Additional Language. Hence this study investigated the nature of spelling errors of Grade three isiXhosa background learners in English First Additional Language. In understanding the nature of spelling errors of Grade three isiXhosa background learners, the features of words that learners find difficult to spell and the features of words that learners find easy to spell were investigated. Moreover, learners' barriers in acquiring spelling skills in English First Additional Language and teacher practices for teaching spelling were examined. In exploring these issues the study adopted a qualitative approach in order to ensure reliability and validity of the study. The data gathering process was in the form of semi-structured interviews, classroom observations and document analysis. One isiXhosa medium primary school in a Black Township in Buffalo City Municipality in the East London District was purposively selected to form the context of the study. In this school English is taught as a subject in grade three. Participants were eight grade three learners and one Grade three class teacher who teaches these learners. The findings of the study revealed that learners with an isiXhosa background seemed to be struggling with understanding basic English words and terms. This is exacerbated by the fact that the learners seemed to struggle to understand the rules of the English language. The words that learners find difficulties in to spell in English Second Language were diagraphs. Barriers to spelling were influenced, among other issues, by learners' pronunciation and their heavy reliance on their mother tongue.

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Jones, Angela C. "Why do we mipsell the middle of words? Exploring the role of orthographic texture in the serial position effect." [Kent, Ohio] : Kent State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=kent1246891489.

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Thesis (Ph.D.)--Kent State University, 2009.
Title from PDF t.p. (viewed Jan. 26, 2010). Advisor: Jocelyn R. Folk. Keywords: spelling; orthography; serial position. Includes bibliographical references (p. 53-60)

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James, Casie Dawn. "Strategic spelling instruction." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/2993.

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The study proposes an alternative way for elementary school educators to instruct students in spelling. It suggests that spelling instruction should allow ample time for students to manipulate letters and patterns in their spelling words and provide time for writing. It also offers a two-week lesson plan of spelling instruction backed by research. The study was conducted using a mixed design with a predominantly Hispanic 6th grade class at a Title I school, with 60% of the students classified as English Language Learners. The study design consisted of observations of the students manipulating the spelling words, anecdotal notes taken while observing the students, and the collection of writing samples across time. Data was collected by four formal language arts tests and bimonthly spelling assessments.

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Nugent, Mary E. "An alternative approach to spelling instruction." CSUSB ScholarWorks, 1986. https://scholarworks.lib.csusb.edu/etd-project/375.

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Yeung, Pui-sze, and 楊佩詩. "Learning to read and spell in English among Chinese English-as-a-second-language learners in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B35726787.

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Peck, Greg L. "The effects of cooperative learning on the spelling achievement of intermediate elementary students." Virtual Press, 1991. http://liblink.bsu.edu/uhtbin/catkey/776723.

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This study compared differences in spelling achievement among groups of students who were high, average, and low achievers. The study attempted to determine, over 7 weeks, any treatment effects resulting from students being cooperatively grouped for spelling instruction. A student's level of achievement and type of grouping for spelling instruction were variables contrasted between intact treatment and control classes of students.This study used six intact classes of intermediate grade elementary children. Three classes were grouped cooperatively for spelling instruction and three classes were not grouped cooperatively for spelling instruction. The study included the scores of 135 students, 68 in the control group and 67 in the treatment group. Normal curve equivalent scores from an existing standardized achievement test were used to classify students as high, average, or low achievers.A student's level of achievement was an attribute variable that yielded proportional cell sizes in order to conduct an analysis of variance. The dependent variable was the total number of words that each student spelled correctly on seven weekly spelling tests. A t-test was used to examine the NCE scores of the treatment and control groups to verify that no significant differences existed between the groups prior to the study.Teachers were trained in a series of four sessions to implement cooperative learning using Student Teams Achievement Divisions. The sessions provided activities designed to encourage the development of collaborative skills prior to initiating treatment. A bonus point system was used to reinforce the collaborative skills.The analysis of variance tested four null hypotheses at the .05 level of confidence. None of the null hypotheses were rejected. The following results were suggested:1. Intermediate children achieve equally well regardless of how they are grouped for spelling instruction.2. High, average, and low achieving students achieve equally well regardless of how they are grouped for spelling instruction.3. Low achieving students achieve significantly different from high and average achieving students.The findings of the study suggest that cooperative grouping for spelling instruction is as effective as spelling instruction without cooperative grouping regardless of student level of achievement.
Department of Elementary Education

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Strange, Mandy Lea. "The most effective way to teach spelling." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2825.

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The research in this project shows that spelling needs to be taught through patterns, rhymes and the use of analogies. Weekly spelling tests are effective to assess spelling patterns, instead of useing a pre-determined collection of random words. Additionally, spelling needs to be taught within writing, not as a completely separate subject.

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Chow, Ka Po Winnie. "The learning of spelling among Hong Kong secondary students." HKBU Institutional Repository, 2003. http://repository.hkbu.edu.hk/etd_ra/491.

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Keim, Deborah Georgette. "An investigation of English spelling problems of Arabic-speaking students." PDXScholar, 1991. https://pdxscholar.library.pdx.edu/open_access_etds/4172.

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In this two-part study, English spelling errors of Arabic speaking students are investigated. Specifically, an empirical study is done to document and investigate exactly what kinds of English spelling errors Arabic-speaking students actually make. Then these data are analyzed. and spelling error patterns are discovered. Next. a study is done to determine if the presence of spelling errors in written work has a significant negative effect on readers' evaluations of this writing.

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Books on the topic "English language – Orthography and spelling"

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GEE, Robyn. English spelling. London: Usborne, 1990.

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Mountford, John. An insight into English spelling. London: Hodder & Stoughton, 1998.

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Rebecca, Treiman, ed. Spelling. Dordrecht: Kluwer Academic Publishers, 1997.

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Luelsdorff, Philip. Developmental orthography. Amsterdam: J. Benjamins Pub. Co., 1991.

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Cummings, D. W. American English spelling: An informal description. Baltimore: Johns Hopkins University Press, 1988.

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Chris, Dennett, ed. KS2 English spelling. [S.l.]: Coordination Group Publications, 2002.

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Pescosolido, John R. Spelling. Austin, Tex: Steck-Vaughn Co., 1990.

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Gentry, J. Richard. Spelling connections: Words into language. Columbus, Ohio: Zaner-Bloser, 1996.

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George, Davidson, ed. The history of English spelling. Malden, MA: Wiley-Blackwell, 2011.

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Mitton, Roger. English spelling and the computer. London: Longman, 1996.

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Book chapters on the topic "English language – Orthography and spelling"

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Wyse, Dominic, Helen Bradford, and John-Mark Winstanley. "Spelling." In Teaching English, Language and Literacy, 206–14. 5th ed. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003348245-20.

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Culpeper, Jonathan, and Dawn Archer. "The History of English Spelling." In English Language, 244–58. London: Macmillan Education UK, 2009. http://dx.doi.org/10.1007/978-1-137-07789-9_13.

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Culpeper, Jonathan, and Dawn Archer. "The History of English Spelling." In English Language, 186–99. London: Macmillan Education UK, 2018. http://dx.doi.org/10.1057/978-1-137-57185-4_12.

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Bauer, Laurie. "English spelling." In English Phonetics, Phonology and Spelling for the English Language Teacher, 141–44. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781032637020-16.

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Burton, S. H. "Spelling." In Work Out English Language ‘O’ Level & GCSE, 150–55. London: Macmillan Education UK, 1986. http://dx.doi.org/10.1007/978-1-349-07193-7_10.

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Derwing, Bruce L., Tom M. S. Priestly, and Bernard L. Rochet. "The Description of Spelling-to-Sound Relationships in English, French, and Russian." In Orthography and Phonology, 31. Amsterdam: John Benjamins Publishing Company, 1987. http://dx.doi.org/10.1075/z.29.04der.

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Wallwork, Adrian. "Language, Translating and Spelling." In English for Academic Correspondence, 49–65. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-26435-6_5.

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Bauer, Laurie. "Spelling vowels." In English Phonetics, Phonology and Spelling for the English Language Teacher, 150–65. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781032637020-18.

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Bauer, Laurie. "Spelling consonants." In English Phonetics, Phonology and Spelling for the English Language Teacher, 145–49. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781032637020-17.

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Bauer, Laurie, and I. S. P. Nation. "Sound and Spelling." In English Morphology for the Language Teaching Profession, 21–26. New York: Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780367855222-3.

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Conference papers on the topic "English language – Orthography and spelling"

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Rastle, Kathy. "How do writing systems shape reading and reading acquisition?" In 11th International Conference of Experimental Linguistics. ExLing Society, 2020. http://dx.doi.org/10.36505/exling-2020/11/0001/000416.

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Writing is a relatively recent cultural invention, and reading is a skill that requires years of instruction, dedication, and practice. My talk will consider how the nature of a writing system influences reading acquisition and skilled reading. I consider the nature of statistical regularities that characterize English orthography and show across several experiments that knowledge encoded in the skilled reading system mirrors these regularities. This analysis reveals that weaknesses in the relationship between spelling and sound give rise to powerful regularities between spelling and meaning that are critical for text comprehension. I conclude by thinking about how written language differs from spoken language and argue that these differences may be at the heart of human capacity for rapid, skilled reading.

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Tuerah, Javier I. C., Jeane Tuilan, Made Krisnanda, Prycilia Pingkan Mamuaja, and Revolson A. Mege. "Study of English Language Spelling." In Proceedings of the 1st International Conference on Social Sciences (ICSS 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icss-18.2018.182.

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Nicolai, Garrett, and Grzegorz Kondrak. "English orthography is not "close to optimal"." In Proceedings of the 2015 Conference of the North American Chapter of the Association for Computational Linguistics: Human Language Technologies. Stroudsburg, PA, USA: Association for Computational Linguistics, 2015. http://dx.doi.org/10.3115/v1/n15-1056.

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Straupeniece, Daiga, and Normunds Dzintars. "Pupils’ Written Language in the Latvian Language and History State Examinations in Riga in 2021." In 81th International Scientific Conference of the University of Latvia. University of Latvia Press, 2023. http://dx.doi.org/10.22364/htqe.2023.50.

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The research examines pupils’ text creation skills in the Latvian language and history state examinations in 2021. It compares the quality of written language in two examination papers by 15 pupils. The statistical method has been used to evaluate the types of errors in orthography and syntax and establish the frequency of the use of the language means. Pupils’ skills in orthography vary. Only 4 examination papers in Latvian and history do not contain orthographic errors. Writing complex proper names and the use of macrons cause problems for pupils. Similarly, the skills of separate spelling of some words have been underdeveloped. Also, an unjustified lack of a letter or unjustified use of it can be observed. Pupils pay more attention to orthography in the Latvian language examination. Pupils’ skills in syntax are also varied. Syntactical means used in text creation are uniform. In the Latvian language examination papers, 143 instances when coordinated parts of sentence were used have been registered; 78 such instances have been registered in the history examination. In both examinations, a connection of two coordinated parts with the conjunction un ‘and’ was used most frequently, with 78 cases in Latvian and 32 in history. Also, the participial clause, including the undeclinable participle with the suffix -ot and auslaut -oties, was dominant (60% in history, 40% in Latvian). In the third part of the Latvian language examination, insertions were used more often than in the history examination, 63% and 37%, respectively. Other syntactic means were rarely used. It can be concluded that there are no significant differences in the types of orthographic and punctuation errors in the Latvian language and history examination papers; the differences are visible in the choice of language means and their quantity.

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Zeljić, Goran. "Kritički pogled na vrste pravopisnih vežbi u nastavi srpskog jezika." In Nauka, nastava, učenje u izmenjenom društvenom kontekstu. University of Kragujevac, Faculty of Education in Uzice, 2021. http://dx.doi.org/10.46793/nnu21.343z.

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The article analyzes orthographic tasks that are part of teaching content in Serbian orthography at the elementary school age. These contents, especially at the younger school age, are an essential part of teaching Serbian. The plan and program cover all major orhographic topics, starting with the use of capital letters, through merged and conquered spelling, punctuation, and abbreviations. The orthographic aspect of voice alternatives is given in the older classes, although the basics of these rules are given at a younger age in changing the form of words (in the writing of nouns of the vrabac – vrapca type, mn. vrapci, zadatak, zadatka, zadaci, etc.) in word formation (eg. in the construction of deminitives such as sveska – sveščica, noga – nožica, etc.), and in highlighting exceptions such as the absence of alternation in loudness in the contact of sound consonants d and đ with silent consonants s and š (e.g., predsednik, predškolski, etc.). The aim of this paper is to examine the types and quality of exercises and tasks in Serbian orthography at primary school age. The analysis covers orthography units presented in textbooks and orthography literature and additional material used in teaching practice (task collections, etc.). Also, the orthographic tasks given in the Serbian language tests at different levels of competitions were examined.

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Boyd, Adriane. "Pronunciation modeling in spelling correction for writers of English as a foreign language." In Human Language Technologies: The 2009 Annual Conference of the North American Chapter of the Association for Computational Linguistics, Companion Volume: Student Research Workshop and Doctoral Consortium. Morristown, NJ, USA: Association for Computational Linguistics, 2009. http://dx.doi.org/10.3115/1620932.1620938.

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Keisuke, Huziwara. "Devising an Orthography for the Cak Language by Using the Cak Script." In GLOCAL Conference on Asian Linguistic Anthropology 2019. The GLOCAL Unit, SOAS University of London, 2019. http://dx.doi.org/10.47298/cala2019.16-4.

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Cak (ISO 639-3 ckh) represents a Tibeto-Burman language spoken in the Chittagong Hill Tracts, Bangladesh. The language is known as Sak in Rakhaing State, Burma. The total number of native speakers of the language is estimated at approximately 3,000 in Bangladesh and 1,000 in Burma (Simons and Fennig eds. 2017). Although Cak and Sak are mutually understandable where native words are concerned, comprehensibility becomes arduous with Bangla loan words in Cak, and with Arakanese/Burmese loan words in Sak. Until recently, Cak/Sak did not have a script of its own. However, by the beginning of the 21st century, the Cak script was developed and finally published as Ong Khyaing Cak (2013), in which its fundamental system is described. Although well designed overall, the current Cak writing system found in Ong Khyaing Cak (2013) has several shortcomings. Huziwara (2015) discusses the following five instances: (a) No independent letter for /v/, (b) unnecessary letters for the non-phonemic elements such as the voiced aspirated stops and the retroflexes, (c) the arbitrary use of short and long vowel signs, (d) a frequent omission of high tone marks in checked syllables, and (e) multiple ways to denote coda consonants. In this paper, Huziwara (2015) will first be reviewed. Then, the basic phonetic correspondences between Cak in Bangladesh and Sak in Burma will be examined. Finally, based on these two discussions, an orthography to be employed in the forthcoming Cak-English-Bangla-Burmese dictionary, a revised version of Huziwara (2016), will be demonstrated.

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van Staden, Annalene, Ansa Tolmie, and Elize Vorster. "EXPLORING THE BENEFITS OF VISUAL CODING STRATEGIES FOR L2, ENGLISH LANGUAGE LEARNERS WITH SPELLING DELAYS." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.2198.

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Matthews, Philip W. "Māori and English in New Zealand toponyms." In Onomastikas pētījumi. LU Latviešu valodas institūts, 2014. http://dx.doi.org/10.22364/onompet.1.01.

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This paper takes up one of the conference themes, «Reflection of language contacts in proper names». It deals with the situation in New Zealand where there are some 12,000 gazetted (or official) and an estimated 35,000 nongazetted (or recorded) place names. These names are almost all in Māori and English. The country was settled by the Māori people in the fourteenth century and today about 650,000 people, out of a total population of about 4.3 million, claim Māori descent. Māori named almost all of the country, the names being closely linked to iwi (tribal) histories. Foreigners, almost all English speaking, started visiting the country and giving their names to various places, and from the early nineteenth century two place name systems – Māori and nonMāori – have existed. This paper details the contact between the Māori language, the English language and New Zealand’s place names. It deals with seven matters: (1) Māori settlement and naming; (2) Early nonMāori settlement and naming; (3) the Treaty of Waitangi; (4) post Treaty of Waitangi names; (5) spelling of Māori place names; (6) prounciation of Māori names; and (7) dual and alternative Māori-English place names. Reasons are advanced to explain matters associated with the interlingual problems in the spelling and pronunciation of the place names and the emergence of dual place names.

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Antropova, Svetlana, Francesca Colt, and Mariana Lafita. "SPELLING PERFORMANCE BY SPANISH PRIMARY STUDENTS USING ENGLISH AS A SECOND LANGUAGE: ANALYSIS OF THE MOST COMMON MISTAKES." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.0180.

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