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Journal articles on the topic 'English word spelling ability'
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1
Dougherty, Sharon, and Mark Clayton. "The Effect on Spelling Ability of Exposure to the Printed Word." Research in Education 59, no. 1 (May 1998): 80–94. http://dx.doi.org/10.1177/003452379805900109.
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The effect on spelling ability of exposure to print This study explores the contribution of print exposure to spelling achievement. The hypothesis that exposure to print accounts for individual differences in spelling ability was tested on 129 Year 7 female students from a predominantly non-English-speaking background. A multiple regression analysis was employed to determine the relationship between spelling and the predictor variables - exposure to print (TRT), phonological processing, comprehension level and general ability. The results indicated that phonological processing ability accounted for individual differences in spelling performance regardless of general ability. However, this specific student cohort appear to reflect stages in spelling development associated with word knowledge and reading experience. The analysis also indicated that other factors not addressed in this study are implicated.
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Dich, Nadya. "Development of sensitivity to phonological context in learning to spell in English." Written Language and Literacy 13, no. 1 (March 4, 2010): 99–117. http://dx.doi.org/10.1075/wll.13.1.04dic.
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The study attempts to investigate factors underlying the development of spellers’ sensitivity to phonological context in English. Native English speakers and Russian speakers of English as a second language (ESL) were tested on their ability to use information about the coda to predict the spelling of vowels in English monosyllabic nonwords. In addition, the study assessed the participants’ spelling proficiency as their ability to correctly spell commonly misspelled words (Russian participants were assessed in both Russian and English). Both native and non-native English speakers were found to rely on the information about the coda when spelling vowels in nonwords. In both native and non-native speakers, context sensitivity was predicted by English word spelling; in Russian ESL speakers this relationship was mediated by English proficiency. L1 spelling proficiency did not facilitate L2 context sensitivity in Russian speakers. The results speak against a common factor underlying different aspects of spelling proficiency in L1 and L2 and in favor of the idea that spelling competence comprises different skills in different languages.
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NIOLAKI, GEORGIA Z., and JACKIE MASTERSON. "Transfer effects in spelling from transparent Greek to opaque English in seven-to-ten-year-old children." Bilingualism: Language and Cognition 15, no. 4 (January 23, 2012): 757–70. http://dx.doi.org/10.1017/s1366728911000721.
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The study investigated single-word spelling performance of 33 English- and 38 Greek-speaking monolingual children, and 46 English- and Greek-speaking bilingual children (age range from 6;7 to 10;1 years). The bilingual children were divided into two groups on the basis of their single-word reading and spelling performance in Greek. In line with predictions, we found that scores on an assessment of phonological awareness were a significant predictor of spelling in English for the bilingual children with stronger Greek literacy skill. Phonological awareness scores were also a strong predictor of spelling in Greek in the monolingual Greek-speaking children. For the bilingual children with weaker Greek literacy ability, spelling in English was predicted by performance in a test of visual memory. This was more in line with results for the monolingual English-speaking children, for whom spelling performance was predicted by visual memory and phonological awareness scores. Qualitative analysis of misspellings revealed that phonologically appropriate errors were significantly greater in the strong Greek literacy ability bilingual group than the weaker Greek literacy ability bilingual group. Stimulus analyses using regression techniques are also reported. The results are interpreted to suggest that in biliterates literacy processes are transferred from one language to the other (Mumtaz & Humphreys, 2002).
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Chung, Kevin Kien Hoa, and Chun Bun Lam. "Cognitive-Linguistic Skills Underlying Word Reading and Spelling Difficulties in Chinese Adolescents With Dyslexia." Journal of Learning Disabilities 53, no. 1 (October 21, 2019): 48–59. http://dx.doi.org/10.1177/0022219419882648.
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The present study investigated the co-occurrence of word reading and spelling difficulties for Chinese first language (L1) and English second language (L2) and the role of morphological awareness in word reading and spelling ability across two languages. A total of 110 Hong Kong Chinese-speaking students in Grade 7, including 55 adolescents with dyslexia (28 males, mean age = 152.11 months) and 55 typically developing adolescents (27 males, mean age = 151.85 months) participated. They were assessed on the cognitive-linguistic measures of morphological awareness, phonological awareness, vocabulary knowledge, rapid naming, word reading, and word spelling in L1 and L2. Multivariate analysis of variance showed that compared with the typical students, adolescents with dyslexia had poorer performance in all L1 and L2 measures except the phonological awareness in Chinese. Hierarchical regression analysis indicated that for both groups of students, morphological awareness contributed uniquely to word reading and spelling in L1 and L2; rapid letter naming contributed uniquely to English word spelling. Findings highlight the importance of co-occurring difficulties in L1 and L2 reading and spelling and that morphological awareness may play a critical role in predicting word reading and spelling across languages for Chinese adolescents with dyslexia and those without difficulty.
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Amna, Shally, Wienda Gusta, and Yeng Primawati. "Meningkatkan Kemampuan Speaking dan Writing Bahasa Inggris Melalui Kompetisi Spelling Bee." Jurdimas (Jurnal Pengabdian Kepada Masyarakat) Royal 4, no. 2 (May 10, 2021): 157–64. http://dx.doi.org/10.33330/jurdimas.v4i2.974.
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Abstract: Spelling Bee is a word spelling game which assessed the accuracy of words and the pronunciation of the letters in English. MTSN 7 Bungus, Padang was chosen as PKM partners due to the students’ low English language skills and interest. Therefore, through the Spelling Bee competition, the team tried to improve the students’ skills and interest in learning English language, especially their ability to write and spell words correctly. In this competition, there were 280 students previously trained before join the competition. This competition is divided into three rounds, namely the preliminary round, the semi-final round and the final round. In addition, the English teachers also helped to coordinate the competition. During the activity, students were also given lessons on writing and spelling correctly. As a result, students’ enthusiasm in participating in competition can be one of the factors that triggers the enthusiasm and interests in learning so that they get more satisfying learning outcomes. During the competition, students were guided by the English teachers and given clear instructions. After participating in Spelling Bee competition, the students were not only given rewards but also some improvement in their English writing and spelling skills.Key Words: Spelling Bee, writing, spelling. Abstrak : Spelling Bee merupakan permainan mengeja kata dengan menilai keakuratan kata dan ketepatan pengucapan huruf yang disebutkan dalam Bahasa Inggris. MTSN 7 Bungus, Padang dipilih sebagai mitra PKM karena kemampuan dan minat Bahasa Inggris siswanya yang sangat rendah. Oleh karena itu, lewat kompetisi Spelling Bee, Tim PKM berusaha untuk meningkatkan kemampuan dan minat siswa terhadap Bahasa Inggris terutama pada kemampuan menulis dan mengeja kata. Dalam Kegiatan Spelling Bee ini, sebanyak 280 siswa dilatih sebelum mengikuti kompetisi Spelling Bee yang terbagi atas tiga babak, yaitu preliminary Round, Semi Final Round dan yang terakhir Final round. Selain itu, guru Bahasa Inggris di sekolah tersebut turut membantu demi kelancaran kegiatan kompetisi ini. Siswa diberikan pelajaran tentang menulis dan mengeja bahasa Inggris dengan benar. Antusias siswa dalam mengikuti kompetisi dapat merupakan salah satu faktor yang memicu semangat dan daya tarik siswa dalam belajar sehingga memperoleh hasil belajar yang jauh lebih memuaskan. Selama kompetisi, siswa dipandu oleh guru bahasa Inggrisnya dan diberikan instruksi yang jelas. Setelah mengikuti kompetisi Spelling Bee ini, siswa siswi MTSN 7 Bungus tidak hanya diberikan reward namun juga dapat meningkatkan kemampuan menulis dan mengeja Bahasa Inggrisnya.Kata Kunci: spelling bee; writing; spelling.
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Jiang, Xiangying. "Lower-Level Processing Skills in English-as-a-Second-Language Reading Comprehension: Possible Influence of First Language Orthography." Studies in English Language Teaching 5, no. 3 (July 1, 2017): 448. http://dx.doi.org/10.22158/selt.v5n3p448.
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<em>Cross-linguistic studies on second language (L2) reading reveal that component skills of reading such as word recognition, phonemic decoding, spelling, and oral text reading are prone to the influence of first language (L1) orthography but few empirical studies have examined the possible influence of L1 orthography on these skills. This study investigates how adult ESL learners of two different L1 backgrounds (Spanish and Chinese) compare in their performances on word recognition efficiency, phonemic decoding efficiency, spelling, and oral text reading fluency and how these skills are related to their overall ability in reading comprehension. The differences in the learners’ performances on the component skills and the variations in the role of these skills in ESL reading comprehension indicated possible influence of the orthographic features of learners’ first language.</em>
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Endlich, Darius, Tobias Richter, Peter Marx, Wolfgang Lenhard, Kristina Moll, Björn Witzel, and Gerd Schulte-Körne. "Spelling Error Detection." Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie 52, no. 1-2 (January 2020): 25–40. http://dx.doi.org/10.1026/0049-8637/a000227.
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Abstract. The ability to spell words correctly is a key competence for educational and professional achievement. Economical procedures are essential to identifying children with spelling problems as early as possible. Given the strong evidence showing that reading and spelling are based on the same orthographic knowledge, error-detection tasks (EDTs) could be considered such an economical procedure. Although EDTs are widely used in English-speaking countries, the few studies in German-speaking countries investigated only pupils in secondary school. The present study investigated N = 1,513 children in elementary school. We predicted spelling competencies (measured by dictation or gap-fill dictation) based on an EDT via linear regression. Error-detection abilities significantly predicted spelling competencies ( R² between .509 and .679), indicating a strong connection. Predictive values in identifying children with poor spelling abilities with an EDT proved to be sufficient. Error detection for the assessment of spelling skills is therefore a valid instrument for transparent languages as well.
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Fasikh, Mukhlasul. "ERROR ANALYSIS ON ENGLISH WRITING SKILL FOR THE SEVENTH GRADE STUDENTS OF JUNIOR HIGH SCHOOL." Journal of English Language and Literature (JELL) 4, no. 01 (March 1, 2019): 85–94. http://dx.doi.org/10.37110/jell.v4i01.72.
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This study aims to know the variety of errors, the most typical error and the least typical error on grammar writing for the grade students in the state of junior high school 5 Setu, and also to make teaching and learning activities more effective and efficient. This research is descriptive research method. The research instrument in this research is writing task. Writer uses the questioners to collect the data. Students answer the questions and from the answers’ students are arranged to be paragraph. The discussion of the errors are frequently occurred in the students’ English writing capitalization have the high percentage 12.93%, punctuation 12.93%, spelling form 12.50%, word form 11.21%, singular-plural 10.34%, article 9.48%, present tense 8.62%, added word 8.62%, word choice 7.33%, preposition 4.31%, and omission 1.72%. By studying the percentage of the error analysis on English writing skill, the writer found the ability of the students in writing skill was neither too low nor too high. The most typical error is on capitalization (12.93%) and the least typical error is on omission (1.72%)
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Rianti, Wida, Mudjiran, and Mukhaiyar. "The Development of Problem-Based Stad Model to Improve the Writing Ability of Students in University." International Journal of Management and Humanities 5, no. 4 (December 15, 2020): 42–46. http://dx.doi.org/10.35940/ijmh.d1197.125420.
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This study is aimed to improve students' English writing skills in college. Since students' mastery of English vocabulary is still low, they are confused about the use of grammar, sentence structure, punctuation, good and correct spelling in English writing, making them unable to write well words/sentences/texts in English. Students also still have difficulty in terms of orderly expression of ideas and supporting sentences in paragraphs, and they have not been trained to develop ideas in writing properly and correctly. The type of research is development research or Research and Development (R&D) with qualitative and quantitative approaches. The STADBM type learning model in this study has produced a valid, practical and effective model because it has an impact on improving students' writing skills and learning motivation.
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Andriani, Desi, and Vera Sriwahyuningsih. "An Analysis of Students’ Mastery of Vocabulary." ELT-Lectura 6, no. 2 (September 2, 2019): 169–76. http://dx.doi.org/10.31849/elt-lectura.v6i2.3195.
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Vocabulary is an important thing in English. Therefore, at university vocabulary is a compulsory subject for English language study program. Students cannot speak, write, listen, and read the reading texts when they do not have enough vocabulary to understand them. Thus, students should master vocabulary. The research is a descriptive one. Population is students of UPI YPTK Padang in 2018/2019 academic year. The sample of the research is students of English education faculty. They were thirty four students. The data were collected by using test and questionnaire. The test is given to know students’ ability in vocabulary mastery. It consists of thirty questions. It consists of matching test for giving definition of a word, filling blank space and finding new vocabularies from unarranged letters. The result of the test showed that different abilities of students in mastery vocabulary. The students can find new vocabularies from unarranged letters. This was an interesting activity for them. Then, in matching the vocabularies to the definitions or synonyms, the students also could do it. The questionnaire proved that students have good ability in mastery vocabulary but they have some difficulties related to the some aspects such as grammar and spelling.
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Lazarus, Kelechi Uchemadu, and Gabriel Ogundiya Ogunsola. "Effects Of Metacognition And Direct Instruction On Spelling Abilities Of Pupils With Learning Disabilities In Primary Schools In Ibadan, Oyo State, Nigeria." European Scientific Journal, ESJ 12, no. 1 (January 29, 2016): 227. http://dx.doi.org/10.19044/esj.2016.v12n1p227.
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This study investigated the effects of metacognition and direct instruction on spelling abilities of pupils with learning disabilities in Ibadan, Oyo State, Nigeria. Pre-test, post -test, control group, quasi-experimental design with 3x2x2 factorial matrix was adopted. Purposive sampling technique was used to select three public primary schools in Ibadan. Sixty primary three pupils with spelling disabilities were randomly selected from the sampled schools and randomized into metacognition, direct instruction and control group. Four instruments were utilized: Pupil Rating Scale (r = 0.76), Right Word Recognition (r=0 .91), Pupils’ English Note Book and Test of Verbal Ability (r=0.96). Those who met the inclusion criteria were treated, while those in the control group received lessons in spelling instruction using the conventional method. Six hypotheses were tested at 0.05 level of significance. Data were analyzed using Analysis of Covariance. Despite the fact that there was no significant main effect of the treatment, participants who were exposed to direct instruction had the highest mean score of ( x = 46.35), this was followed by metacognition ( x = 44.90) while the control group obtained ( x = 30.93). There was no significant gender difference as male and female participants benefited equally from the treatment packages. Based on these findings, recommendations were made which included that teachers of pupils with learning disabilities should adopt the two strategies in teaching spelling to pupils with learning disabilities because these strategies proved better than the conventional method.
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Chairani, Sri. "USING SCRABBLE FOR LEARNING ENGLISH VOCABULARY AT MAN 2 KUANTAN SINGINGI." Language Literacy: Journal of Linguistics, Literature, and Language Teaching 5, no. 1 (June 27, 2021): 205–12. http://dx.doi.org/10.30743/ll.v5i1.3858.
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Reading, writing, listening, and speaking are four language skills that need to be mastered. The skills include language components: vocabulary, grammar, spelling, and pronounciation. Among the language components, vocabulary become potential to be improved with various medias of learning since vocabulary is one of the main factors to understand a language. Therefore, this research is determined to find out the impacts of using scrabble for learning English vocabulary at Kampung Inggris Pare AEC MAN 2 Kuantan Singingi. The scrabble game can help the students understand vocabulary easily. They have to arrange words using the given letter tiles onto the board game. The method used to do this analysis is qualitative research method due to its suitability for generating the data properly. The result of this research shows that scrabble does not only improve the motivation and interest, but also students’ vocabulary mastery in term of spelling, pronouncing and memorizing of vocabulary, and also gives much contribution to their speaking ability as well. The class can be more enjoyable, and furthermore, such class can make the students enthusiastic and confident to speak English.
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Xiaojing, Liu, Junying Zhang, and Huang Jing. "Case Study of Phonics among Primary School Students." International Journal for Innovation Education and Research 4, no. 10 (October 31, 2016): 11–16. http://dx.doi.org/10.31686/ijier.vol4.iss10.593.
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Phonics is a widely implemented teaching approach in primary schools in many English speaking countries. Through a flexural development, the teaching approach has been proved to be an efficient way of improving children’s decoding, spelling and general reading ability. This paper reports case study of presenting phonics to 10 students in Grade 3 in China. The study shows that phonics teaching can help the students to form a connection between words and their pronunciation, hence help students to acquire the ability to decode and spell new words in their further reading.
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Grami, Grami Mohammad A. "An Evaluation of Online and Automated English Writing Assistants: Collocations and Idioms Checkers." International Journal of Emerging Technologies in Learning (iJET) 15, no. 04 (February 26, 2020): 218. http://dx.doi.org/10.3991/ijet.v15i04.11782.
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In this paper, I attempt to investigate whether online writing checkers, including tools looking at grammar, punctuation, spelling and composition, do in fact help potential ESL writers, and if so, to which extent, in what areas, to what effect and at what cost. The small-scale study involves 23 university level ESL students who compose various texts as part of their training. Data was collected using pre and post writing samples, questionnaires and semi-structured interviews. The analysis used a descriptive statistical method, Likert-scale and correlations and qualitative analysis for the three methods respectively. The results are inconclusive as students reported different opinions. It was found however that students who are frequent users of features such as MS Word Thesaurus and Online Corpora are more likely to incorporate online writing checkers and therefore found them more helpful. It was also found that regardless of their effect, students always welcomed tools available that can provide feedback to their compositions. The writing software used, AccurIT, also showed improvements in students’ ability to write correct collocations.
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Lennox, Carolyn, and Linda S. Siegel. "Visual and phonological spelling errors in subtypes of children with learning disabilities." Applied Psycholinguistics 14, no. 4 (October 1993): 473–88. http://dx.doi.org/10.1017/s0142716400010705.
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ABSTRACTThis study investigated the hypothesis that children with a reading disability understand and use sound-spelling correspondence rules less frequently in spelling than children with other learning disabilities and normally achieving children. To test this hypothesis, spelling errors of children between the ages of 6 and 16 with a reading disability (RD), an arithmetic disability (AD), and normally achieving children (NA) were examined. Two groups of children with an arithmetic disability were included: those with good spelling skills (AD-good), and those with poor spelling skills (AD-poor). The accuracy of the spelling errors according to sound-spelling correspondence rules (phonological accuracy) of the children was determined using both a constrained system (inclusion of position cues) and an unconstrained system (in which positional cues were irrelevant). The visual similarity of the error to the target word was also determined. The RD group at all ages produced significantly fewer phonologically accurate misspellings than the children with normal achievement scores, whether the constrained or the unconstrained scoring system was used. The AD-poor spellers and the RD group produced significantly fewer phonologically constrained, accurate misspellings than the NA group. Using the unconstrained measure, the AD-poor spellers at the youngest age level displayed as much difficulty using rudimentary sound-symbol conversion rules as the RD group, while at the older age levels, they did as well as the NA group. AD-good spellers performed as well as the NA group on both measures at all age levels. Children who were good readers and spellers (Good RS) were compared with children who were poor readers and spellers (Poor RS) and with children who were good readers and poor spellers (Mixed RS). Mixed RS produced significantly more phonologically and visually accurate misspellings than Poor RS. In summary, subtypes of learning-disabled children use spelling strategies that are significantly different from each other. RD children have the most difficulty acquiring the knowledge of soundspelling correspondence rules that are necessary for English spelling skills. The performance of AD children depends on the complexity of the scoring system, age, and spelling ability. Those students whose knowledge of sound-spelling correspondence rules is sufficiently well developed for reading but not for spelling (good readers/poor spellers) develop their phonetic skills more slowly than the good readers/good spellers. The understanding and use of phonological rules varies according to the subtype of learning disability, with children with a reading disability performing the most poorly at all age levels.
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Šeškauskienė, Inesa, Virginija Masiulionytė, and Birutė Ryvitytė. "Humour and the creative powers of language, or when sentiments turn into centiments." Taikomoji kalbotyra, no. 8 (January 16, 2017): 213–43. http://dx.doi.org/10.15388/tk.2016.17512.
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Humour is part of human communication and can serve as an effective means for making contact, finding a way out of an embarrassing situation, or mitigating different political and social tensions. However, not all humans are born capable of generating and processing humour and it remains an open question whether it is possible to learn and develop this ability. Therefore, a sense of humour, but not an *ability of humour, would be a frequent collocation in many languages. Cognitive linguists claim that collocations are not accidental as combinability patterns point to certain conceptualisation processes in the expression of meaning. The cognitive linguistic viewpoint that humour is based on a mismatch, or incongruity, between ideas, otherwise referred to as frame shifting, is adopted as a prerequisite for producing humour in this paper.The focus of this paper is the expression of verbal humour dealing with the introduction of the euro in Lithuania in 2015. Verbal humour is created by employing different linguistic resources: sounds, spelling, word building models, homonymy and polysemy, word combinations and other syntactic structures and larger chunks of texts or discourse. The investigation is based on the main theories of humour: the Semantic Script Theory and the Superiority Theory developed by Attardo (1994) and Raskin (1985). The empirical material consists of 89 cases of verbal humour found in posts and comments in personal profiles and pages on Facebook and in reader comments following different articles in popular news portals written from September 2014 to February 2015. The paper attempts to describe linguistic means contributing to the construction of humour as well as to identify the shifts between frames involved in generating the humorous effect. The results of the investigation suggest that most humorous comments bear content-related political implications, shifting between the frames of the loss of national currency perceived either as the loss of stability or as the loss of national identity and the frame of positive expectations due to the greater integration into the EU. The techniques used to construct humour include wordplay based on sound combinations, similar spelling, non-standard spelling, and code-switching involving English and Russian. An especially productive technique was the construction of existing or non-existing words by code-mixing and the use of metaphor and metonymy. Larger chunks of text also employ intertextuality, parody, switching between registers and different types of echoing.
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Abbas, M. Fadhly Farhy, and Nabila Firda Asy’ari. "Mixed Method: Students’ Ability in Applying Writing Mechanics in Analytical Exposition Text." ELT-Lectura 6, no. 2 (August 19, 2019): 147–57. http://dx.doi.org/10.31849/elt-lectura.v6i2.3138.
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Based on the English syllabus of SMA Serirama YLPI Pekanbaru, the students should be able to write in English by paying attention to the linguistics elements. One of them is the use of writing mechanics. This study aimed at investigating students’ ability in applying writing mechanics in Analytical Exposition texts and explained the factors that influence students’ ability in applying writing mechanics in the eleventh grade of SMA Serirama YLPI Pekanbaru. The design of this research was mixed method. The population of this research was all the eleventh grade students of SMA Serirama YLPI Pekanbaru with total of 41 students. Sampling technique used in this research was total sampling. The instruments used were test and interview. Based on the result of the test, the average score of students’ ability in applying writing mechanics in an Analytical Exposition text was 71,56. Moreover, based on the interview result, the factors that influence the students’ ability in applying writing mechanics were the students lack of motivation to open dictionary to find the correct spelling of words, the difference between the pronunciation and written of words make students confused, and lack of student knowledge about writing mechanics. In conclusion, the students’ ability in applying writing mechanics in an Analytical Exposition text at the eleventh grade of SMA Serirama YLPI Pekanbaru is categorized into fair level caused by several factors.
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Showalter, Catherine E., and Rachel Hayes-Harb. "Unfamiliar orthographic information and second language word learning: A novel lexicon study." Second Language Research 29, no. 2 (April 2013): 185–200. http://dx.doi.org/10.1177/0267658313480154.
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Recent research indicates that knowledge of words’ spellings can influence knowledge of the phonological forms of second language (L2) words when the first and second languages use the same orthographic symbols. It is yet unknown whether learners can make similar use of unfamiliar orthographic symbols. In this study we investigate whether native English speakers use orthographic tone marks to help them associate lexical tone with new L2 words? Native English speakers with no knowledge of Mandarin were assigned to ‘Tone Marks’ or ‘No Tone Marks’ word learning groups. During a word learning phase, they learned to associate Mandarin nonwords varying in lexical tone with orthographic forms (written in pinyin with/without tone marks) and pictured ‘meanings’. In Experiment 1, participants were asked whether a picture associated with, for example, tone 1 matched an auditory form containing tone 2. Tone Marks participants outperformed No Tone Marks participants, suggesting that the availability of unfamiliar orthographic symbols helped them associate lexical tone with the new words. In Experiment 2, the test involved matching an orthographic representation and an auditory word. Tone Marks participants performed above chance, while No Tone Marks participants did not, indicating that Tone Marks participants learned the correspondences between auditory tones and tone marks to some extent. We conclude that the presence of a novel orthographic feature (in this case, tone marks) can support native English speakers’ ability to associate a novel phonological feature (in this case, lexical tone) with newly-learned lexical items.
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Rice, Mabel L., Pamela A. Hadley, and Amy L. Alexander. "Social biases toward children with speech and language impairments: A correlative causal model of language limitations." Applied Psycholinguistics 14, no. 4 (October 1993): 445–71. http://dx.doi.org/10.1017/s0142716400010699.
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ABSTRACTThis study explores adults' attitudes toward children with limited linguistic competency. Four groups of adult judges participated in this study: kindergarten teachers, women matched for age and education level with the teachers, undergraduate college students, and speech-language pathologists. The judges listened to audiotaped samples of preschool children's speech. Two triads of children were formed, matched for age, gender, and intelligence, but differing in communication abilities. The adults responded to questionnaire items addressing child attributes (e.g., intelligence, social maturity) and parental attributes (e.g., education level, SES). Systematic biases were revealed toward children with limited communication abilities. The biases are interpreted as reflective of adults' expectations for children's language.It is argued that adults call upon a correlative causal model of language acquisition to interpret individual differences in children's language abilities. Negative social and academic consequences of such misinterpretations are discussed. The visual similarity of the error to the target word was also determined. The RD group at all ages produced significantly fewer phonologically accurate misspellings than the children with normal achievement scores, whether the constrained or the unconstrained scoring system was used. The AD-poor spellers and the RD group produced significantly fewer phonologically constrained, accurate misspellings than the NA group. Using the unconstrained measure, the AD-poor spellers at the youngest age level displayed as much difficulty using rudimentary sound-symbol conversion rules as the RD group, while at the older age levels, they did as well as the NA group. AD-good spellers performed as well as the NA group on both measures at all age levels. Children who were good readers and spellers (Good RS) were compared with children who were poor readers and spellers (Poor RS) and with children who were good readers and poor spellers (Mixed RS). Mixed RS produced significantly more phonologically and visually accurate misspellings than Poor RS. In summary, subtypes of learning-disabled children use spelling strategies that are significantly different from each other. RD children have the most difficulty acquiring the knowledge of soundspelling correspondence rules that are necessary for English spelling skills. The performance of AD children depends on the complexity of the scoring system, age, and spelling ability. Those students whose knowledge of sound-spelling correspondence rules is sufficiently well developed for reading but not for spelling (good readers/poor spellers) develop their phonetic skills more slowly than the good readers/good spellers. The understanding and use of phonological rules varies according to the subtype of learning disability, with children with a reading disability performing the most poorly at all age levels.
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Alshammari, Manal Obaid. "The Role of Peer- and Self-Assessment in Developing Saudi EFL Learners’ English Writing Skills." International Journal of Education 8, no. 3 (September 22, 2016): 85. http://dx.doi.org/10.5296/ije.v8i3.9853.
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<p>The current study focuses on the importance of integrating peer- and self-assessment in<br />teaching English as a second/foreign language in Saudi Arabia. It pays special attention to the<br />mechanisms by which Saudi EFL learners can improve their English writing skills if they<br />engage in peer- and self-assessment regularly. To this end, the researcher administered a<br />writing composition task to measure the participants’ ability to express themselves in good<br />English, focusing on the coherence, cohesion, word choice, spelling, punctuation, and layout<br />of their essays. The researcher utilised the experimental two-groups design of a pre-test and a<br />post-test, in order to evaluate the participants’ performance prior to the application of the<br />treatment (i.e. peer- and self-assessment) and after it. For the purpose of the study, the<br />participants were divided into two groups: students in group A (i.e. the treatment group)<br />engaged in peer- and self-assessment regularly throughout the term, whilst students in group<br />B (i.e. the control group) did not. The results of group A on the pre-test and post-test were<br />compared to those of group B to determine whether the treatment had any impact on their<br />performance. The results reveal that group A outperformed their group B counterparts on the<br />post-test. The statistical analysis demonstrates that the difference between the results of the<br />two groups was statistically significant, suggesting that the treatment contributed positively to<br />the performance of the treatment group. Finally, the study concludes with recommendations<br />for further research.</p>
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Rizakhodjayeva, G., and I. Abdulamit. "Current perspectives on pronunciation skill development." Bulletin of the Innovative University of Eurasia 82, no. 2 (June 24, 2021): 27–34. http://dx.doi.org/10.37788/2021-2/27-34.
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Main problem: the article discusses the importance of modern methods used in the development of pronunciation skills in teaching English in Kazakh schools. Currently, in their practice, teachers are guided by four main areas: listening, speaking, reading, and writing. However, if we partially distinguish these skills, there are many auxiliary skills: pronunciation, spelling, grammar, vocabulary, punctuation... and much more. Here, the most important of these skills is the pronunciation skill, so the research work included providing the most effective modern methods aimed at developing students ' pronunciation skills, applying them on the basis of practice, and differentiating the result. Purpose: to determine the importance of pronunciation in a student's ability to speak a foreign language fluently and suggest ways to develop it using the ‘Ben Franklin’ exercise. Methods: descriptive, systematization and analytical methods were used in the course of the study. Results and their significance: the authors of the article identified the important role of pronunciation skills in the development of students 'fluency in English in the modern updated educational process of the country and proposed the Ben Franklin exercise, aimed at developing students' pronunciation skills in the process of teaching English. Within the framework of world education, English teachers are able to generalize the importance of a new type of technology for the development of any language competence of a student in the acquisition of a foreign language by a student. After all, changes in the progressive development of society lead to the introduction of new ideas and modern traditions in the content of Education.
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Ohala, John J., Bruce L. Derwing, Terrance M. Nearey, and Maureen L. Dow. "On the phoneme as the unit of the ‘second articulation’." Phonology Yearbook 3 (May 1986): 45–69. http://dx.doi.org/10.1017/s0952675700000579.
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ABSTRACTThis paper reviews the recent experimental evidence bearing on the issue of the psychological reality of the phoneme, particularly its general CLASS character, the relative NON-DISCRIMINABILITY of its positional variants (allophones), and its status as a discrete SEGMENT. Evidence bearing on a few selected problems of English phonemics is also discussed. All of the experiments cited, however, seem to have been to some extent contaminated by orthographic effects; moreover, a host of other studies go so far as to suggest that knowledge of spelling may not only impinge critically on phonological judgements, but that the very ability to segment speech may be a by-product of learning an alphabetic orthography. But as the experiments to date have been largely restricted to overt judgements about a rather limited range of words, the possibility still remains open that a phonemic segmentation of speech may well occur at an unconscious, perceptual level even in the pre-literate period.
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Sujadi, Juliana, and Fariska Wulandari. "STUDY OF STUDENTS’ VOCABULARY DIFFICULTIES IN THIRD-SEMESTER STUDENTS OF FOOD TECHNOLOGY MAJOR." Edukasi: Jurnal Pendidikan 19, no. 1 (May 12, 2021): 90. http://dx.doi.org/10.31571/edukasi.v19i1.2347.
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<p class="StyleAuthorBold"><strong>Abstract</strong></p><p>This research aimed to know the students’ vocabulary ability and difficulties in learning vocabulary. The subject of the research was the third-semester students of Food Technology. The method used in this research is descriptive qualitative with questionnaire and interview as the instruments of data collecting. The data was analyzed qualitatively with the process of data collection, data reduction, and data display/conclusion drawing. The result of the research showed the students still have low vocabulary ability and there are some vocabulary difficulties experienced by the students, they have a very limited number of vocabularies; mispronounce English words; spelling English words especially for ‘a’, ‘I’, and ‘e’; do not understand long and complex words such as public health center, expired date, and fish spoilage. The students also have problems with range, connotation, and idiom in English.</p><p> </p><p class="StyleAuthorBold"><strong><em>Abstrak</em></strong></p><p><em>Penelitian bertujuan untuk mengetahui kemampuan kosakata dan kesulitan mahasiswa dalam belajar kosakata bahasa Inggris. Subjek penelitian adalah mahasiswa semester tiga Jurusan Teknologi Pangan. Metode penelitian menggunakan deskriptif kualitatif dengan kuesioner dan wawancara sebagai instrumen pengumpulan data. Data hasil penelitian dianalisis secara kualitatif dengan tahap pengumpulan data, pengurangan data, dan penarikan kesimpulan. Hasil penelitian menunjukkan mahasiswa semester tiga Jurusan Teknologi Pangan Politeknik Tonggak Equator memiliki kemampuan kosakata bahasa Inggris yang rendah dan terdapat beberapa kesulitan belajar kosakata yang dihadapi yaitu memiliki pembendaharaan kosakata bahasa Inggris yang rendah, memiliki kesulitan dalam pelafalan dan pengejaan ‘a’, ‘I’, dan ‘e’, tidak mengerti kosakata yang panjang dan rumit, memiliki masalah dengan penerjemahan. Mahasiswa juga memiliki masalah dengan penyusunan kata, konotasi, dan idiom dalam Bahasa Inggris.</em></p>
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Lavoshnikova, Elina K. ""PLURALISM" OF ENGLISH BORROWINGS SPELLING AND MS WORD." Theoretical and Applied Linguistics, no. 3 (2018): 77–90. http://dx.doi.org/10.22250/24107190_2018_4_3_77_90.
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The current paper is a continuation of a series of our works concerning the issue of spelling variance of old and new borrowings from English into Russian written speech. This variance is illustrated by numerous examples from 6 modern dictionaries where we can observe different spelling of the same words borrowed from American English. A certain part of spelling recommended by those dictionaries is not what people use while word processing. The examples show that Microsoft Word ® 2016™ (modification of 2018) does not always follow the spelling rules adopted by the dictionaries of the 21st century. Microsoft Word processor legalizes alternative spelling variants of those borrowings as far as it does not signal any error while processing them. In our paper, we argue that Microsoft Word users should not completely rely on results of such spelling checks and be particularly careful about hyphenated borrowings that turn out most vulnerable.
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Borgwaldt, Susanne R., Frauke M. Hellwig, and Annette M. B. de Groot. "Word-initial entropy in five languages." Written Language and Literacy 7, no. 2 (March 22, 2005): 165–84. http://dx.doi.org/10.1075/wll.7.2.03bor.
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Alphabetic orthographies show more or less ambiguous relations between spelling and sound patterns. In transparent orthographies, like Italian, the pronunciation can be predicted from the spelling and vice versa. Opaque orthographies, like English, often display unpredictable spelling–sound correspondences. In this paper we present a computational analysis of word-initial bi-directional spelling–sound correspondences for Dutch, English, French, German, and Hungarian, stated in entropy values for various grain sizes. This allows us to position the five languages on the continuum from opaque to transparent orthographies, both in spelling-to-sound and sound-to-spelling directions. The analysis is based on metrics derived from information theory, and therefore independent of any specific theory of visual word recognition as well as of any specific theoretical approach of orthography.
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Holmes, V. M., and E. Ng. "Word-Specific Knowledge, Word-Recognition Strategies, and Spelling Ability." Journal of Memory and Language 32, no. 2 (April 1993): 230–57. http://dx.doi.org/10.1006/jmla.1993.1013.
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KAHN-HORWITZ, JANINA, RICHARD L. SPARKS, and ZAHAVA GOLDSTEIN. "English as a foreign language spelling development: A longitudinal study." Applied Psycholinguistics 33, no. 2 (August 5, 2011): 343–63. http://dx.doi.org/10.1017/s0142716411000397.
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ABSTRACTEnglish as a foreign language (EFL) spelling was examined longitudinally three times (4th, 9th, 12th grades) during 9 years of EFL study among Hebrew first language (L1) students. The study examined the impact of L1 literacy variables including phonemic awareness, word attack, and spelling on EFL spelling and the relationship between EFL literacy variables and EFL spelling. Results showed that English spelling measured at earlier points strongly predicted later English spelling. L1 literacy skills measured in fourth grade were more significant than English word recognition in explaining end of ninth grade EFL spelling. Beginning of first year EFL letter knowledge in fourth grade predicted end of first-year EFL spelling. These results show qualitatively different L1 and EFL literacy abilities impacting EFL spelling at 4th, 9th, and 12th grades.
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YEONG, STEPHANIE H. M., JANET FLETCHER, and DONNA M. BAYLISS. "Impact of early home language exposure on phonological and orthographic skills and their contributions to English literacy abilities in English monolingual and Chinese–English bilingual adults." Applied Psycholinguistics 38, no. 1 (May 5, 2016): 181–210. http://dx.doi.org/10.1017/s0142716416000151.
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ABSTRACTRelatively little is known about the importance of phonological and orthographic processing skills for reading and spelling in monolingual and bilingual adults. We compared these underlying skills, using a series of phonological and orthographic tasks, in English monolingual (n = 28), English first language and Chinese second language bilingual (n = 21), and Chinese first language and English second language bilingual adults (n = 22) who were equally proficient in reading and spelling English, and examined the contributions of these skills to English word reading and spelling for each group. The results showed group differences in phonological processing, with English monolingual adults having better phonological skills than both groups of bilingual adults. No significant group differences were found for orthographic processing. Regression analyses showed phonological skills were a unique predictor of English word reading for both bilingual groups, but not for the English monolingual group. Orthographic skills were a significant predictor of English word spelling, but only for the English monolingual adults. This suggests there may be a long-lasting influence of being exposed to two contrasting languages on skills underlying literacy in bilingual individuals.
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Bailey, Benjamin, and Joanne Arciuli. "Subskills associated with spelling ability in children with and without autism spectrum disorders." Autism & Developmental Language Impairments 3 (January 2018): 239694151880380. http://dx.doi.org/10.1177/2396941518803807.
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Background and aims Effective literacy instruction demands a clear understanding of the subskills that underpin children’s reading and writing abilities. Some previous research on reading has questioned whether the same subskills support literacy acquisition for typically developing children and children with autism spectrum disorders. This study examined the subskills associated with spelling ability in a group of 20 children with ASD aged 5–12 years (ASD group). A group of 20 typically developing children matched for age and word spelling accuracy (TD group) provided comparative data. Methods Participants completed standardised assessments of vocabulary, phonological awareness, letter knowledge and word spelling. Errors produced in response to the word spelling assessment were analysed for evidence of phonological awareness. In addition, all spelling attempts were analysed for evidence of phonological, orthographic, and morphological awareness, ‘linguistic awareness’, using the Computerised Spelling Sensitivity System. Results Correlation and regression analyses showed statistically significant relationships between phonological awareness and word spelling accuracy for children in the ASD and TD groups. Spelling errors produced by both groups contained evidence of phonological awareness. Analysis of all spelling attempts showed that the overall level of linguistic awareness encoded by children in the ASD and TD groups was not significantly different. Conclusions These findings provide evidence that phonological awareness and other subskills support spelling in children with autism spectrum disorders as they do in typically developing children. Implications The similar spelling profiles exhibited by children with autism spectrum disorders and their typically developing peers suggest that these populations may benefit from literacy instruction that targets the same underpinning subskills.
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Ibrahim AlHashemi, Bayan, Muneerah Shuraim AlSubaeie, and Nadia Ahmad Shukri. "Academic Writing Needs of TESOL Postgraduate Students in the Saudi Context." International Journal of English Language Education 5, no. 2 (December 5, 2017): 151. http://dx.doi.org/10.5296/ijele.v5i2.12235.
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Data from previous academic literature reveals that Saudi postgraduate students face a great deal of challenges in academic writing. Some of these challenges are related to the choice of terminology, planning skills, outlining and some other ones. Such data call for significant curriculum developments in postgraduate programs. However, at the heart of any curriculum design is the deliberate analysis of students’ lacks, needs and wants. Once these items are determined, curriculum designers and teachers are required to set clear and relevant learning objectives and chose appropriate teaching materials and means of assessment (Otilia, 2015). Using a five-point Likert scale, the current study aims at investigating postgraduate students’ academic writing needs at the English Language Institute (ELI) of King Abdul-Aziz University. This investigation involves the written tasks students are required to perform, the learning sources they use, and their overall writing needs as perceived by the students themselves as well as by their teachers. The results of the study reveal that among the various academic writing needs of postgraduate students, the use of correct punctuation, spelling, proper writing mechanics and plagiarism-free content should were given the highest priority as perceived by their teachers. Students, on the other hand, indicated that the overall academic writing ability, proper representation of ideas, use of proper mechanical conventions and choice of field-related words are among the skills they need the most in order to succeed. Based on these results, a group of recommendations and implications were drawn and directed to the Postgraduate Unit.
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Achiri-Taboh, Blasius. "Rules of English Spelling and the Choice to Use t or s in Shun-Words: A Wink at Anglophone Cameroonian Students." English Linguistics Research 7, no. 2 (June 18, 2018): 37. http://dx.doi.org/10.5430/elr.v7n2p37.
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Although English spelling has been of significant interest to scholars since the 1950s, it has remained a major problem even to native speakers. One peculiar problem with it is the spelling variation of the noun formation suffix often represented in discourse as “shun,” mainly between -tion and -sion. Current textbooks of English grammar have generally not discussed rules of its spelling with either form, even though they do many others. However, following online resources, conflicting on how to spell it are in current debate, with two main schools of thought that each fall in line with one of two approaches that can be called the “word-based model” and the “base-word model.” In Achiri-Taboh (2018), I have shown that, in writing down words that end with “shun,” the base-word model is to be preferred, presenting argument for a synchronic rule following the base-word model with seven conditions to warrant the use of -sion as opposed to -tion, albeit with exceptions. Following current debates and a test of Anglophone Cameroonian students for their spelling preferences, the present study establishes the problem as global and compelling enough, especially for Non-Native users and learners of English, to warrant an address in grammar textbooks by means of available recourses like the recent base-word-based rule. The study also demonstrates that the prevalence of the problem actually stems from the lack of readily available spelling rules in grammar textbooks, and that there is a need for further research on spelling rules in English.
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Milburn, Trelani F., Kathleen Hipfner-Boucher, Elaine Weitzman, Janice Greenberg, Janette Pelletier, and Luigi Girolametto. "Cognitive, linguistic and print-related predictors of preschool children’s word spelling and name writing." Journal of Early Childhood Literacy 17, no. 1 (July 24, 2016): 111–36. http://dx.doi.org/10.1177/1468798415624482.
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Preschool children begin to represent spoken language in print long before receiving formal instruction in spelling and writing. The current study sought to identify the component skills that contribute to preschool children’s ability to begin to spell words and write their name. Ninety-five preschool children (mean age = 57 months) completed a battery of cognitive, linguistic, as well as print-related measures, including spelling/writing tasks (i.e. letters, words and name). All writing samples were scored using scoring matrices and inter-rater reliability was 90% and above. Hierarchical linear regression was conducted for word spelling, indicating that after controlling for age and IQ, the model of best fit included expressive vocabulary, working memory, blending, letter naming and letter writing ability. Logistic regression was conducted for name writing, indicating that the model that included age, expressive vocabulary, letter naming and letter writing identified preschool children who wrote their name conventionally and those who could not. Letter writing explained unique variance in both word spelling and name writing, and phonological awareness explained unique variance in word spelling only. These findings suggest that different processes underlie word spelling and name writing, supporting the consideration of a dual-route model of children’s early spelling and writing ability.
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Feist-Burkhardt, Susanne. "Comments on the spelling of ‘archaeopyle’, the germination aperture in dinoflagellate cysts." Journal of Micropalaeontology 26, no. 1 (April 1, 2007): 39–40. http://dx.doi.org/10.1144/jm.26.1.39.
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Abstract. INTRODUCTIONDuring editorial work for the Journal of Micropalaeontology, a discussion arose between authors, reviewers and editors on the correct spelling of a technical term in palynology: ‘archeopyle’ or ‘archaeopyle’, the germination aperture in dinoflagellate cysts. One opinion was that there is only one correct spelling, namely ‘archeopyle’, with a single ‘e’ in the middle of the word, irrespective of the use of British English or American English. The other opinion was that spelling of the word should follow the language used in the rest of the text – allowing for ‘archeopyle’ with ‘e’ in American English and ‘archaeopyle’ with ‘ae’ in British English. This Notebook illustrates the reasons for this controversy and argues for the alternative spellings of the word according to American or British English spelling used.THE CAUSE OF THE ‘PROBLEM’ AND LINE OF ARGUMENTThe term ‘archeopyle’ was introduced in 1961 by William R. Evitt in one of his seminal papers on the morphology of fossil dinoflagellates, in which he recognized that many organic microfossils, then called ‘hystrichospheres’, showed a germination opening and were actually of dinoflagellate affinity. As derivation of the word he gave the following information: ‘... the presence of this opening (pyle – gate, orifice) in fossil (archeo – ancient) dinoflagellates ...’ (Evitt, 1961, p. 389). Since then, the term has become accepted and used widely by palaeontologists and biologists alike. Definitions and descriptions of the word itself and derivative terms can be looked up in the latest glossary of terminology by Williams et al. (2000). . . .
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Richgels, Donald J. "Invented Spelling Ability and Printed Word Learning in Kindergarten." Reading Research Quarterly 30, no. 1 (January 1995): 96. http://dx.doi.org/10.2307/747746.
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Salmani-Nodoushan, Mohammad Ali. "Morphological Make-up as the Predictor of English Word Accent." TESL Canada Journal 26, no. 2 (June 3, 2009): 13. http://dx.doi.org/10.18806/tesl.v26i2.412.
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For years, phoneticians have tried to simplify pronunciation for EFL/ESL learners. Some have identified four degrees of primary, secondary, tertiary, and weak stress, and others only three degrees: primary, secondary, and weak. Still others have concentrated on two stress levels: accented versus unaccented, or stressed versus unstressed (Bowen, 1975; Stageberg, 1964; Chomsky & Halle, 1968). None, however, has followed an orthography-based approach to English accent. Because orthography is the most static way of representing words in English, spelling- or orthography-based rules of accent/stress placement may come as a relief to ESL/EFL learners. In this article I present four spelling-based rules for stress placement to help EFL/ESL learners master pronunciation.
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Arab-Moghaddam, Narges, and Monique Senechal. "Orthographic and phonological processing skills in reading and spelling in Persian/English bilinguals." International Journal of Behavioral Development 25, no. 2 (March 2001): 140–47. http://dx.doi.org/10.1080/01650250042000320.
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The concurrent development of reading and spelling in English and Persian were examined in a sample of bilingual children. The objective was to compare how phonological and orthographic processing skills contribute to reading and spelling for two alphabetic languages that differ drastically. English orthography is characterised by both polyphony (i.e., a grapheme representing more than one phoneme) and polygraphy (i.e., a phoneme represented by more than one grapheme) which results in a complex script to read and write. In contrast, vowelised-Persian orthography is characterised by polygraphy only, which results in a simple script to read but more complex to write. Fifty-five Iranian children in grades 2 and 3, who had lived in English-speaking Canada for an average of 4 years, were tested on word reading and spelling in English and Persian. We found that the predictors of reading performance were similar across languages: Phonological and orthographic processing skills each predicted unique variance in word reading in English and in Persian once we had controlled for grade level, vocabulary, and reading experience. As expected, the predictors of spelling performance differed across language: Spelling in English was predicted similarly by phonological and orthographic processing skills, whereas spelling in Persian was predicted by orthographic processing skills only. It is possible that the nature of the Persian orthography encourages children to adopt different strategies when reading and spelling words. Spelling Persian words might be particularly conducive to using an analytic strategy which, in turn, promotes the development of and reliance on orthographic skills.
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Huang, Guimin, Jingru Chen, and Zhenglin Sun. "A correction method of word spelling mistake for English text." Journal of Physics: Conference Series 1693 (December 2020): 012118. http://dx.doi.org/10.1088/1742-6596/1693/1/012118.
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McMenamin, Gerald R., and Lindsay N. Kerr. "Jasmine and the Bee: Spelling word-initial [th] in English." Language 90, no. 4 (2014): e149-e164. http://dx.doi.org/10.1353/lan.2014.0073.
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Barnes, William G. W. "WORD SORTING: THE CULTIVATION OF RULES FOR SPELLING IN ENGLISH." Reading Psychology 10, no. 3 (June 1989): 293–307. http://dx.doi.org/10.1080/0270271890100306.
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Garcia, Noelia P., Robert D. Abbott, and Virginia W. Berninger. "Predicting poor, average, and superior spellers in grades 1 to 6 from phonological, orthographic, and morphological, spelling, or reading composites." Written Language and Literacy 13, no. 1 (March 4, 2010): 61–98. http://dx.doi.org/10.1075/wll.13.1.03gar.
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Superior (10 girls, 10 boys), average (10 girls, 10 boys), and poor (10 girls, 10 boys) spelling ability groups were identified in first (age 6) or third (age 8) grade and assessed annually for four years. In separate analyses, a simultaneous set of phonological, orthographic and morphological predictors, a simultaneous set of pseudoword spelling and word-specific orthographic spelling predictors, and a simultaneous set of real-word and pseudoword reading accuracy and rate predictors jointly predicted individuals’ spelling ability group (superior, average, or poor) from first to sixth grade. Results are discussed for significance of results for Triple Word Form Theory (relationships of multiple language skills to spelling development), advantages of multivariate approaches that analyze a set of joint predictors, and importance of designing studies so that findings can be generalized to specific regions of the distribution — upper, middle, and lower — rather than the entire distribution of spellers in an unreferred sample.
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Achiri–Taboh, Blasius. "English spelling: Adding /ʃǝn/ (or /ʒǝn/) to base-words and changing from -tion to -sion." English Today 34, no. 3 (February 26, 2018): 36–42. http://dx.doi.org/10.1017/s0266078417000591.
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One tricky problem with English spelling is the variation in the nominalization suffix often represented in discourse as ‘shun’, mainly between -tion and -sion. Current ELT textbooks have generally not discussed rules for its spelling. However, following online resources, some basic rules are in current debate, with two main schools of thought, each falling in line with one of two approaches that can be called the ‘word-based model’ and the ‘base-word model’. In this article, I show the base-word model to be preferred, determine the actual suffix and its underlying form, and elaborate on base-word ending clues to yield a general synchronic rule for changing from -tion to -sion, albeit with exceptions.
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Spencer, Ken. "English spelling and its contribution to illiteracy: word difficulty for common English words." Reading 36, no. 1 (April 2002): 16–25. http://dx.doi.org/10.1111/1467-9345.00180.
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Dangin, Dangin, and Nurvita Wijayanti. "THE STUDY OF ENGLISH PHONOLOGICAL ERRORS OF ADVANCED SECOND LANGUAGE LEARNERS IN PRONOUNCING SIMILARLY-SPELLED WORDS." Lire Journal (Journal of Linguistics and Literature) 2, no. 1 (August 25, 2018): 29–34. http://dx.doi.org/10.33019/lire.v2i1.20.
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The phenomenon of phonological error as the common sense in pronouncing the words not only happens among beginners but also among the advanced English learners. The English learners are also active speakers who use English as their second language used such as in a formal situation. They tend to pronounce the same for words that have same spelling as other words in most parts of the words or even thewhole words but of different parts of speech. The present writers’ study tries to answer the question on how the English learners’ pronunciation is influenced by words with the same spelling. The participants of the study were Indonesian college students who learned English at the advanced level. In order to get the data, they were given word lists that contained a number of words and then asked to pronounce them. These words were suspected as common mistakes pronounced by the advanced learners. For example the word ‘determine’ is pronounced the same as the word ‘mine’, the word ‘preface’ is pronounced as ‘face’. In this study, the result reveals that the English learners tend to pronounce the words that refer to other words that contain the same orthography. Orthographically, the words and part of the words have the same spelling but they do not share the same pronunciation. Therefore, this error is commonly found among English learners even among those of the advanced level.
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Rimbar, Hazelynn. "THE INFLUENCE OF SPELL-CHECKERS ON STUDENTS’ ABILITY TO GENERATE REPAIRS OF SPELLING ERRORS." Journal of Nusantara Studies (JONUS) 2, no. 1 (June 30, 2017): 1. http://dx.doi.org/10.24200/jonus.vol2iss1pp1-12.
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Recent studies show that spell-checkers help reduce students’ surface errors in writing by flagging spelling errors and giving correct spelling suggestions. This study investigates if the error correction provided by the spell-checker tool in word processors are internalized by students. A quasi-experimental two-group study was conducted on 30 Form 1 students in a school in Kuching, Sarawak. The learners were given dictations which contained words listed as commonly misspelled words according to Oxford University Press (2012). The experimental group were given three dictations- one in which they used word processors and allowed to use the spell-checker tool and the control group was given two dictations, both handwritten. The data gathered were analysed using a software for statistical analysis. This study found that, while the spell-checker helped the learners revise their spelling on one dictation exercise, learners still made the same errors in their spelling after the use of spell-checkers. Therefore it argues that while spell-checkers help eliminate surface errors, they have very little influence on correcting the errors on the cognitive level. Keywords: Spell-checkers, word processors, error correction, dictation, spellingCite as: Rimbar, H. (2017). The influence of spell-checkers on students’ ability to generate repairs of spelling errors. Journal of Nusantara Studies, 2(1), 1-12.
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Falah Altamimi, Dheif Allah Hussain, Radzuwan Ab Rashid, and Yasir Mohamed Mohamed Elhassan. "A Review of Spelling Errors in Arabic and Non-Arabic Contexts." English Language Teaching 11, no. 10 (September 14, 2018): 88. http://dx.doi.org/10.5539/elt.v11n10p88.
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The purpose of this review paper is to identify the core spelling errors in Arabic and Non Arabic Contexts. The most common difficulty that Arab learners may face during their English writing is correct spelling, for many different reasons such as the interference between English and Arabic language and the irregularity of the English language system. Several studies have been undertaken to evaluate writing mistakes and spelling errors in English, and most of them have classified spelling errors into three different categories: morphemic errors, where the errors occur in the morphemes parts (prefixes and suffixes); Intra-Morphemic errors, where errors occur in the word roots themselves such as deleting the final (silent) e vowel in the word write, and splits types, where the learners leave a space inside the word for example, write my self as two words instead of myself, one word. Apart from the three categories mentioned above, other studies claim that there are eight different types of error related to the abilities of the students and the nature of the error, and these include inversion, omission, substitution, segmentation, insertion, pronunciation, miscellaneous, and unclassified errors. In this review paper, we have found interlingual and intralingual –related errors where interlingual errors are mainly caused by the interference of the primary or mother language, while, intralingual errors are due to the system and instruction of the target language. Finally, suggestions are given based on previous research about how to review the spelling errors in Arabic and Non Arabic contexts to identify the error and also overcome the problem through alternatives that can be implemented to create a positive impact and can be furthermore used for all types of positive learning.
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Abbott, Robert D., Michel Fayol, Michel Zorman, Séverine Casalis, William Nagy, and Virginia W. Berninger. "Relationships of French and English Morphophonemic Orthographies to Word Reading, Spelling, and Reading Comprehension During Early and Middle Childhood." Canadian Journal of School Psychology 31, no. 4 (July 24, 2016): 305–21. http://dx.doi.org/10.1177/0829573516640336.
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Two longitudinal studies of word reading, spelling, and reading comprehension identified commonalities and differences in morphophonemic orthographies—French (Study 1, n = 1,313) or English (Study 2, n = 114) in early childhood (Grade 2)and middle childhood (Grade 5). For French and English, statistically significant concurrent relationships among these literacy skills occurred in Grades 2 and 5, and longitudinal relationships for each skill with itself from Grades 2 to 5; but concurrent relationships were more sizable and longitudinal relationships more variable for English than French especially for word reading to reading comprehension. Results show that, for both morphophonemic orthographies, assessment and instructional practices should be tailored to early or middle childhood, and early childhood reading comprehension may not be related to middle childhood spelling. Also discussed are findings applying only to English, for which word origin is primarily Anglo-Saxon in early childhood, but increasingly French in middle childhood.
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Bode Ekundayo, Omowumi Steve. "The Implications of Orthographic Intraference for the Teaching and Description of ESL: The Educated Nigerian English Examples." GiST Education and Learning Research Journal, no. 10 (June 20, 2015): 128–48. http://dx.doi.org/10.26817/16925777.271.
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This paper examines orthographic intraference and its implications for teaching and describing English as a second language (ESL). Orthographic intraference is used here to denote instances of single word spelling, acronyms, mix up of homophones, homonyms and compound word spelling arising not from interference but from orthographic rules and features of the English language. The paper is based on the concept of intraference and examples were gathered from Nigerian English, the educated variety, from 2005 to 2013 with questionnaires and recording of spontaneous speeches and from secondary sources. The study established that orthographic intraference cases are widespread and common in Educated Nigerian English. Consequently, the paper proposes that teachers of ESL identify, teach and drill learners on them to make learners internalize the generally accepted standard forms.
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Burns, Jeanne M., and Donald J. Richgels. "An Investigation of Task Requirements Associated with the Invented Spellings of 4-Year-Olds with above Average Intelligence." Journal of Reading Behavior 21, no. 1 (March 1989): 1–14. http://dx.doi.org/10.1080/10862968909547655.
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This study examined whether conscious use of phonological knowledge is associated with invented spelling and whether a relation exists between invented spelling and reading. Thirty-two 4-year-olds with scores of 116 or higher on the Stanford-Binet Intelligence Test were classified as Non-spellers and Inventive Spellers based on their spellings of 10 words on the Invented Spelling Test. All subjects were administered 11 different tasks which examined alphabet knowledge, word segmentation, sound/letter association, and reading knowledge. Results indicated that all subjects displayed a similar ability when required to recite the alphabet, recognize uppercase letter names, segment words into syllables, and identify basic concepts about print. Inventive Spellers demonstrated superiority at letter/sound identification and segmentation of words by phonemes. Although significant differences were observed between Non-spellers and Inventive Spellers on wordknowledge tasks, dramatic differences among Inventive Spellers were evident. Forty-four percent of the Inventive Spellers were found to be Proficient Word Readers whereas the remaining 56% displayed reading proficiency at a similar level as the Non-spellers. A relation was found between spelling ability and conscious use of phonological knowledge; however, word reading appeared to be a related (but separate) ability from word writing.
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Ormrod, Jeanne Ellis. "Proofreading the Cat in the Hat: Evidence for Different Reading Styles of Good and Poor Spellers." Psychological Reports 57, no. 3 (December 1985): 863–67. http://dx.doi.org/10.2466/pr0.1985.57.3.863.
Full textAbstract:
While previous research indicates a relationship between ability to spell and proofreading, two variables, knowledge of word spellings and presentation time, have consistently not been controlled. In this study, a very easy passage (allowing control of word knowledge) was presented in short segments on a computer screen (controlling presentation time). Ten pairs of 9th- and 10th-grade students, matched for IQ and sex but differing in spelling ability, were asked to identify whether each segment contained a spelling error (half of the segments contained a misspelled word). An analysis of variance yielded significant main effects for both spelling ability and correctly spelled versus misspelled segments and a significant interaction between these: good and poor spellers performed equally well on correctly spelled segments, but good spellers were superior to poor spellers in identifying misspelled segments. The results are interpreted as supporting Frith's (1980) “partial cues” hypothesis regarding different reading styles in good and poor spellers.
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Saeed Al-Sobhi, Bandar Mohammad, Sabariah Md Rashid, Ain Nadzimah Abdullah, and Ramiza Darmi. "Arab ESL Secondary School Students’ Spelling Errors." International Journal of Education and Literacy Studies 5, no. 3 (July 31, 2017): 16. http://dx.doi.org/10.7575/aiac.ijels.v.5n.3p.16.
Full textAbstract:
English spelling has always been described by many language researchers and teachers as a daunting task especially for learners whose first language is not English. Accordingly, Arab ESL learners commit serious errors when they spell out English words. The primary objective of this paper is to determine the types as well as the causes of spelling errors made by Arab ESL secondary school students. In order to collect the data, a fifty-word standardised spelling test was administered to seventy Arab student participants. The students’ types of spelling errors were detected, analysed and then categorised according to Cook’s (1999) classification of errors namely substitution, omission, insertion and transposition. In total, 2,873 spelling errors of various categories were identified. The study findings revealed that errors of substitution constituted the highest percentage of the students’ type of errors. In addition, the study indicated that the main causes of the students’ spelling errors were possibly attributed to the anomalous nature of the English spelling system, the Arab students’ lack of awareness of English spelling rules as well as L1 interference. Despite being conducted in an ESL context, the study was almost consistent with the findings indicated by other studies which were carried out in many Arabic EFL context. The findings suggest that spelling instruction should be emphasised while teaching English and should also be integrated with the skills and subskills of reading, writing, pronunciation and vocabulary in order to develop the students’ spelling accuracy.