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1
Guay, Thérèse. "L'adaptation orthographique des anglicismes lexématiques au Québec, perspective historique." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ49098.pdf.
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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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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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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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Nugent, Mary E. "An alternative approach to spelling instruction." CSUSB ScholarWorks, 1986. https://scholarworks.lib.csusb.edu/etd-project/375.
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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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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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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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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
11
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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WILDE, SANDRA JEAN. "AN ANALYSIS OF THE DEVELOPMENT OF SPELLING AND PUNCTUATION IN SELECTED THIRD AND FOURTH GRADE CHILDREN (ORTHOGRAPHY, PAPAGO, O'ODHAM)." Diss., The University of Arizona, 1986. http://hdl.handle.net/10150/183876.
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This study explores various aspects of the spelling and punctuation development of six Tohono O'odham (Papago) children during their third and fourth grade years. The data used, which was collected in a prior study, consisted of 215 texts (13,793 words) written in natural classroom settings as part of the teacher's ongoing writing curriculum. Field notes decribing what the subjects did as they wrote, as well as written interviews, supplemented the texts themselves. A number of specific features were examined to explore the subjects' use of various level of linguistic information about spelling. Those features included: initial letters, vowel phonemes, consonant digraphs, the letters C and G, consonant gemination, bound morphemes, and homophones. Spellings involving permutation (changes in letter order) and the letters E and Y as final markers, as well as those spellings which were real words, were also examined. Finally, differences between spellers, the subjects' use of punctuation and capitalization, and orthography in the classroom context were analyzed. A number of conclusions were drawn from the analysis. The subjects spelled most words conventionally. The more frequently a word appeared in the subjects' writing, the more likely it was to be spelled conventionally. Selected orthographic features varied widely in how conventionally they were spelled, with those which were less predictable or more abstract tending to be more difficult. Almost every spelling feature examined showed growth from third to fourth grade. The invented spellings of particular features tended to reflect understandable, logical processes. Invented spellings which were either real words or permutations of the intended word were common. There were differences between children not only in how conventionally they spelled but in the types of invented spellings they produced. Punctuation was more difficult than spelling for the subjects, and its use varied greatly between subjects. Capitalization was comparable to spelling in how conventionally it was used. Children used a variety of linguistic information and spelling strategies as they wrote. There was evidence that punctuation usage was driven (at least in some cases) by conscious hypotheses about how it works. Children's metalinguistic knowledge about orthography may or may not parallel their use of it.
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Bristor, Valerie Jayne. "A quasi-experimental comparison of the test-study and study-test methods in fourth grade spelling." Virtual Press, 1988. http://liblink.bsu.edu/uhtbin/catkey/536295.
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The purpose of this study was to compare two methods of spelling instruction, the test-study method and study-test method, with the spelling achievement of selected fourth grade students. The effects of gender and spelling ability level on the spelling method were also studied. The participants were 80 fourth grade students from four intact classrooms in two elementary schools in a small suburban midwestern school district.Third grade standardized test scores were collected from students' permanent record cards and used for grouping students into spelling ability levels. A Spelling Criterion-Referenced Test was used as a pretest (covariate) and a posttest (dependent variable). An analysis of covariance was used to test three null hypotheses at the .05 level of significance. The three null hypotheses were not rejected. The following results were suggested:1. Both fourth grade boys and girls achieve equally well in spelling whether they use the test-study method or the study-test method of spelling instruction.2. Fourth grade students achieve equally well in spelling whether they use the test-study method or the study-test method of spelling instruction.3. Fourth grade girls and boys achieve equally well in spelling.Teachers should consider integrating spelling into all areas of the language arts by supplementing the spelling textbook with words the children are using in their writing.Department of Elementary Education
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Hambly, Everett E. III. "Kinesthetic teaching methods in the traditional classroom comparative spelling and vocabulary techniques." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1281.
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Spelling and vocabulary performance as measured by pre-tests and post-intervention performance for the two strategies showed that average overall improvements resulted from the use of kinesthetic teaching methodologies when compared with visual (only) methods.
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Du, Cloux Kim Elaine. "A guide to motivating students to twist to better spelling." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2431.
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Students learn and retain more when they enjoy the process or avenue of learning. Students have fun learning to spell when visual, auditory, and hands-on learning are included in the process. In addition, the intervention project can be used to support and assist second language learners. The benefits from this intervention project will not only strengthen students' phonemic and spelling foundation, but will also enhance their reading comprehension and writing effectiveness.
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Cheung, Ching-yee Cecilia, and 張靜儀. "One to one cross-age peer tutoring and same-age peer tutoring in English dictation: a comparative study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956361.
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Frerichs, Linda C. "Examining First-Graders' Construction of Knowledge of Graphophonemic and Orthographic Relationships: Reading and Writing Student-Selected Continuous Text." Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc278985/.
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The purpose of this study was to examine first-graders' construction of knowledge of graphophonemic and orthographic relationships. Three levels of treatment were assigned randomly to three groups of first-graders in their first semester of first grade. Treatment varied in student engagement with reading and writing texts based on student interests and in the amount of interaction students had with one another and the researcher as they read, wrote, and examined words, word patterns, and graphophonemic relationships. The study was based on a quasi-experimental nonequivalent control group design (Campbell & Stanley, 1963) with an added within-subjects factor of 12 weekly test occasions. These weekly tests involved students writing a researcher-dictated continuous text selected by students in the full-treatment group from the larger portion of text read each week. Additional elements of qualitative research were included in the design and analyses. Quantitative analyses revealed statistically significant results. Qualitative data analyses confirmed that students who interacted daily with each other and the researcher in reading and writing activities constructed more knowledge about graphophonemic and orthographic relationships than peers from the partial-treatment group and the control group. Results led to conclusions and implications involving a reexamination of current and traditional methods of spelling instruction and assessment for young children.
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Walton, Donna L. "The impact of computer assisted instruction on sensory cognitive factors in literacy learning." Thesis, University of North Texas, 2003. https://digital.library.unt.edu/ark:/67531/metadc4380/.
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The purpose of this study was to examine the impact of computer assisted instruction on the development of literacy skills. The effect of instructional methodologies designed to stimulate sensory processing (auditory, visual, and somatic sensory) through information processing activities was analyzed. A software program was designed to present instruction to stimulate learning in one sensory modality, visual processing. Also, the effect of delivery mechanisms on the acquisition of literacy skills was investigated. Three treatment groups and a control group were established to analyze differences: cognitive processing methodologies presented via computer technology, conventional methodologies presented via computer technology, cognitive processing methodologies presented through traditional classroom tools, and a control group. A portable keyboard computer with word processing capabilities was selected to deliver technology-enhanced instruction. Results from this study suggest that activities designed to specifically promote processing in one sensory modality, do not promote acquisition of skills in other regions. There was no change in scores when visual methodologies were applied to auditory and somatic sensory cognitive processing goals. When spelling tests that utilized all sensory modalities were analyzed, visual processing instruction had no effect on achievement. This result was duplicated when tests requiring auditory processing skills were examined. However, when visual processing skills were applied to words requiring sight word memorization techniques, the methodologies improved achievement scores. Therefore, it can be concluded that methodologies increase achievement only if activities are designed to stimulate the sensory cognitive modality that the skill requires. Results of analysis concerning the effect of delivery mechanisms on spelling achievement revealed that technology is a useful tool when used to promote information processing related to the learning goal. Visual cognitive processing activities delivered via computer technology were effective only when practice activities matched instructional objectives. When conventional methods of learning spelling skills were presented utilizing technology, student scores did not increase. It can be concluded that spelling achievement can be improved through the introduction of intelligent software applications if the instructional program is designed to stimulate appropriate cognitive processes and to meet targeted learning objectives. A theory for designing instructional software to meet these criteria, The Integrated Processes Method, was presented.
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Lo, Chi-kin Wilson, and 盧智健. "The effect of phonological input on L2 reading comprehension." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B29519524.
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Andersson, Matilda. "To Knock the Eye Out of a Friend : Assessment of an Orthographic Reform Upon the English Language." Thesis, Högskolan i Halmstad, Sektionen för humaniora (HUM), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-25371.
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This essay is a theoretical qualitative study, which examines the possibility for a spelling reform into English. The history of orthographical changes into British English, as well as Brown’s categorisation of spelling reforms, is reviewed. Four spelling reform proposals are analysed and compared. Additionally, the social discourses of Eira, which are relevant to a spelling reform, are analysed and discussed with regard to English. There is only speculation as to why no modern day spelling reform has been implemented in British English, but it is connected to its historical events, the social discourses and the implementation process. Spelling reform into English is theoretically feasible, but it depends on the implementation strategies and support from those who wish to perform such a change.
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Coats, Tonya Cherie. "Using technology in language arts to motivate students." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2479.
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This project will serve as a media rich tool to aid students and teachers in the classroom. It is designed to examine whether or not a computer based learning environment motivates and helps fourth grade at-risk students in vocabulary development. The project included creating a guide in Macromedia Authorware to help educators develop a multimedia environment in the classroom.
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Cheung, Chun-chun, and 張珍珍. "A comparison of the effects of two approaches: classwide peer tutoring & classwide peer tutoring withoutreinforcement on the spelling performance in integrated science." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31958552.
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Harrison, Gina Louise. "The use of phonological and orthographic information for memory and spelling : an analysis of reading and spelling subtypes." Thesis, 2001. http://hdl.handle.net/2429/14624.
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The present study was designed to examine differences between subtypes of readers and
spellers in their performance on several phonological, orthographic, and memory tasks. A
central question involved whether subtypes of readers and spellers could be distinguished based
on their performance across the tasks administered. Based on their performance on a
standardized achievement test, fourth and fifth grade children (N=50) were classified as having
no difficulties with reading and spelling (good readers and spellers), difficulties with spelling, but
not reading (mixed readers and spellers), or difficulties with both reading and spelling (poor
readers and spellers). Each student was given a series of tasks to assess their use of
phonological and orthographic information for memory and spelling. These tasks included: 1)
rhyme judgment, 2) cued recall, 3) reading pronounceable pseudowords, 4) deciding which of.
two pseudowords looks most like a real word, and 5) reporting on the kinds of strategies used to
spell words. An error analysis was also conducted. Students with reading and spelling
difficulties performed consistently lower than good and mixed readers and spellers on tasks
assessing their use of phonological information. Good and mixed readers and spellers were not
distinguishable on these tasks. Students with no reading and spelling difficulties or with
spelling difficulties only performed better than poor readers and spellers on some tasks
assessing orthographic processing. Specifically, mixed readers and spellers were distinguishable
from good readers and spellers by their poorer recall of visually similar words. Good and poor
subtypes were not distinguishable on this task. Poor readers and spellers also achieved
comparable scores to the good and mixed readers and spellers on a measure of orthographic
awareness. Overall results provided evidence supporting subtypes of reading and spelling
ability groups. Students with no reading and spelling difficulties, or difficulties with spelling
but not reading were similar in their use of phonological information. However, students with
reading and spelling difficulties were more similar to the good readers and spellers in their use of
orthographic information in memory. The findings from the present study have implications to
subsequent research examining spelling ability, provide further evidence of the unique
processing characteristics of the paradoxical good reader but poor speller, and suggest the
possibility of unique programming needs to remediate spelling difficulties in mixed and poor
readers and spellers.
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Leonard, Thelma M., University of Western Sydney, College of Arts, and School of Education. "The effects of explicit spelling lesson programs on performance outcomes of upper primary students." 2007. http://handle.uws.edu.au:8081/1959.7/32923.
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The study is concerned with improving the spelling performance of below average spellers in an upper primary mainstream classroom setting. The main target group is children who do not qualify for learning support resources yet have difficulty thriving in the literacy area of spelling. It was expected that lessons designed to expand students’ knowledge about words and the English language system would generate a greater student facility with learning spellings. A quasi-experimental methodological approach was taken which also has features of a controlled trials study. Four spelling intervention lesson programs were designed and each has a different pedagogic emphasis: 1) Metacognitive and multisensory learning strategies 2) Teacher-Best-Practice 3) Teacher designed inquiry-based group work 4) Learning with a computer-based Team Learning System. The study design is both practical and pragmatic in that only resources already available to the schools were utilised; lesson formats and teaching practices can be easily replicated; and the spelling programs are compatible with NSW curriculum directives. The intervention lesson program took place for one hour per week over a two-term period and involved four schools situated in the outer areas of Sydney, Australia. Students and teachers in nine upper primary classrooms took part in the study, five of which were intervention classes and four were non-intervention classes. The classroom teachers were an important factor in the program presentation and lessons with an explicit focus on words were conducted from a constructivist perspective. Results indicate that when spelling becomes an instructional focus, substantial progress in performance levels can be made in both intervention and non-intervention classrooms. Discussion of the findings examines how pedagogic factors influenced learning outcomes for all ability groups in the literacy area of spelling. Particular attention is given to the progress in spelling age made by below average performers, as determined on pre-testing, and students with lower than normal cognitive ability. It is considered that the more interactive approach to teaching spelling, plus a high level of congruence with the Quality Teaching model (NSW DET, 2003) elements of Engagement, High-order Thinking, and Substantive Communication, assisted these target groups of students in the intervention classes. The principal conclusion that can be drawn from the findings of the study is that minimal modifications to teaching practices can bring about improvement in students’ spelling performance levels. It illustrates the capacity of children to advance their learning outcomes when lessons are designed and delivered in a manner that encourages engagement and interactive support. Such a conclusion directs the responsibility for students’ learning outcomes to their classroom teachers. The study identifies that there are implications for the providers of in-service and pre-service professional development of teachers situated in upper primary mainstream classrooms, and the pedagogic aspirations of the primary school community.Doctor of Philosophy (PhD)
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Higgins, Kellie Elizabeth. "Orthographic specific visual processes during word recognition in developmental dyslexia: an event-related potential study." Thesis, 2006. http://hdl.handle.net/2152/2723.
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Park, Chaehee. "The influence of L1 phonological and orthographic system in L2 spelling : a comparison of Korean learners of English and native speaking children." 2011. http://liblink.bsu.edu/uhtbin/catkey/1653353.
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Literacy development, particularly spelling development is an important topic in
SLA because spelling ability is the foundation of literacy skills (Venezky, 1989).
However, little is known about the development of spelling in ESL. Research on the
development of spelling skills has focused on native English language. This study
investigated English L2 spellings among Korean L1 learners of English on the basis of
linguistic differences in their L1 and L2 phonology and orthography.
Two groups of 3rd graders, Korean L1 English learners (N=36) and native English
speakers (N=30), performed a pseudoword spelling task, in which they listened to an
audio recording of a total of 34 pseudowords and dictated what they heard.
The task material targeting phonological difference consists of two types of
pseudowords: the consonants that exist in both English and in Korean (congruent type)
and the consonants that do not exist in Korean but exist English (incongruent type). The
task material targeting orthographic difference consists of two types of pseudowords:
more consistent vowels and less consistent vowels.
Data were tested with an experiment with a 2 x 2 factorial design with “group”
and “word type” as independent variables. The groups included two groups who are from
contrasting L1 backgrounds: English and Korean. For phonological difference, word type
included two contrasting types: congruent and incongruent. For orthographic difference,
word type included two contrasting types: more consistent and less consistent.
The results support the prediction that Korean L1 learners of English would have
difficulty in spelling pseudowords containing phonemes which do not exist in Korean but
are present in English phonology and that learners whose L1 is relatively transparent had
difficulty in spelling L2 words whose grapheme phoneme correspondence is less
transparent. Further analysis on error types and pedagogical implications regarding
English L2 spellings are addressed.Department of English
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Walton, Patrick D. "Rhyming ability, phoneme identity, letter-sound knowledge, and the use of orthographic analogy by prereaders." Thesis, 1993. http://hdl.handle.net/2429/2090.
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Recent research in phonological awareness found a strong link between rhyming ability in preschool children and later reading achievement. The use of orthographic analogy, the ability to make inferences from similarities in spelling to similarities in sound, was proposed as the mechanism to explain this relationship (Goswami & Bryant, 1990). Literature was presented that suggested the need for further research. Four research questions were examined. First, can prereaders learn to read unfamiliar words on the basis of orthographic analogy after brief training with rhyming words? The evidence supported the view that they could. Second, will the ability to read words by orthographic analogy be enhanced by phonological training in onset and rime, and by the use of segmented text? The brief phonological training did not increase analogy word reading over the same training without it. However, using text segmented at the onset-rime boundary for training items did increase analogy word reading. Third, will reading by orthographic analogy vary according to the level of prereading skills (rhyming ability, phoneme identity, letter-sound knowledge)? The majority of children with high prereading skills learned to read analogy test words whereas most children with low prereading skills found the task too arduous. Fourth, will rhyming ability make an independent contribution to reading achievement? The results were equivocal.
Rhyming ability did make an independent contribution to the number of trials taken to learn the training items. It did not when analogy word reading was the dependent variable. Phoneme identity accounted for most of the variance in analogy word reading.
Further analyses found that the ability to identify the final phoneme was the best discriminator between children who learned to read analogy test words and those who did not. A possible explanation was that children used the final phoneme to determine the sound of the rime ending rather than the last two phonemes together.
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Jansen, Jessica Mary-Ann. "Exploring the teaching of Grade 1–3 English spelling using the Sound Reading System : a case of a Namibian primary school." Diss., 2017. http://hdl.handle.net/10500/22715.
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Exploring the teaching of Grade 1 – 3 English spelling using the Sound Reading System: A case of a Namibian primary school
Spelling is crucial for literacy development in children and therefore needs to be taught effectively during the primary grades. A plethora of studies on spelling instruction have been carried out to shed light on the importance of applying scientifically based methods. This study investigated the implementation of the Sound Reading System (SRS) for teaching spelling in Grades 1, 2 and 3 in Namibia – a country where English is mostly acquired as a taught subject. A qualitative design was used to examine the application of the SRS in whole-class instruction in the Erongo region of Namibia. Using observations, interviews and document analysis, data was obtained from one school where the SRS was used to teach spelling. Three teachers were observed and subsequently interviewed on the teaching of English spelling. The findings revealed that, after using the SRS, teachers felt their own alphabetic knowledge had improved and their approach to teaching spelling had changed, leading to an awareness of what meaningful spelling activities entail. They felt that the methodology had provided a systematic approach to their teaching. The teachers were convinced that there is a link between spelling and reading and the methodology provided an opportunity to teach these skills simultaneously.
In terms of the SRS, an integrated approach is applied whereby the target sound becomes the focal point of language development to provide an opportunity for skill transfer. However, the teachers found it challenging to slot in all the activities in a timetable that does not cater specifically for spelling. Another challenge perceived by the teachers was the effective teaching of sight words. This study recommends teamwork between teachers and parents to ensure that all SRS activities are completed successfully at home. Furthermore, it emphasises the importance of applying scientific methods in classroom practice. It further suggests that teaching the full range of spellings in the SRS be continued in Grades 4 and 5 to reinforce a deeper understanding of English orthography. Lastly, it is suggested that higher institutions link teacher training to curricular outcomes.Curriculum and Instructional Studies
M. Ed. (Curriculum Studies)
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Kraai, Rhonda V. "The role of metacognitive strategy use in second grade students with learning disabilities during written spelling tasks." 2010. http://liblink.bsu.edu/uhtbin/catkey/1597248.
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General education and special education teachers are expected to provide evidence-based instruction to all students in the classroom. Along with that, they must make sure that their students pass the state mandated tests based on state standards. Meeting the needs of everyone in the classroom is a difficult task especially with 10-20% of those students having special learning needs that require a different approach to assessment and instruction.
The purpose of this study was to investigate the role that metacognitive strategies have in second grade students with learning disabilities while they are performing written spelling lists and story generation tasks. One-on-one interviews were conducted with two second grade students with learning disabilities after they had written ten word spelling lists as well as a story based on a photograph of their choice. The interviews were conducted to identify what metacognitive processes they used by asking them to report and reflect on what they wrote, how they knew what to write, and whether or not they could identify what they wrote was correct, as well as being able to independently correct any errors they made.
The results indicate that although their metacognitive strategies were emerging, they had difficulty reporting consistently and accurately what spelling strategies they used. They also had difficulty reflecting on whether a word was correct or incorrect and if incorrect, how to correct it. Each student used a different approach to spelling a word, one “Brute Force” and the other “Rule-based.” Neither of these approaches worked effectively for these students as they made many spelling errors and still had difficulty correcting them.
The overall findings indicate that these two second grade students with learning disabilities used limited metacognitive strategies of monitoring, regulating and reflecting. What strategies they did employ, were not consistent or effective to help them achieve a level of spelling efficiency needed to be successful in second grade.Department of Special Education
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Mahabeer, Sandhya D. "Barriers in acquiring basic english reading and spelling skills by Zulu-speaking foundation phase learners." Diss., 2003. http://hdl.handle.net/10500/1166.
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This study focuses on the barriers that hinder the Zulu-speaking English second language learner in the Foundation Phase in acquiring basic reading and spelling skills. Nine hypotheses were developed from the literature study. Emanating from this, a quantitative empirical investigation, undertaken at various Foundation Phase schools in and around the greater Durban area, examined these barriers. A questionnaire was used as the main instrument in investigating these barriers.
The study highlighted the relationships between the various variables. These relationships were, in the main, found significant. The research has indicated that contextual, language, school and intrinsic factors are significantly correlated to the problems L2 learners experience in acquiring English reading and spelling skills. The limitations of this investigation were discussed and recommendations, based on these results, were forwarded.Educational Studies
M. Ed. (Guidance & Counselling)
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Chivhanga, Ester. "The diglossic relationship between Shona and English languages in Zimbabwean secondary schools." Diss., 2008. http://hdl.handle.net/10500/1943.
Full textAbstract:
The research highlights the problems of the diglossic relationship between Shona and English in the teaching-learning situation in Zimbabwe secondary schools. It focuses on how English as a high variety language adversely affects the performance of learners writing 'O' level Shona examinations in secondary schools. The research also confirms that teachers and learners of Shona in Zimbabwean secondary schools have a negative attitude towards Shona.
Finally, the use of English in the teaching of Shona, the less hours allocated to Shona, the low esteem of Shona vis-à-vis the dominance of English and the association of English with social mobility impact on the attitude of students towards Shona as a subject. This linguistic attitude coupled with orthographic problems causes low passes in Shona at 'O' level. Hence, one proposes, language awareness campaigns and the use of Shona in the teaching of practical criticism and grammar.African Languages
M.A. (African Languages)
32
Nogita, Akitsugu. "Examination of the (si) and (ʃi) confusion by Japanese ESL learners." Thesis, 2010. http://hdl.handle.net/1828/2991.
Full textAbstract:
It is a general belief in Japan that the English /s/ and /ʃ/ before high front vowels (as in "see" and "she") are problematic for Japanese ESL (English-as-a-second-language) learners. Some research has also reported the /s/ and /ʃ/ confusion by Japanese ESL learners. Their pronunciation errors are often explained based on phonetics, but there are reasons to believe that the learners’ knowledge of the phonemes of the target words is at fault. This study examines 1) whether monolingual Japanese speakers distinguish the [si] and [ʃi] syllables in both perception and production in the Japanese contexts and 2) what would be the sources of Japanese speakers’ challenges in mastering the distinction between [si] and [ʃi] in their English production if Japanese speakers can produce and perceive the difference between these syllables. This study conducted two experiments. In the first experiment, 93 monolingual Japanese speakers between the ages of 17 and 89 in and around Tôkyô read aloud the written stimuli that had [si] and [ʃi] in the Japanese contexts, repeated the sound stimuli that had [si] and [ʃi] in the Japanese contexts, and listened to the [si:] and [ʃi:] syllables in isolation recorded by a native speaker of Canadian English. The results showed that the participants all distinguished [si] and [ʃi] in both perception and production regardless of their ages. Based on these results, I hypothesized that the [s] and [ʃ] confusion by Japanese ESL learners is caused by misunderstanding, rather than an inability to articulate these sounds. In the second experiment, 27 Japanese ESL students were recorded reading an English passage. The passage contains /s/ (7 times) and /ʃ/ (11 times) before high front vowels. After the reading, the participants were taught the basic English phonological system and the symbol-sound correspondence rules such as “s”-/s/ and “sh”-/ʃ/. The lesson lasted 40 minutes during which the participants were also interviewed to find out their awareness of the symbol-sound correspondence. No articulation explanations were given during the lesson. After the lesson, the participants read the same passage. The results showed that /s/ and /ʃ/ were mispronounced 39 and 67 times respectively in total by the 27 participants before the lesson, but only 7 and 19 times after the lesson. These changes are statistically significant. Moreover, the interview during the lesson revealed that the participants lacked phonological awareness in English as well as the knowledge of the symbol-sound correspondence rules. This study concluded that many of the mispronunciations by Japanese ESL learners, including /s/ and /ʃ/, can be solved by teaching the English phonics rules and some basic phonological rules without teaching the articulation of these sounds.