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

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Published: 4 June 2021

Last updated: 30 July 2024

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1

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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2

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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3

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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4

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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5

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

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6

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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7

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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8

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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9

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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10

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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11

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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12

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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13

Leonard, Thelma M. "The effects of explicit spelling lesson programs on performance outcomes of upper primary students." Thesis, View thesis, 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.

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14

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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15

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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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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17

Riddle, Shayna Auerbach. "Orthographic Skills in English Language Learners and Students with Learning Disabilities." Diss., Temple University Libraries, 2017. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/443403.

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Special Education
Ph.D.
This study investigates orthographic skills in students with learning disabilities (LD), English Language Learning (ELL) students and their typical-achieving, native-English speaking (TYP) peers to help in the differentiation of these groups, and ultimately improve LD assessment for linguistically diverse students. A repeated-measures ANOVA was conducted to compare the effect of Group Type (LD, TYP, ELL) on the orthographic skills of 108 children as measured by the Words Their Way Primary Spelling Inventory on three administrations over the course of a school year. There were statistically significant differences between groups with medium and large effect sizes in all spelling inventory measures: Feature Points, Words Spelled Correct and Spelling Inventory Stage scores. In each grade and administration, the students in the LD group consistently had the lowest means and students in the TYP group had the highest means. On the Words Spelled Correct measure, there was a triple interaction with a medium to large effect size between the three groups by grade and over time. This interaction showed that in Kindergarten, both ELL students and students with LD score significantly lower than the TYP group. ELL students made substantial progress and by spring of first grade, they had similar scores to those of the TYP group. The LD group continued to have significantly lower scores than both other groups in first and second grades. A comparison of spring stage scores indicated significant differences between the ELL group and the TYP group in the number of students that were on or above grade level. There was also a significant difference between the number of students with spring spelling stages on or above grade level in the LD and the TYP group. However, there was not an equivalent difference between the LD and ELL groups. An analysis of student progress over the course of the school year found the rates of improvement in all three groups to be comparable, though the group means are consistently ranked with the LD group underperforming the ELL group and TYP group (LD Temple University--Theses

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18

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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19

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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21

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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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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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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25

Rollings, Andrew G. "The spelling patterns of English." Thesis, University of Essex, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.296167.

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26

Strikis, Liena A. "The effects of orthography and phonology on vocabulary acquisition /." Connect to online version, 2006. http://ada.mtholyoke.edu/setr/websrc/pdfs/www/2006/179.pdf.

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27

White, David Lloyd. "Irish influence and the interpretation of old English spelling /." Digital version accessible at:, 2000. http://wwwlib.umi.com/cr/utexas/main.

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Ross, Linda. "Investigating spelling through generative instruction." Morgantown, W. Va. : [West Virginia University Libraries], 2000. http://etd.wvu.edu/templates/showETD.cfm?recnum=1435.

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29

Kusuran, Amir. "L2 English spelling error analysis : An investigation of English spelling errors made by Swedish senior high school students." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-48055.

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Proper spelling is important for efficient communication between people with different first languages in the 21st century. While Swedish functions as an intranational language within Sweden, it sees little to no use outside of Scandinavia. English fills the role as a second language that all Swedish students must learn, yet more focus appears to be given to grammar rather than spelling. Spelling is important and knowing the kinds of spelling errors Swedish learners of English tend to make can help educators improve the spelling proficiency of their students. The aim of this study is to investigate the spelling errors made by senior high school students in Sweden by analyzing a collection of essays written by students and gathered in the Uppsala Learner English Corpus (ULEC). The results of this study show that spelling proficiency nearly doubled for students in their third year in senior high school compared to their first year, yet the distribution of spelling errors remained the same. Additionally, some particular sounds that appear to be especially problematic for Swedish spellers were identified, such as /ə/, /l/, /s/ and /k/.
Korrekt stavning är viktig för effektiv kommunikation mellan människor med olika modersmål i tjugohundratalet. Medans svenska fungerar som ett språk mellan människor inom Sverige, ser det lite till ingen nytta utanför Skandinavien. Engelska fyller rollen som andraspråk som alla svenska elever måste lära sig, ändå sätts mer fokus på grammatik över stavning. Stavning är viktig och att veta vilka typer av stavfel som svenska elever brukar göra på engelska kan hjälpa lärare förbättra elevernas stavningskunskaper. Syftet med den här studien är att undersöka svenska gymnasielevers felstavningar i Engelska genom att analysera en samlig essäer skrivna av studenter och samlade i Uppsala Learner English Corpus (ULEC). Resultaten från den här studien visar att stavningskunskaperna hos eleverna hade nästan fördubblats när de gick det tredje år på gymnasiet jämfört med när de gick det första, men att fördelningen av stavfel förblev densamma. Dessutom har vissa ljud identifierats som verkar vara särskilt problematiska för svenska elever att stava, såsom /ə/, /l/, /s/ and /k/.

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MacDougall, Lisa Kathryn Denham. "Building spelling concepts through word study." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1518.

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31

郭慧玲 and Wai-ling Polly Kwok. "Saussure's notion of the arbitrary nature of the sign, with special reference to orthography." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31951673.

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32

Johnson, Ernest B. "The influence of speaking Black English on spelling in standardized English /." Thesis, Connect to this title online; UW restricted, 1998. http://hdl.handle.net/1773/8411.

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33

Lenz, Gabriele. "Spelling instruction for beginning writers in whole language classrooms." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/990.

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Teachers of beginning writers, who believe in a whole language philosophy for teaching language arts, are faced with the challenge of integrating spelling instruction into their writing programs. Traditional approaches that involve word lists and weekly spelling tests are not in accordance with whole language beliefs.

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Julbe-Delgado, Diana. "Spanish Spelling Errors of Emerging Bilingual Writers in Middle School." Scholar Commons, 2010. https://scholarcommons.usf.edu/etd/1673.

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In spite of the significant growth in the Spanish-English bilingual population, there has not been sufficient research on cross-language effects, or how language transfer may affect important components of literacy, such as spelling. Many studies have focused on the influence of Spanish on the acquisition of English spelling skills; however, few studies have focused on how the acquisition of English influences Spanish spelling. The purpose of this investigation was to study the spelling errors of bilingual adolescents as they learn English. A total of 20 bilingual Spanish-English students in grades 6 through 8 (ages 11 to 14 years) were selected from a larger mixed methods study (Danzak, 2009) not concerned with spelling. These students were enrolled in English as a Second Language (ESL) classes in a public middle school located on the west coast of Florida. The students completed four writing samples in each language (evenly divided between narrative and expository genres). All samples were analyzed using the Phonological Orthographic Morphological Assessment of Spelling-Spanish (POMAS-S), a linguistically-based analysis system that qualitatively describes Spanish spelling errors and is sensitive to effects of cross-language transfer. Misspellings were extracted from the students' writing samples and were examined by looking at the effects of linguistic category, genre, and gender. Results of the three-way ANOVA revealed that the greatest number of errors occurred in the orthographic category, accounting for over 70% of the errors. Errors attributed to the other linguistic categories occurred less than 10% of the time each. There were no effects attributed to genre or gender. The qualitative analysis revealed that the most common linguistic feature error was OAT (orthographic tonic accents) comprising 37% of the total number of errors followed by OLS (letter sound) errors, which comprised 11% of the total number of errors. All other phonological, orthographic, morphological, and phonological-orthographic linguistic feature patterns occurred with a frequency of 5% or less. Knowledge of the English language had a minimal, but obvious, influence on their spelling. These findings would suggest that Spanish-English bilingual adolescents predominantly made spelling errors that did not follow the orthographic rules of Spanish. Educational implications are presented.

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Fagerberg, Ida. "English Spelling in Swedish Secondary School : Students' attitudes and performance." Thesis, Karlstad University, Faculty of Arts and Education, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-240.

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English spelling is without a doubt a complicated matter, and learners around the world have trouble getting the letters right. My aim in this paper is to investigate what words are particularly difficult to spell for Swedish students in the ninth grade, what they think about spelling and English as a subject in general, and how important they consider correct spelling to be. In order to find this out, I distributed a questionnaire in two classes at secondary school. According to my study, a large number of the students find it important to spell correctly, and they also believe that their teacher would agree. A high percentage of the participants are positive towards studying English. Their most common way of getting in contact with English on a regular basis is via TV and movies. 97% of the students wrote that TV was their biggest source of contact with English. The results show no differences in spelling skills between the sexes and neither did the origin of the parents have any effect. The respondents find both Swedish and English spelling easy, but a number of frequently misspelled words have been identified.

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HONG, Yuchan. "Spelling Normalization of English Student Writings." Thesis, Uppsala universitet, Institutionen för lingvistik och filologi, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-361925.

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Spelling normalization is the task to normalize non-standard words into standard words in texts, resulting in a decrease in out-of-vocabulary (OOV) words in texts for natural language processing (NLP) tasks such as information retrieval, machine translation, and opinion mining, improving the performance of various NLP applications on normalized texts. In this thesis, we explore diﬀerent methods for spelling normalization of English student writings including traditional Levenshtein edit distance comparison, phonetic similarity comparison, character-based Statistical Machine Translation (SMT) and character-based Neural Machine Translation (NMT) methods. An important improvement of our implementation is that we develop an approach combining Levenshtein edit distance and phonetic similarity methods with added components of frequency count and compound splitting and it is evaluated as a best approach with 0.329% accuracy improvement and 63.63% error reduction on the original unnormalized test set.

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Lam, Ho-cheong. "Orthographic awareness in learning Chinese characters." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B3762734X.

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Akman, Gule. "English spelling errors in Swedish high school : An investigation of English spelling errors among Swedish high school students and their possible causes." Thesis, Högskolan i Gävle, Avdelningen för humaniora, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-31584.

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This study investigates spelling errors among Swedish students of English. The purpose of this research is to develop a better understanding of the causes of spelling errors and to investigate whether there are any differences between program orientation and gender. The participants are English A students from Swedish high schools in year 1. The data analysed in this study consists of essays written by the participants which have been gathered into the Uppsala Learner English Corpus (ULEC). The results showed that the academic program has a lower error rate when compared to the vocational program and that female students display a lower error frequency than male students. These results reflect the same pattern found by previous studies on achievement between the programs and across gender. However, when comparing all variables, both gender and program, the results demonstrate that academic male students had the lowest error rate of all groups, which could partially be explained by the fact that the academic male students have a higher level of engagement with video- and online games when compared to the other groups. The language processes that the participants found the most challenging were letter omission, letter insertion and letter substitution. These results follow the same pattern highlighted in previous studies on spelling among both native speakers and learners. Finally, the exchange between the vowels <a>, <e> and <i> was found to be a frequent error among the students. Experiencing difficulties with the correct usage of vowels can be explained as a transfer error.

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O'Brien, Terence. "The reading/spelling connection : case studies of readers and spellers." Thesis, Federation University Australia, 2000. http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/165009.

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"The thesis argues that reading and spelling are interdependent and complex processes, and that "good" readers. but "poor" spellers, read in ways which do not assist in their developing spelling repertoires: their reading behaviours contribute to overall text meanings wihout contributing to individual word knowledge. As well, their writing behaviours do not allow for this knowledge to be used, practised, or displayed."
Doctor of Philosophy

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Cassano, Lauren M. "The effects of a word study spelling program in a differentiated classroom /." Full text available online, 2005. http://www.lib.rowan.edu/find/theses.

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Saul, Zandisile Wilberforce. "Significance of accuracy in the orthographical development of isiXhosa in a post-democratic South Africa." Thesis, University of Fort Hare, 2013. http://hdl.handle.net/10353/d1005642.

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IsiXhosa language is one of the first languages in sub-Saharan Africa to be reduced into writing. The first written texts in isiXhosa were produced by British missionaries in the Tyhume river valley as early as 1824. In spite of these early developments, there still remain today many inconsistencies and anomalies with regard to the standardization of isiXhosa orthography that require attention. This research focuses on the status quo of the current orthography of isiXhosa which is used in the writing of the selected texts which were published from 2000 to date. The research study investigates how these texts are written, that is, whether they are written according to the principles of the writing of this language as developed by the respective language boards or not. The reason for doing this is that this language has become one of the official languages of the Republic of South Africa. Therefore, in order for it to be read and written without any difficulty by anyone, as it is expected to be used as a medium of instruction even at tertiary level in the future, it should be written accurately and consistently. The study analyses a number of isiXhosa written texts including the following: (1) Selected literary texts which were published from 2000 to date. (2) Selected publications by government departments. (3) Selected translated texts. (4) Some of the newspapers and magazines which are currently in circulation in this language. (5) Some dictionaries of isiXhosa. (6) The updated isiXhosa Orthography as compiled by the PanSALB (2008). The aims of the study are outlined in Chapter 1. This chapter also provides the theoretical framework within which the research is located. Chapter 2 is about the theoretical perspectives on the development of the art of writing and orthography. The historical background, that is, the development of the art of writing and the general as well as the specific requirements of a good orthography are discussed. Chapters 3, 4 and 5 observe and analyse the orthographical features of some written documents of isiXhosa such as writing of capital letters, word division, usage of concords, etc. These three chapters also observe and analyse the various anomalies and inconsistencies in the spelling of isiXhosa words that were identified in the consulted texts. Chapter 6 is devoted to the conclusion and the recommendations.

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Maragliano, Leslie. "Cast-a-spell--the "write" program for second graders in a looping class /." View abstract, 2000. http://library.ctstateu.edu/ccsu%5Ftheses/1611.html.

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Theses (M.S.)--Central Connecticut State University, 2000.
Thesis advisor: Margaret Ferrara. " ... in partial fulfillment of the requirement for the degree of Master of Science in Elementary Education." Includes bibliographical references (leaves 61-63).

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Lice, Liga. "Spelling differences between British and American English : Through-thru Night-nite Light-lite High-hi." Thesis, Växjö University, School of Humanities, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-1395.

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Although the British and the Americans use the same language, i.e. English, the differences in vocabulary, pronunciation, and spelling between these two varieties doubtlessly exist. However, this paper deals particularly with the spelling differences between British English and American English since spelling seems to cause confusion and problems to the learners of English the most. The American spelling is considered to be informal; therefore, the essay focuses on the standard British English spelling of words through, night, light, and high and their equivalents in American English, i.e. thru, nite, lite, and hi. This study investigates how extensively the British and the Americans use the standard and the informal spelling of these words in different written sources such as newspapers, magazines, leaflets and advertisements, and books. In addition, the collocations of these particular words are investigated. In order to do this quantitative research, the Collins Cobuild corpus material was searched and analyzed. The results of this study reveal that the informal American spelling of these four words appears in British texts more often than in American texts. However, the informal spelling tends to appear in non-American sources when speaking about America or American cultural phenomena.

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Childers, Anita Flowers. "The spelling patterns of black dialect and white standard English first grade speakers /." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487260135357436.

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Boyd, Adriane. "Pronunciation Modeling in Spelling Correction for Writers of English as a Foreign Language." The Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=osu1211982544.

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Johnson, Christine. "Analyzing Spelling Errors by Linguistic Features among Children with Learning Disabilities." Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6269.

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In order to spell fluently and accurately, phonology, orthography, and morphology must be integrated and stored into long term memory (Berninger & Richards, in press; Berninger, Nagy, Tanimoto, Thompson, Abbott, 2015). Children with dysgraphia, dyslexia, and OWL-LD have specific deficits in linguistic processing that impede the cross-mapping of these linguistic elements. This study analyzes the frequency and nature of spelling errors produced by children with dysgraphia, dyslexia, and OWL-LD during an academic writing task in order to determine if known deficits in linguistic processing affect the type and severity of spelling errors made by these children. The present study analyzed error severity and frequency of spelling errors produced by children with dysgraphia (n=13), dyslexia (n=17), or OWL-LD (n=5) during the academic writing tasks obtained in the Berninger et al. (2015) study. In the previous study, students read or listened to computerized lessons about basic mathematical concepts and then typed summaries of what they learned. For the current study, all spelling errors made during the typed summary writing tasks were extracted and analyzed using the Phonological, Orthographic, Morphological Assessment of Spelling (POMAS) and then recoded with POMplexity (a measure of error severity) to determine the severity and frequency of spelling errors made in the linguistic categories of phonology, orthography, and morphology. Results indicated that the students did not differ in error severity by diagnostic category. However, a qualitative analysis using the POMAS revealed that children from different diagnostic categories produced different types of errors. With respect to error frequency, only students with dysgraphia made significantly fewer errors than students with OWL-LD, and all participants, regardless of diagnostic category produced more errors in typed summaries following the reading condition. These results are consistent with previous research indicating that children with learning disabilities do not produce deviant spelling errors when compared to typically-developing, age-matched peers or typically-developing, spelling-matched peers (Silliman, Bahr, and Peters, 2006, among others). The current results demonstrate that the spelling errors of children with learning disabilities reflect the expected linguistic breakdowns in cross-code mapping, and that children with learning disabilities may display these spelling deficits beyond an appropriate age.

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Chu, Ka-bik Cindy. "The effects of improving phonological awareness and spelling ability through contrastive phonology a study of a Hong Kong primary classroom /." Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B41262086.

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Rululu, Nomfusi Gladys. "Grade 3 teachers’ strategies to help English second language learners overcome interlingual spelling errors." Thesis, University of Fort Hare, 2014. http://hdl.handle.net/10353/1349.

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Spelling is one of the most important components of writing at single-word level and is regarded as a vital part of written communication. Also spelling is seen as an important tool in writing. Without the ability to spell as a broader aspect of writing, a person could not be called literate in the conventional sense of the word. Although the spelling is so important, learners in the foundation phase especially in grade three commit interlingual spelling errors. This means that at this stage learners transfer patterns of the mother tongue to the second language. By so doing that they write English words as the way they are pronounced in their mother tongue. Hence this study investigated grade three teachers’ strategies to help English second language learners overcome interlingual spelling errors. In exploring these strategies this study adopted a qualitative approach in order to ensure reliability and validity of the study. The data gathering instruments used included semi-structured interviews, classroom observations and document analysis. One primary school in Mdantsane a township in East London District was purposively selected to form the context of the study. The medium of instruction in this school is isiXhosa in the foundation phase and English is taught as a subject. Two teachers and their classes participated in this study. The findings of the study revealed that different factors contribute to interlingual spelling errors. These factors are status of the parent (they were illiterate), pronunciation, language borrowing and language transfer. It is also revealed that teachers have a limited number of strategies to teach learners overcome interlingual spelling errors instead they use strategies to teach spelling generally.

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Nikolopoulos, Dimitris S. "Cognitive and linguistic predictors of literacy skills in the Greek language : the manifestation of reading and spelling difficulties in a regular orthography." Thesis, University College London (University of London), 1999. http://discovery.ucl.ac.uk/1348744/.

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The aim of this thesis was three-fold: firstly, to examine the development of reading and spelling abilities in the Greek language; secondly, to identify the cognitive predictors of reading and spelling skills; and finally, to establish how developmental dyslexia is manifested in the regular Greek orthography. An extensive battery of cognitive, linguistic, and literacy tasks was administered to 132 children: 66 Grade-2 and 66 Grade-4 Greek-speaking children attending four different schools in Athens, Greece. The battery included: tests of reading, spelling, and mathematical attainment; a nonword reading task, various phonological awareness & other phonological processing tests; a non-verbal intelligence test and various syntactic awareness tasks. Evidence on the manifestation of developmental dyslexia in Greek was based on a chronological-age and a reading-level matched-pairs comparison between poor and average readers. Despite a large number of difficult polysyllabic word stimuli, reading accuracy was at ceiling for most subjects. Reading speed proved a more effective measure of individual differences. A high degree of accuracy was also observed on many phonological awareness tests. Rapid naming, phonological awareness and speech rate proved the most important predictors of reading ability in the regular Greek language. The predictive value of many variables/tests, however, appeared to differ between English and Greek. Phonological awareness - the most powerful and stable predictor in English - appeared to be a reliable predictor of reading ability only at the initial stages of literacy development (Grade-2). The most significant predictor at Grade-4 was rapid naming. Speech rate consistently predicted reading skill in all our analyses. Syntactic awareness proved not a reliable predictor. Its contribution was significant only for spelling ability at Grade-4. The matched-pair comparisons supported the above results. Results are discussed in relation to the existing differences in the orthographic structure of the English and Greek languages. It is suggested that the examination of linguistic differences is important, both, from a theoretical and clinical point of view.

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Blackwell, Penelope. "A misspelt youth: an exploration of frequency, consistency and the reduced vowel sound in relation to the dual route model of spelling /." [St. Lucia, Qld.], 2005. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19225.pdf.

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