To see the other types of publications on this topic, follow the link: Graded word spelling test.
Journal articles on the topic 'Graded word spelling test'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Graded word spelling test.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
Bahr, Ruth Huntley, Elaine R. Silliman, and Virginia W. Berninger. "Derivational Morphology Bridges Phonology and Orthography: Insights Into the Development of Word-Specific Spellings by Superior, Average, and Poor Spellers." Language, Speech, and Hearing Services in Schools 51, no. 3 (July 15, 2020): 640–54. http://dx.doi.org/10.1044/2020_lshss-19-00090.
Full textAbstract:
Purpose Morphology, which is a bridge between phonology and orthography, plays an important role in the development of word-specific spellings. This study, which employed longitudinal sampling of typically developing students in Grades 3, 4, and 5, explored how the misspellings of words with derivational suffixes shed light on the interplay of phonological, orthographic, and morphological (POM) linguistic features as students learn to integrate POM features appropriately to generate correct spellings. Method Sixty typically developing Grade 3 students were tested using the Spelling subtest from the Wechsler Individual Achievement Test–Second Edition (Wechsler, 2001) and were divided into superior, average, and poor spellers. Students' spelling skill was then assessed using the Wechsler Individual Achievement Test–Second Edition annually for another 2 years. Misspelled derivations from these three testing sessions were analyzed for linguistic feature errors and error complexity/severity. Differences in the integration of POM features across spelling ability levels at Grades 3–5 were analyzed with Kruskal–Wallis analyses of variance. Results Longitudinal results demonstrated POM integration for the development of word-specific spellings involving derivational morphology was in its initial stages over Grades 3–5 and was influenced by spelling ability level. Information from a qualitative analysis revealed considerable variability in how students applied their POM knowledge to spell complex derivations. Conclusions Word-specific spellings draw on multiple linguistic codes—P, O, and M—and their interconnections. It involves more than an understanding of orthographic rules. Rather, accurate spelling develops through an increased understanding of the phoneme–grapheme relationships as facilitated by the identification of word parts (base + or − affixes) in written language. Educational and clinical implications are discussed.
2
Baxter, D. M., and E. K. Warrington. "Measuring Dysgraphia: A Graded-Difficulty Spelling Test." Behavioural Neurology 7, no. 3-4 (1994): 107–16. http://dx.doi.org/10.1155/1994/659593.
Full textAbstract:
In this paper we describe the construction of a graded-difficulty spelling test for adults consisting of two alternative forms each containing 30 words (GDST, Forms A and B). The spelling test, together with background tests of verbal and non-verbal skills, was administered to 100 control patients with orthopaedic injuries. The two forms of the spelling test were highly correlated (0.92). Spelling was highly correlated with reading (0.75, 0.77) and moderately correlated with vocabulary (0.57) and naming (0.39, 0.40). There was no correlation between spelling skills and non-verbal reasoning. The test was validated in a group of 26 patients with left hemisphere and 20 patients with right hemisphere lesions. Spelling was shown to be lateralized to the left hemisphere and there appeared to be a shift in scores of the left hemisphere group towards the lower quartile, with 65% of the left hemisphere group falling within this band. The most severe spelling impairments were invariably associated with other language disorders but a number of dissociations were documented at spelling levels falling between the 5th and 25th percentile band. Two patients with left hemisphere lesions (8%) were identified as having selective dysgraphias. The lack of overlap between the anatomical sites of the two patients with specific lexical dysgraphia argues against a single site for this type of dysgraphia and argues for further refinement of this classification of spelling disorder.
3
Seidlová Málková, Gabriela. "Spelling skills of Czech primary school children in relation to the method of literacy instruction." Journal of Language and Cultural Education 5, no. 1 (January 1, 2017): 59–77. http://dx.doi.org/10.1515/jolace-2017-0004.
Full textAbstract:
Abstract This study investigates the importance of having a set reading instruction method for the development of spelling skills among Czech children ranging in age across the four beginning grades of primary school. 238 children learning to read and spell using an analytical-synthetic method and 251 children learning to read and spell using a genetic method participated in this study. The outcomes of word spelling tests were assessed for the different grade and age levels: first, second- third and fourth. Distributional patterns of spelling skills performance for both instruction method subgroups were created in each of the grade groups. Comparisons of spelling task outputs between both methods were conducted using a non-parametric Mann-Whitney test. Results indicate that children using the genetic method are more effective in acquiring phoneme-grapheme correspondences throughout the first grade, and thus show more accurate word spelling in the first grade spelling task. However, this initial advantage for children learning to spell using the genetic method soon disperses, and it is not reflected in better spelling performance throughout the second to third and fourth grade.
4
Schermerhorn, Pamela K., and T. F. McLaughlin. "Effects of the Add-A-Word Spelling Program on Test Accuracy, Grades, and Retention of Spelling Words with Fifth and Sixth Grade Regular Education Students." Child & Family Behavior Therapy 19, no. 1 (February 24, 1997): 23–35. http://dx.doi.org/10.1300/j019v19n01_02.
Full text
5
Al-Bereiki, Sheikha A., and Abdo M. Al-Mekhlafi. "Spelling Errors of Omani EFL Students." Journal of Educational and Psychological Studies [JEPS] 9, no. 4 (December 1, 2015): 660. http://dx.doi.org/10.24200/jeps.vol9iss4pp660-676.
Full textAbstract:
The purpose of this study was to explore the types of spelling errors students of grade ten make and to find out whether there were any significant differences between males and fe- males with respect to the types of spelling errors made. The sample of the study included 90 grade ten students from four different schools in North Batinah. The researchers manipulated the use of a test that consisted of two questions: an oral dictation test of 70 words with a contex- tualizing sentence and a free writing task. The misspellings were classified into nine different types. The findings revealed that the most common spelling errors among Omani grade ten stu- dents were vowel substitution, then came vowel omission in the second place and consonant substitution in the third place. Male students omitted more vowels than female students while females made more true word errors than their male counterparts. In light of the findings, the study presents some recommendations and suggestions for further studies.
6
Carlisle, Joanne F. "Knowledge of derivational morphology and spelling ability in fourth, sixth, and eighth graders." Applied Psycholinguistics 9, no. 3 (September 1988): 247–66. http://dx.doi.org/10.1017/s0142716400007839.
Full textAbstract:
ABSTRACTThis study investigated students' knowledge of derivational morphology and the relationship between this knowledge and their ability to spell derived words. The subjects (fourth, sixth and eighth graders) were given the Wide Range Achievement Test, Spelling subtest, and experimental tests of their ability to generate base and derived forms orally, to spell the same base and derived words, and to apply suffix addition rules. The results indicate strong developmental trends in both the mastery of derivational morphology and the spelling of derived words; however, spelling performances lagged significantly behind the ability to generate the same words. Success generating and spelling derived words depended on the complexity of transformations between base and derived forms. Further, mastery of phonological and orthographic transformations most strongly distinguished the three grades in both spelling and generating derived words. Indications that the older students were using knowledge of morphemic structure in spelling derived words were found in analysis of the spelling of base and derived word pairs and the application of suffix addition rules.
7
Yeung, Susanna Siu-sze, and Robert Savage. "Teaching Grapheme–Phoneme Correspondences Using a Direct Mapping Approach for At-Risk Second Language Learners: A Randomized Controlled Trial." Journal of Learning Disabilities 53, no. 2 (December 21, 2019): 131–44. http://dx.doi.org/10.1177/0022219419894563.
Full textAbstract:
Reading interventions developed to teach grapheme–phoneme correspondences (GPCs) were evaluated among L2 at-risk readers. In the direct mapping of grapheme (DMG) condition, children’s attention was explicitly drawn to the application of a graphemes taught on that day to shared reading of words in authentic text. In the control condition there was no such systematic daily linkage of the GPCs and texts. The two reading interventions were otherwise identical. Two hundred fifty-three Chinese Grade 1 and Grade 2 students were screened, and those who scored in the bottom 30% of an English word-reading test were identified as L2 at-risk readers. Seventy-one L2 at-risk readers were thus randomly assigned to two conditions, both of which were small-group reading interventions: (a) DMG or (b) taught control. We hypothesized a significant main effect of Intervention condition and significant interaction of Intervention by Phonological Awareness (PA) effects on word reading, word attack, spelling, and sentence comprehension favoring the DMG intervention. Results showed that predicted interaction effects were significant for word reading, spelling, and sentence comprehension. No other effects were significant. Results suggest that the daily Direct Mapping of taught GPCs to shared book reading promotes reading development in at-risk English L2 readers with stronger phonological skills.
8
Hamdani, Beny. "Enhancing Vocabulary Among EFL Young Learners Through Picture-Word Inductive Model." International Journal of English Education and Linguistics (IJoEEL) 2, no. 1 (July 1, 2020): 9–16. http://dx.doi.org/10.33650/ijoeel.v2i1.1101.
Full textAbstract:
AbstractThis paper critically aims to enhance English vocabularies among EFL young learners of the fifth grade students through picture-word inductive model at elementary school Zainul Hasan Genggong Probolinggo in the academic year of 2019-2020. The research problem is How is the effective picture-word inductive model to enhance vocabulary among young learners of elemantary school Zainul Hasan Genggong Probolinggo? The type of the research is classroom action research. It was conducted in two cycles. The subjects of the research were 20 students of fifth grade. The data were collected from the test, interview, documentation and observation. The result showed that the students had increased their English vocabulary mastery which can be seen from the test result provided by the researcher. This is the evident from the test result that overall there was an increase in the English vocabulary mastery of 5 grade students as much as 50.70 % in the first cycle and 85.54 % in the second cycle. Meanwhile, the observation result showed that the students seemed more enthusiastic during the learning process. In reference to the actions conducted in two cycles, the use of the picture-word inductive model enhances the students’ vocabulary by practicing words into sentences and more attention on mechanical aspects such as spelling and pronunciation. Keywords : Young Learners, Vocabulary Mastery, Picture-word inductive model.
9
Kikas, Eve, Gintautas Silinskas, and Piret Soodla. "The effects of children’s reading skills and interest on teacher perceptions of children’s skills and individualized support." International Journal of Behavioral Development 39, no. 5 (July 7, 2015): 402–12. http://dx.doi.org/10.1177/0165025415573641.
Full textAbstract:
This study examined the effects of children’s reading skills and interest in reading-related tasks on teacher perceptions of children’s literacy skills (reading and spelling) and the respective individualized support for children during the first two years of formal schooling. The participants were 334 children and their classroom teachers. Identical measures were administered at three time points (at the beginning of Grade 1 and at the end of Grades 1 and 2). Children’s reading skills were assessed with the word reading fluency test, and their interest in reading was assessed with self-reports. Also, teachers evaluated each child’s level of reading and spelling skills and reported the level of individual literacy support they provided. The results showed that children’s poor skills in reading at the beginning of Grade 1 were related to both teacher perceptions of children’s skills as being poor and to increased support at the end of Grade 1. In turn, teacher perceptions of children’s skills as being poor at the end of Grade 1 were related to more support at the end of Grade 2. Moreover, children’s reading skills at the beginning of school had an indirect effect via teacher perceptions at the end of Grade 1 on teacher support in Grade 2. The findings underscore the importance of examining the role of teacher perceptions in providing individualized support during literacy activities.
10
Fleisch, Brahm, Kamala Pather, and Geeta Motilal. "The patterns and prevalence of monosyllabic three-letter-word spelling errors made by South African English First Additional Language learners." South African Journal of Childhood Education 7, no. 1 (July 26, 2017): 10. http://dx.doi.org/10.4102/sajce.v7i1.481.
Full textAbstract:
There is growing evidence of systematic underachievement of South African primary school learners in reading in English as the first additional language. There is a small but growing literature that provides insights, that is, causes, patterns and prevalence, into this phenomenon. Through a secondary analysis of a spelling component of a literacy test that was administered as an end-line assessment for a randomised control trial, this article provides new evidence for and insight into the patterns and prevalence of English language spelling errors made by Grade 4 second-language learners. The study specifically coded errors on four monosyllabic three-letter words for 2500 Grade 4 learners tested individually at the end of the second term in 2014. Three distinct linguistic error patterns were identified. The most frequent error patterns involved the incorrect use of the vowel grapheme, for example bed was spelled ‘bad’. The second pattern related to common errors associated with the transfer of linguistic, orthographic patterns from the first language (isiZulu). The final pattern suggests that between 6% and 8% of learners were struggling to make the basic phoneme–grapheme connection. This pattern, however, would need to be confirmed with oral interviews. The implications of these error patterns are discussed.
11
Barbosa-Pereira, Drielle, Pedro S. R. Martins, Amanda P. L. Guimarães, Emanuelle de O. Silva, Luana T. Batista, Vitor G. Haase, and Júlia B. Lopes-Silva. "How Good Is the Phoneme Elision Test in Assessing Reading, Spelling and Arithmetic-Related Abilities?" Archives of Clinical Neuropsychology 35, no. 4 (January 22, 2020): 413–28. http://dx.doi.org/10.1093/arclin/acz085.
Full textAbstract:
Abstract Objective The aim of this study was to investigate the psychometric properties and diagnostic accuracy of phoneme elision task (PET). Method We assessed cross-sectionally 470 Brazilian children (54.3% girls) aged between 7 and 11 years (mean age = 8.83, sd = 0.85), from the 2nd to 4th grades. Children were assessed in their phonemic awareness ability, as well as intelligence, general school achievement, both verbal and visuospatial working memory, single-word reading, and nonsymbolic magnitude comparison. Beyond the psychometric properties and diagnostic accuracy of PET, we also provided reference values. Results Our data suggest that PET is composed mainly of one single construct, with high item reliability and precision (KR-20 above 0.90). In general, items have acceptable discriminability, considering item-total correlations. Overall PET is generally a good screening tool for reading and spelling difficulties (SD), as well as to identify children with learning difficulties in the early grades. However, it is not a reliable measure for screening math learning difficulties. Finally, PET shows good convergent and divergent validity. Conclusions We provide evidence about the psychometric properties and diagnostic accuracy of a PET. Results contribute to the assessment of phonemic awareness in Brazilian children, in both clinical and research contexts. The PET can be used as a screening tool for reading and SD, which could lead to early interventions.
12
Lindqvist, Christina. "Vocabulary Knowledge in L3 French: A Study of Swedish Learners’ Vocabulary Depth." Languages 6, no. 1 (February 5, 2021): 26. http://dx.doi.org/10.3390/languages6010026.
Full textAbstract:
The overall aim of the present study is to achieve a better understanding of young instructed Swedish learners’ vocabulary knowledge in L3 French, by examining various aspects of vocabulary depth. Previous research has shown that this learner group’s vocabulary size increases systematically, and at a relatively fast pace, from grade 6 through grade 9 (i.e., from the first year of studies of French and onwards; from age 12 to 15). However, vocabulary size tests only give a quantitative estimation about how many words test takers know, and do not say anything about qualitative aspects of word knowledge. Vocabulary depth, on the other hand, concerns such aspects. In order to arrive at a more complete picture of learners’ word knowledge, both size and depth need to be examined. In the present study, aspects of vocabulary depth were analyzed in learners’ word choices in a written elicited production task. The data consist of 105 written retellings from students in grades 6, 7, 8, and 9. Word choices pertaining to various key elements in the retellings were included in the analysis, with a focus on orthographical, semantic, and morphological aspects of deep word knowledge. The results show that orthographical knowledge is similar throughout the years, with the same spelling difficulties occurring in all the grades at similar rates. Semantic and morphological knowledge seem to develop at a quicker pace, with the 8th and 9th graders having a deeper knowledge of these aspects. It can be concluded that some, but not all, aspects of deep knowledge start to develop during the first four years of studies of French.
13
Bafadal, Muhammad Fauzi, and Humaira Humaira. "The Use of Charades Games in Teaching Vocabulary to the Junior High School Students." Linguistics and Elt Journal 5, no. 1 (March 5, 2019): 14. http://dx.doi.org/10.31764/leltj.v12i2.748.
Full textAbstract:
Vocabulary is a knowledge of words and word meanings. To increase the student’s vocabulary, the writer chosen game. A game is an alternative way to teach. One of the alternative games is a charades game. So, based on it the aim of this study is to investigate the effect of charades game toward student’s vocabulary. This study was conducted at the first-grade students of SMPN 18 Mataram in academic year 2017/2018. This study used a quasi-experimental design that is used pre-test and post-test control group design. The population of study involved 40 students from two classes SMPN 18 Mataram in academic year 2017/2018. The writer took all of the students as a sample, and they are 20 students belong to the experimental group and 20 students in the control group. In this study, the writer used the vocabulary test consists of 20 items multiple choice covered with the indicator of vocabulary consist of spelling, pronunciation, and meaning. The result of this study, the students could understand spelling, pronunciation, and meaning and they could answer the test vocabulary easily through charades game. In this data, pre-test, and post-test as the research technique of data collection, then followed by analyzing the data using the t-test formula. The level of significance is at 0, 05%, t-test = 2,99 and t-table= 2,02, Alternative Hypothesis (Ha) was accepted and Null Hypothesis (Ho) was rejected. It means that there was a significant difference between the student's pre-test and post-test scores. Thus, the writer concludes that the charades game on the student’s vocabulary affects.
14
Spencer, Stacie, J. Alexander Dale, and Herbert L. Klions. "Deaf versus Hearing Subjects’ Recall of Words on a Distraction Task as a Function of the Signability of the Words." Perceptual and Motor Skills 69, no. 3-1 (December 1989): 1043–47. http://dx.doi.org/10.1177/00315125890693-161.
Full textAbstract:
Subjects, including 17 deaf and 10 hearing students in Grades 11 and 12, completed a test for memory of lists of 6 words (presented visually for 10 sec.). Subjects recalled the words in writing after a distracting task of adding pairs of digits for 10 sec. Word lists are categorized as signable with a single sign, compound or combination of signs, or finger-spelling signs only. Hearing subjects recalled significantly more words in each category than did deaf subjects. Deaf subjects recalled significantly more single-signed words than either of the other two categories. Deaf subjects did not recall more compound/combination signed words than words that could only be finger-spelled. Hearing subjects also recalled significantly more single-signed words than either of the other two categories and were not superior in either of the other categories.
15
Abu Zahrin, Syaidatun Nazirah, Hasnurol Hashim, Kaseh Abu Bakar, Maheram Ahmad, and Ab Halim Mohamad. "Intervention Models in Arabic Vocabulary Proficiency in The J-Qaf Program Among Primary School Pupils." ‘Abqari Journal 24, no. 1 (April 23, 2021): 46–60. http://dx.doi.org/10.33102/abqari.vol24no1.365.
Full textAbstract:
Purpose – Arabic acquisition is the main element that has to be mastered by pupils in order to attain proficiency in the Arabic Language. A total of 600 words should be mastered in the j-QAF program. Nevertheless, mistakes in the vocabulary enrichment aspect, as well as its Arabic spelling often occur. The j-QAF program is a new education initiative introduced by the Ministry of Education (MOE) under the Islamic Education Section (IES) that was formerly known as the Department of Islamic and Moral Education (IMED). Hence, this research is to show the extent of the proficiency level of the pupils in Arabic vocabulary enrichment acquired through the j-QAF program in aspects such as spelling, word meaning knowledge and usage in sentences. This study will also introduce the vocabulary enrichment teaching intervention model which has been proved effective in regard to the Arabic language vocabulary enrichment aspect. Methodology – An Arabic vocabulary enrichment mastering test covering the three aspects was administered to 120 standard 3 pupils in the district of Klang, Selangor. A total of 360 answer scripts were received and analysed. In addition, a set of questionnaires for pupils and Arabic teachers were also distributed to further strengthen the researched data. Findings – The study shows that the percentage of grade A, B and C passes in the Arabic-spelling aspect was 100 percent, knowledge of meaning aspect was 84 percent and the usage of words in sentences aspect was 63 percent. Other than that, the results of the Arab language teachers' questionnaire reported that the proficiency of the primary school pupils has a significant impact on the learning of the Arabic language. Significance – Innovation in teaching of Arabic and language and spread of religious studies especially Quranic studies and Hadith and also related studies.
16
Santos, Acácia Aparecida Angeli dos, Katya Luciane de Oliveira, Neide de Brito Cunha, and Paula Cristina Camargo Osés. "Effectiveness of an Intervention Program for Linguistics Skill Development." Paidéia (Ribeirão Preto) 27, no. 67 (August 2017): 37–45. http://dx.doi.org/10.1590/1982-43272767201705.
Full textAbstract:
Abstract: The importance of language and its formal instruction during the initial school phase has stimulated studies that seek options to implement them successfully. From this perspective, this study aimed to verify the effects of an intervention program on the language skills assessed. The participants were sixth-grade elementary school students evaluated in reading comprehension, spelling, word recognition and metatextual awareness. The intervention program was performed with 103 students, divided into experimental (EG) and control groups (CG). The experimental group attended 10 sessions, which included the use of gradual Cloze technique in texts of various textual genres, which were intended to develop the reading comprehension and the development of metatextual awareness. Analyses indicated the superiority of EG over the CG in the post-test. New studies are needed to permit the generalization of the results.
17
Jiménez, Juan E., Isaac Marco, Natalia Suárez, and Desirée González. "Internal Structure and Development of Keyboard Skills in Spanish-Speaking Primary-School Children With and Without LD in Writing." Journal of Learning Disabilities 50, no. 5 (April 7, 2016): 522–33. http://dx.doi.org/10.1177/0022219416633864.
Full textAbstract:
This study had two purposes: examining the internal structure of the Test Estandarizado para la Evaluación Inicial de la Escritura con Teclado (TEVET; Spanish Keyboarding Writing Test), and analyzing the development of keyboarding skills in Spanish elementary school children with and without learning disabilities (LD) in writing. A group of 1,168 elementary school children carried out the following writing tasks: writing the alphabet in order from memory, allograph selection, word copying, writing dictated words with inconsistent spelling, writing pseudowords from dictation, and independent composition of sentence. For this purpose, exploratory factor analysis for the TEVET was conducted. Principal component analysis with a varimax rotation identified three factors with eigenvalues greater than 1.0. Based on factorial analysis, we analyzed the keyboarding skills across grades in Spanish elementary school children with and without LD (i.e., poor handwriters compared with poor spellers, who in turn were compared with mixed compared with typically achieving writers). The results indicated that poor handwriters did not differ from typically achieving writers in phonological processing, visual-orthographic processing, and sentence production components by keyboarding. The educational implications of the findings are analyzed with regard to acquisition of keyboarding skills in children with and without LD in transcription.
18
Tahir, Mohd Haniff Mohd, Dianna Suzieanna Mohamad Shah, Mohamad Syafiq Ya Shak, Intan Safinas Mohd Ariff Albakri, and Airil Haimi Mohd Adnan. "Explicit vocabulary instruction: Effects of vocabulary learning on Form Two ESL learners." Studies in English Language and Education 8, no. 3 (September 16, 2021): 1227–47. http://dx.doi.org/10.24815/siele.v8i3.19539.
Full textAbstract:
Per its English curriculum, vocabulary instruction is only integrated indirectly in the teaching of reading, writing, listening, and speaking skills in Malaysian schools. ESL learners then may overlook the variety of meanings that a word and its spelling can offer. This research aims to describe the effects of the explicit approach of vocabulary instruction on 30 Form Two (eighth grade) students from a suburban school in Ipoh, Perak, Malaysia. A descriptive style was adopted, and specific vocabulary lessons were used to help students learn the target words. Using descriptive statistics, vocabulary pre- and post-test scores were analysed and compared to determine the impact of this approach. The frequency counts, percentages, mean scores, and standard deviation of the students’ evaluation form responses were analysed. Content analysis was used to transcribe, classify, and categorise qualitative data from the interview session. According to the data, the students’ vocabulary scores increased dramatically in the post-test, with a mean gap of 21.9. The students were also enthusiastic about the teacher’s instructions (M=4.48, SD=0.64) and vocabulary lessons (M=4.34, SD=0.59). It is suggested that the explicit approach of vocabulary instruction, which engages students in exciting vocabulary learning techniques as employed by this study could enhance their vocabulary knowledge.
19
Tsiriotakis, Ioanna K., Valia Spiliotopoulos, Matthias Grünke, and Costas Kokolakis. "The Effects of a Cognitive Apprenticeship Model on the Argumentative Texts of EFL Learners." Journal of Education and Learning 10, no. 5 (August 11, 2021): 63. http://dx.doi.org/10.5539/jel.v10n5p63.
Full textAbstract:
In the present study, a quasi-experimental pre-post test design was used to assess the effects of an argumentative writing strategy (POW+TREE) on the performance of grade five and six students of Greek origin who were learning English as a foreign language (EFL) in a Greek setting. The Self-Regulated Strategy Development (SRSD) cognitive apprenticeship model was utilized to improve the text composition skills of the students. In the experimental group (N=77), participants received instruction on general and genre-specific strategy use for planning and writing argumentative essays, on procedures to apply self-regulation (goal setting, self-monitoring, self- reinforcement, and self-instructions), and on establishing additional skills (vocabulary, grammar-drill instruction, good word choice, interesting openings etc.). The control group (N=100) was supported through a traditional curriculum in writing (focusing on spelling and grammar). Findings of the study showed that strategy instructed students wrote argumentative essays that were schematically stronger, qualitatively better, and longer than those produced by their counterparts in the control group.
20
Nugroho, Christanto Dwi. "AN ERROR ANALYSIS OF USING DEGREES OF COMPARISON IN STUDENTS’DESCRIPTIVE WRITING AT THE SEVENTH GRADE OF SMP KESUMA BANGSA DEPOK." Scope : Journal of English Language Teaching 3, no. 2 (August 10, 2019): 93. http://dx.doi.org/10.30998/scope.v3i2.3353.
Full textAbstract:
<p align="center"><strong>ABSTRACT</strong></p><p> </p><p>The objective of this study is to analyze the error of using Degrees of Comparison at the seventh grade of SMP Kesuma Bangsa Depok.The technique was made of purposive sampling, the sample was 40 students. The method of the research was descriptive qualitative as for the technique of collecting data was test method. The writer<strong> </strong>applied the test as research instrument. The data was described as a percentage by using percentage analysis. The writer discover there are some errors in students’ descriptive writing initiated with subject 6,27%, <em>to be</em> 25,46%, adjective 17,71%, article 7,01%, spelling 8,59%, noun 2,58%, pronoun 9,23%, preposition 1,85%, word choice 2,58%, capitalization 14,39%, conjunction 2,58%, and word order 1,85%. The most frequent errors are to be 25,46%, adjective 17,71%, and capitalization 14,39%. The causes of errors are due to first language interference and translation. In conclusion, it might be deduced that there are errors of using Degrees of Comparison in students’ descriptive writing at the seventh grade of SMP Kesuma Bangsa Depok.</p><p align="center"><strong>Abstrak</strong></p><p><strong> </strong></p><p> </p><p>Tujuan dari penelitian ini menganalisa kesalahan penggunaan perbandingan pada karangan deskriptif siswa kelas VII SMP Kesuma Bangsa Depok, menggunakan teknik pengambilan sample sebanyak 40 siswa. Metode yang digunakan pada penelitian ini adalah deskriptif kualitatif, dan teknik pengumpulan data. Peneliti menggunakan tes instrument. Data digambarkan dengan analisa persentasi. Peneliti menemukan ada beberapa kesalahan penulisan deskriptif siswa yaitu subyek 6.27%, kata kerja 25,46 %, kata sifat 17,71%, kata depan 7,01%, ejaan 8.59%, kata benda 2.58%, kata pengganti 9.23%, awalan 1.85%, pemilihan kata 2.58%, huruf kapital 14.39%, kata penghubung 2.58% and tata letak kata 1.85%. kesalahan yang sering terjadi adalah kata kerja sebanyak 25,46%, kata sifat 17,71 % dan huruf capital 14.39% . penyebab kesalahan terjadi pengaruh Bahasa pertama dan terjemahan. Didapat kesimpulan bahwa ada kesalahan pada karangan deskriptif siswa kelas VII di SMP Kesuma Bangsa.</p>
21
Rohl, Mary, and William E. Tunmer. "Phonemic segmentation skill and spelling acquisition." Applied Psycholinguistics 9, no. 4 (December 1988): 335–50. http://dx.doi.org/10.1017/s0142716400008043.
Full textAbstract:
ABSTRACTA spelling-age match design was used to test the hypothesis that deficits in phonologically related skills may be causally related to difficulties in acquiring basic spelling knowledge. Poor grade 5 spellers, average grade 3 spellers, and good grade 2 spellers matched on a standardized spelling test, and a group of good grade 5 spellers matched by chronological age with the poor grade 5 spellers were administered a phonemic segmentation test containing nondigraph pseudowords and an experimental spelling test containing words of the following four types: exception, ambiguous, regular, and pseudowords. Consistent with the hypothesis, it was found that when compared with the poor spellers, the average and good spellers performed better on the phonemic segmentation task, made fewer errors in spelling pseudowords, and made spelling errors that were more phonetically accurate.
22
Rozak, Abdu, Jaja, and Rudianto. "PENERAPAN MODEL INKUIRI TERBIMBING DALAM PEMBELAJARAN MENULIS LAPORAN." Jurnal Tuturan 4, no. 1 (December 14, 2017): 637. http://dx.doi.org/10.33603/jt.v4i1.841.
Full textAbstract:
Learning Bahasa Indonesia is deemed to disregard the students’ characteristics including the level of maturity and thinking capability. An appropriate teaching model for grade eight students of junior high school is assumed not the one that releases students to be really independent (free inquiry) rather than the one which is guided (guided inquiry). This needs investigation and this study tries to do so. The main objective of this study is to investigate whether there is significant difference in the writing ability between the students who were subjected to guided inquiry learning model as an experimental group and the students who were grouped in free inquiry learning model. The procedures of guided inquiry are similar to those of free inquiry: problem identification, data collection, data analysis and conclusions/ making a product. The difference is that guided inquiry emphasize more on the guidance. The guidance is in the form of worksheets that facilitate students to learn. The research was conducted on grade eight of junior high school students in SMP 1 Tengah Tani, Cirebon. To determine the students’ ability in writing reports, a pre-and post-tests were conducted to both control and experimental groups. In addition, an observation was also carried out when treatments were being implemented. Based on t-test statistical analysis on final test scores, there was a significant difference between students’ writing ability in experimental and control groups. The value of t-observe is less than t-table, in probability level 0.05 (p <0.05). This means that the students who learned writing report through guided inquiry model out performed those who learned through (free) inquiry model. The procedures of guided inquiry model are basically inquiry model, but in the learning process, the students should be guided by the teacher. The guidance can be in form of students’ worksheet: challenge activity. With this worksheet, students were observed to be more independence, though not many discoveries were made. Many student compositions were found to have inappropriate development from writing outline to be a composition and ingrammatical sentences. While linguistic errors lied on spelling, word arrangement and capitalization. Therefore, teaching Bahasa Indonesia should be cautious on the selection of appropriate models. And, the teachers should keep in mind to teach the language aspects as well.
23
Tsesmeli, Styliani N., and Eirini Tsellou. "Η επίδραση των μορφοφωνολογικών αλλαγών στην καλλιέργεια της ορθογραφικής δομής των σύνθετων λέξεων: μια μελέτη παρέμβασης." Psychology: the Journal of the Hellenic Psychological Society 26, no. 2 (June 7, 2021): 182. http://dx.doi.org/10.12681/psy_hps.27036.
Full textAbstract:
The aim of the study was to evaluate the effect of the training of morphological awareness of spelling words by 27 students following 4th and 6th grades of a primary school. They were compared with a group of 26 classmates who did not take part in the intervention. All students were assessed via standardized tests of spelling and reading comprehension and non-standardized tests of analogy and meaning of compounds. The intervention included a pre-test, an educational program and a post-test. Experimental material entailed compound words categorized into two conditions of morphophonological transparency (transparent/ non-transparent) and two conditions of compositionality (Modern Greek/Ancient Greek morphemes). Results showed that the systematic exercise of the morphological structure of words improved students' spelling performance in every compound type. Considerably, non-transparent items entailing ancient morphemes received the highest gains, where students presented the lowest performance before intervention. These findings underline the importance of morphological awareness in the acquisition of spelling of morphologically complex vocabulary, whose teaching is important in the highest grades of primary school.
24
Tsesmeli, Styliani Ν., Εleni Sotiropoulou, and Εleni Ntente. "Η σχέση της μουσικής εκπαίδευσης με τις φωνολογικές και αναγνωστικές δεξιότητες μαθητών προσχολικής και πρώτης σχολικής ηλικίας." Psychology: the Journal of the Hellenic Psychological Society 26, no. 2 (June 7, 2021): 162. http://dx.doi.org/10.12681/psy_hps.27142.
Full textAbstract:
The aim of the study was to evaluate the effect of the training of morphological awareness of spelling words by 27 students following 4th and 6th grades of a primary school. They were compared with a group of 26 classmates who did not take part in the intervention. All students were assessed via standardized tests of spelling and reading comprehension and non-standardized tests of analogy and meaning of compounds. The intervention included a pre-test, an educational program and a post-test. Experimental material entailed compound words categorized into two conditions of morphophonological transparency (transparent/ non-transparent) and two conditions of compositionality (Modern Greek/Ancient Greek morphemes). Results showed that the systematic exercise of the morphological structure of words improved students' spelling performance in every compound type. Considerably, non-transparent items entailing ancient morphemes received the highest gains, where students presented the lowest performance before intervention. These findings underline the importance of morphological awareness in the acquisition of spelling of morphologically complex vocabulary, whose teaching is important in the highest grades of primary school.
25
Chang, Anna C.-S. "EFFECTS OF NARROW READING AND LISTENING ON L2 VOCABULARY LEARNING." Studies in Second Language Acquisition 41, no. 04 (April 10, 2019): 769–94. http://dx.doi.org/10.1017/s0272263119000032.
Full textAbstract:
AbstractSixty target words were selected from two sets of graded readers. One set contained three readers with the same title,The Railway Children, and the other set, three books about Sherlock Holmes. Students chose one of the two sets to read and were given a pretest, an immediate posttest, and a five-week delayed posttest on their acquisition of spelling, aural meaning, written meaning, and use. Five fixed factors (time, frequency of word occurrence, glossing, word frequency levels, and four dimensions of vocabulary knowledge) in vocabulary learning and a random variable (the participants) were analyzed with generalized linear mixed models. The results show that the odds of improvements in the knowledge of written and aural meanings were significantly better than those for the knowledge of spelling and use. Significant interaction effects were found between time and other fixed factors, except for glossing. Pedagogical implications of the results are discussed.
26
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.
Full textAbstract:
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.
27
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.
Full textAbstract:
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.
28
DICH, NADYA. "Individual differences in the size of orthographic effects in spoken word recognition: The role of listeners' orthographic skills." Applied Psycholinguistics 32, no. 1 (October 7, 2010): 169–86. http://dx.doi.org/10.1017/s0142716410000330.
Full textAbstract:
ABSTRACTThe goal of this study was to test the hypothesis that the extent to which orthography affects spoken word recognition in literate adults is related to their spelling proficiency. The study included two components: an auditory lexical decision task manipulating orthographic consistency of the stimuli and a spelling test. The results replicated previously found effects of orthographic consistency on the accuracy and latency of lexical decisions. The size of the orthographic effect in the auditory task was estimated for each participant. The variability in the orthographic effect size among participants was partially explained by their spelling skills. Possible interpretations of this finding and methodological implications for future research are discussed.
29
Bruck, Margaret, and Gloria Waters. "An analysis of the spelling errors of children who differ in their reading and spelling skills." Applied Psycholinguistics 9, no. 1 (March 1988): 77–92. http://dx.doi.org/10.1017/s0142716400000461.
Full textAbstract:
ABSTRACTResults of recent studies comparing the spelling errors of children with varying discrepancies between their reading and spelling skills have yielded conflicting results. Some studies suggest that good readers-poor spellers (mixed) are characterized by a set of deficits that differentiates them from poor readers-poor spellers (poor). Other studies fail to find differences between groups of poor spellers who differ in their reading skills. The present study attempted to determine the degree to which these discrepant results reflected differences in methods of subject selection and of error analysis. Two different sets of criteria were used to identify poor spellers-good readers. Subjects were selected on the basis of standardized reading comprehension and spelling test scores or on the basis of standardized single-word-recognition and spelling-test scores. The phonetic accuracy of the spelling errors was assessed using two different scoring systems – one that took positional constraints into account and one that did not. In addition, children were identified at two different age levels, allowing for developmental comparisons. Regardless of age or reading ability, poor and mixed spellers had difficulty converting sounds into positionally appropriate graphemes. Only older children with good word recognition but poor spelling skills provided some evidence for a distinct subgroup of poor spellers. These children had relatively good visual memory for words and, unlike other poor spellers, showed relatively good use of rudimentary sound-letter correspondences.
30
Bruck, Maggie. "Component Spelling Skills of College Students with Childhood Diagnoses of Dyslexia." Learning Disability Quarterly 16, no. 3 (August 1993): 171–84. http://dx.doi.org/10.2307/1511325.
Full textAbstract:
This article examines the component spelling skills of adults with childhood diagnoses of dyslexia in an effort to identify some of the basic impairments associated with their spelling problems and to determine if these adults ever attain age- or level-appropriate competence. College students with childhood diagnoses of dyslexia were given a dictation task, a spelling-recognition task, and a nonword spelling task to assess their use and knowledge of sound-spelling, orthographic, morphologic, and visual information. Their performance on these tasks was compared to that of control groups of normal college students and of normal grade 6 (matched with the dyslexics on the basis of their standardized spelling and reading test scores). Dyslexics' spelling problems were primarily associated with their failure to acquire knowledge of the mappings between spelling and sounds of English. Their use and knowledge of morphological (higher level linguistic) information and of visual information for spelling, however, is predictable from their reading and spelling levels. This last set of results reflects the fact that the dyslexics in this study engaged in much reading and that exposure to written words plays an important role in the development of these specific component spelling skills.
31
T Gissel, Stig. "Scaffolding Students’ Independent Decoding of Unfamiliar Text with a Prototype of an eBook-feature." Journal of Information Technology Education: Research 14 (2015): 439–70. http://dx.doi.org/10.28945/2317.
Full textAbstract:
This study was undertaken to design, evaluate and refine an eBook-feature that supports students’ decoding of unfamiliar text. The feature supports students’ independent reading of eBooks with text-to-speech, graded support in the form of syllabification and rhyme analogy, and by dividing the word material into different categories based on the frequency and regularity of the word or its constituent parts. The eBook-feature is based on connectionist models of reading and reading acquisition and the theory of scaffolding. Students are supported in mapping between spelling and sound, in identifying the relevant spelling patterns and in generalizing, in order to strengthen their decoding skills. The prototype was evaluated with Danish students in the second grade to see how and under what circumstances students can use the feature in ways that strengthen their decoding skills and support them in reading unfamiliar text. It was found that most students could interact with the eBook-material in ways that the envisioned learning trajectory in the study predicts are beneficial in strengthening their decoding skills. The study contributes with both principles for designing digital learning material with supportive features for decoding unfamiliar text and with a concrete proposal for a design. The perspectives for making reading acquisition more differentiated and meaningful for second graders in languages with irregular spelling are discussed.
32
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.
Full textAbstract:
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).
33
Jiang, Xiangying. "English Spelling Knowledge and Word Reading Skills of Arabic and Japanese ESL Learners." Studies in English Language Teaching 6, no. 3 (June 26, 2018): 186. http://dx.doi.org/10.22158/selt.v6n3p186.
Full textAbstract:
<p><em>Previous research has demonstrated that L1 orthographic features and literacy experiences may influence some lower-level processing skills in L2 literacy development. The goal of this study is to expand understanding of this influence on the development of ESL word reading and spelling skills among a group of 49 intermediate-level Arabic learners of English as a Second Language (ESL) and a corresponding comparison group of 50 Japanese ESL learners. Data were collected on a spelling test, a reading comprehension test, and a series of word reading tasks which include reading words with a missing vowel, reading words with a missing consonant, reading a regular wordlist, and reading pseudo-words. The results indicated that at the same level of reading comprehension, the Japanese ESL group performed significantly better than the Arabic group on spelling and all the word reading measures except the accuracy and speed in reading words with a missing vowel. The study also found that the Arabic ESL learners were more adversely affected in both accuracy and speed of reading words with a missing consonant compared with reading words with a missing vowel. Furthermore, accuracy in reading words with a missing consonant was found to be the best predictor of reading comprehension for the Arabic group but for the Japanese group, spelling and accuracy in reading words with a missing consonant were both significant predictors of ESL reading comprehension. The findings were discussed in relation to previous research. Pedagogical implications were also addressed.</em></p>
34
Wilson, Andrew, Wonsun Kim, and Bryan Raudenbush. "The Effects of Chewing Cinnamon Flavored Gum on Mood, Feeling and Spelling Acquisition." English Language Teaching 9, no. 6 (May 19, 2016): 223. http://dx.doi.org/10.5539/elt.v9n6p223.
Full textAbstract:
<p>The purpose of the study is to investigate if the effects of chewing cinnamon flavored gum can increase mood, feeling and spelling acquisition. 5th grade students (n=22) at Ilshin elementary school in South Korea served as participants. The same students were required to take 4 spelling tests with 1 given every day over the course of 4 days. For the 1<sup>st</sup> day, students were required to answer pre-questionnaires pertaining to mood and feeling before studying the spelling words. Students were then given 15 minutes to study while using the rote learning techniques to memorize spelling words; however, they were not given any gum. Afterwards, students were required to take the spelling test to determine memorization achievement. Lastly, students were required to retake the post-questionnaires based on mood and feeling again. On days 2-4 the same protocol was performed, however with 5, 10 or 15 minutes of gum chewing. The results indicated that in terms of the test scores, 15 minutes of chewing resulted in better performance than 5 or 10 minutes of chewing. However, there were no significant outcomes related to the mood and feeling scores. Future research should examine the type of information used for the memorization task, since recall vs. recognition tasks may be differentially affected by chewing.</p>
35
Christanti Mawardi, Viny, Fendy Augusfian, Jeanny Pragantha, and Stéphane Bressan. "Spelling Correction Application with Damerau-Levenshtein Distance to Help Teachers Examine Typographical Error in Exam Test Scripts." E3S Web of Conferences 188 (2020): 00027. http://dx.doi.org/10.1051/e3sconf/202018800027.
Full textAbstract:
This research was intended to create Spelling Correction Application to help teachers examine questions scripts with the capability to found typographical error and give suggestion for non-real word error. This application is built with simple Damerau-Levenshtein Distance method to detect errors and give word suggestions from the typo word. This application can be used by the teacher to examine documents in the form of short answer, essay and multiple choices then save them back in the form of original documents. This application is built using a dictionary lookup consist of 41 312 words in Indonesian. The first test result is the application can detect non-real word errors from 50 sentences that have non-real word error in each sentence and produce an accuracy of 88 %. The second test is try to detect typographical error in exam test script that consist of 15 sample questions, consisting of five essay questions, five short answer, and five multiple choices.
36
Haggan, Madeline. "Actual and Self-perceived Spelling Accuracy in Kuwaiti EFL Students: Some Practical and Theoretical Implications." TESL Canada Journal 10, no. 2 (October 26, 1993): 55. http://dx.doi.org/10.18806/tesl.v10i2.618.
Full textAbstract:
A spelling elicitation test on common English spelling errors already collected from native Arabic-speaking students was devised and administered to 25 Remedial and 25 Fourth Year students from the English Department of Kuwait University. In addition to providing the targetted words, students were also required to score each response as follows: 4 if they were sure they had spelled the word correctly, 3 if they felt it was probably correct, 2 if they felt it was probably wrong, and 1 if they felt it was definitely wrong. Results showed that there was no significant difference between the two groups on the self-ratings, with both showing a high level of confidence over IN1RODUCTION the accuracy of their spelling whether they were spelling words correctly or incorrectly. Since, in general, both groups' actual spelling accuracy was far lower than their self-perceived spelling accuracy, this points to a situation in which students do not know that they do not know. A personality test administered to the students showed a strong bias towards extra-version and a correlation was found between scores on spelling confidence and degree of extraversion. The findings are discussed from the point of view of their implications for (a) methods of collecting spelling errors for analytical study and (b) the Monitor model.
37
Wiss, Corrinne A., and Wendy Burnett. "The Application of the Boder Test of Reading-Spelling Patterns To the Assessment of Learning Disabilities in French Immersion Poor Readers." Canadian Journal of School Psychology 4, no. 1 (January 1988): 61–70. http://dx.doi.org/10.1177/082957358800400106.
Full textAbstract:
The Boder Test of Reading-Spelling Patterns (Boder & Jarrico, 1982) is a widely used method for screening and defining reading problems at the level of the word. In order to apply this method in another language, in this case French, criteria for determining what constitutes a good phonetic equivalent for a misspelled word are required. It is essential to know which errors differentiate good and poor readers since errors that are commonly made by good readers are not diagnostic. This paper reports guidelines which have been developed by analyzing spelling errors in a sample of good and poor French immersion readers. These criteria for good phonetic equivalents can be applied, along with the method outlined in the Boder test manual, and used as an assessment tool for screening decoding and encoding problems in French immersion children. When used in conjunction with the English test, the assessment provides bilingual comparisons and guidelines for remedial programming.
38
Leverett, J. Patrick, Kerry S. Lassiter, and Gray M. Buchanan. "Correlations for the Stroop Color and Word Test with Measures of Reading and Language Achievement." Perceptual and Motor Skills 94, no. 2 (April 2002): 459–66. http://dx.doi.org/10.2466/pms.2002.94.2.459.
Full textAbstract:
The present investigation examined the relationships for scores on the Stroop Color and Word Test with measures of reading and language achievement within an adult population. The Stroop Color and Word Test, Nelson-Denny Reading Test, Woodcock-Johnson Psycho-Educational Battery–Revised, and Wide Range Achievement Test-3 were administered to 99 men ranging in age From 18 to 27 years. Pearson product-moment correlations indicated that the Stroop Word task was positively associated with scores on the WRAT–3 Spelling task, the Woodcock-Johnson Basic and Broad Reading tasks, and the Nelson-Denny Reading Rate and Comprehension tasks. These and other significant relationships were discussed in terms of possible implications regarding the assessment of reading achievement.
39
Taibo, María Luisa Gómez, Pilar Vieiro Iglesias, María del Salvador González Raposo, and María Sotillo Méndez. "An Exploratory Study of Phonological Awareness and Working Memory Differences and Literacy Performance of People that Use AAC." Spanish journal of psychology 13, no. 2 (November 2010): 538–56. http://dx.doi.org/10.1017/s1138741600002237.
Full textAbstract:
Twelve cerebral palsied adolescents and young adults with complex communicative needs who used augmentative and alternative communication were studied. They were classified according to their working memory capacity (high vs. low) into two groups of 6 participants. They were also divided into two groups of 6 participants according to their high vs. low phonological skills. These groups were compared on their performance in reading tests –orthographic knowledge, a word test and a pseudoword reading test- and in the spelling of words, pseudowords and pictures' names. Statistical differences were found between high vs. low phonological skills groups, and between high and low working memory groups. High working memory capacity group scored significantly higher than low working memory group in the orthographic and word reading tests. The high phonological skills group outperformed the low phonological skills group in the word reading test and in the spelling of pseudowords and pictures' names. From a descriptive point of view, phonological skills and working memory, factors known to be highly predictive of literacy skills in people without disabilities, also hold as factors for the participants that used AAC in our study. Implications of the results are discussed.
40
Althobaiti, Saad. "Students’ Perceptions of Two Spelling Techniques: Copy, Cover, and Compare and Flip Folder." English Language Teaching 13, no. 7 (June 23, 2020): 67. http://dx.doi.org/10.5539/elt.v13n7p67.
Full textAbstract:
This interpretivist research aimed at exploring students’ opinions regarding two spelling instruction techniques, Copy, Cover, and Compare (CCC) and Flip Folder. Twenty high school students who previously received spelling instruction using one of these two techniques participated in semi-structured focus group interviews to give their opinions about each technique. They were divided into three groups for which three questions were asked to collect feedback about each technique. Student responses varied and included suggestions for improvements to these techniques: introducing a revision plan to memorize the learned words, creating word spelling lists, increasing the repetition of words, and taking a weekly test to assess their learning achievement.
41
Trimaulana, Robby, and Efransyah Efransyah. "ADDRESSING THE NEED OF TEACHING ENGLISH FOR SPECIFIC PURPOSE AT SMK KESEHATAN BAKTI ASSYUKUR." PROJECT (Professional Journal of English Education) 4, no. 1 (January 4, 2021): 100. http://dx.doi.org/10.22460/project.v4i1.p100-104.
Full textAbstract:
CTL method is one of the teaching techniques where students work in a group. It is used to improve the student’s skill in mastering and understanding English vocabulary. This study tries to determine the effectiveness of teaching and learning at the tenth-grade students of Vocational School. The main goal of this research is to improve English language skills, especially in vocabulary understanding. The method of this research is classroom action research and the populations are the tenth-grade students of pharmacy which consist of nine students as sample randomly. The data collection was done by pre-test and post-test as research instruments. The results of this research that had been carried out during the study showed that the post-test average score (71,5%) is higher than the pre-test average value (49,3%). It shows that the CTL method is very effective in increasing students’ understanding of English, especially in the homonym vocabulary pronounciation and spelling words. Keywords: ESP, CTL, Vocabulary, Teaching
42
Östberg, Per, Charlotte Backlund, and Emma Lindström. "Convergent and diagnostic validity of STAVUX, a word and pseudoword spelling test for adults." Logopedics Phoniatrics Vocology 41, no. 3 (June 10, 2015): 124–28. http://dx.doi.org/10.3109/14015439.2015.1034770.
Full text
43
Wise, Barbara W., and Richard K. Olson. "Computer Speech and the Remediation of Reading and Spelling Problems." Journal of Special Education Technology 12, no. 3 (March 1994): 207–20. http://dx.doi.org/10.1177/016264349401200304.
Full textAbstract:
A high-quality speech synthesizer (DECtalk, by Digital Equipment Corporation) is very intelligible to children with reading disabilities. Linking the DECtalk to a microcomputer yields a “talking computer” that provides a powerful tool for research and remediation of reading and spelling problems. Two clear and related findings about children with “specific reading disability” (dyslexia) have emerged from previous research: 1) deficits in word recognition primarily cause these children's problems in reading comprehension, and 2) inherited deficits in analytic language processes underlie their difficulties in word recognition. These two findings suggest that speech support for words in text could help these children. In several studies at the University of Colorado, children with reading problems have read stories and books on talking computers for about 30 minutes a day, usually for 3–4 days per week during most of a semester. The children's word recognition and phonological decoding have improved, compared to the skills of similar students who spent the time in regular classroom language arts instruction. The studies suggest that accurate word feedback supporting the reading of text helps these readers. One goal of the research has been to compare the benefits of presenting unknown words as wholes or in segments for different students. That goal has remained somewhat elusive, with interesting interactions that have been significant but not always stable. The paper also describes a different line of study using the DECtalk in a spelling program that allows children to explore English sound-spelling patterns as they compare pronunciations of their own spelling attempts and those of the test words. The paper concludes with descriptions of a current home-based reading study and a future study exploring the benefits of computer-based phonemic awareness training prior to the reading instruction.
44
Ariani, Nina, and Muhammad Arham. "An Analysis of EFL Test Takers’ Problems in IELTS Writing Task." Tamaddun 19, no. 2 (December 30, 2020): 132–40. http://dx.doi.org/10.33096/tamaddun.v19i2.81.
Full textAbstract:
IELTS (International English Language Testing System) is one of the English proficiency tests which consists of 4 skills that should be tested including Writing which has two types “writing task 1 and task 2. However, there are many problems that testees face in doing writing such as problem in language use, word choice, punctuation and so on that make them could not pass the test. in this case, the researcher focueses on writing task 1 to know the problems that testees faced. The present study aims at (i) finding out the problems are faced by the testees,(ii) to find out the most frequent problems; and cause of error in language use made by the participants in ELC-IDP Makassar. This study employs a descriptive qualitative approach, and the total number of the samples were 17. The instrument used for this study was archival documents (testees’ writing). In this case the authors clasify the problems of the testee’s writting into four categories: problem in word choice, punctuation, spelling and language use, then language use is identified and clasified into grammatical area: error of verb, noun, pronoun, adjective, adverb, article, preposition, and conjuntion, after that the error analized using procedure of error analysis. The finding indicates that:a total of whole problems are 88 numbers which made by the testees (i) the percentage of problems in word choice is 5 % (4), punctuation 10% (9), spelling 7% (6); (ii) the most frequent problem is error in language use about 78% (69) which the most frequent error is verb area (73%) 50 errors from 69 of total error and; (iii) the causes or error are interference of the learner’s mother tounge, overgeneralization, and false concept hypothesis.
45
Silveira, Rosane. "PL2 production of english word-final consonants: the role of orthography and learner profile variables." Trabalhos em Linguística Aplicada 51, no. 1 (June 2012): 13–34. http://dx.doi.org/10.1590/s0103-18132012000100002.
Full textAbstract:
The present study investigates some factors affecting the acquisition of second language (L2) phonology by learners with considerable exposure to the target language in an L2 context. More specifically, the purpose of the study is two-fold: (a) to investigate the extent to which participants resort to phonological processes resulting from the transfer of L1 sound-spelling correspondence into the L2 when pronouncing English word-final consonants; and (b) to examine the relationship between rate of transfer and learner profile factors, namely proficiency level, length of residence in the L2 country, age of arrival in the L2 country, education, chronological age, use of English with native speakers, attendance in EFL courses, and formal education. The investigation involved 31 Brazilian speakers living in the United States with diverse profiles. Data were collected using a questionnaire to elicit the participants' profiles, a sentence-reading test (pronunciation measure), and an oral picture-description test (L2 proficiency measure). The results indicate that even in an L2 context, the transfer of L1 sound-spelling correspondence to the production of L2 word-final consonants is frequent. The findings also reveal that extensive exposure to rich L2 input leads to the development of proficiency and improves production of L2 word-final consonants.
46
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.
47
Ormrod, Jeanne Ellis. "Effects of Feedback and Mandatory Practice on Learning to Spell during Computer-Assisted Instruction." Perceptual and Motor Skills 63, no. 2 (October 1986): 487–94. http://dx.doi.org/10.2466/pms.1986.63.2.487.
Full textAbstract:
College students were given a computer-assisted instruction lesson in psychology. The lesson required the use of 30 words difficult to spell in responding to questions presented throughout the lesson. Feedback to students' responses took one of three forms: (1) No feedback for misspellings of otherwise correct answers, (2) Feedback about the correct spelling of incorrectly spelled words, and (3) Feedback with practice in which students engaged in mandatory practice of an incorrectly spelled word until the word was spelled correctly. There were no significant differences across treatments on an unanticipated spelling test over the difficult words given after a 3- to 6-day interval. However, students in the no-feedback and feedback groups were over-confident about the accuracy of their spellings, while the feedback-with-practice students were under-confident, with this difference being statistically significant. A possible advantage of feedback and practice over feedback alone is discussed.
48
Kim, Taehyeong, Sung Won Han, Minji Kang, Se Ha Lee, Jong-Ho Kim, Hyung Joon Joo, and Jang Wook Sohn. "Similarity-Based Unsupervised Spelling Correction Using BioWordVec: Development and Usability Study of Bacterial Culture and Antimicrobial Susceptibility Reports." JMIR Medical Informatics 9, no. 2 (February 22, 2021): e25530. http://dx.doi.org/10.2196/25530.
Full textAbstract:
Background Existing bacterial culture test results for infectious diseases are written in unrefined text, resulting in many problems, including typographical errors and stop words. Effective spelling correction processes are needed to ensure the accuracy and reliability of data for the study of infectious diseases, including medical terminology extraction. If a dictionary is established, spelling algorithms using edit distance are efficient. However, in the absence of a dictionary, traditional spelling correction algorithms that utilize only edit distances have limitations. Objective In this research, we proposed a similarity-based spelling correction algorithm using pretrained word embedding with the BioWordVec technique. This method uses a character-level N-grams–based distributed representation through unsupervised learning rather than the existing rule-based method. In other words, we propose a framework that detects and corrects typographical errors when a dictionary is not in place. Methods For detected typographical errors not mapped to Systematized Nomenclature of Medicine (SNOMED) clinical terms, a correction candidate group with high similarity considering the edit distance was generated using pretrained word embedding from the clinical database. From the embedding matrix in which the vocabulary is arranged in descending order according to frequency, a grid search was used to search for candidate groups of similar words. Thereafter, the correction candidate words were ranked in consideration of the frequency of the words, and the typographical errors were finally corrected according to the ranking. Results Bacterial identification words were extracted from 27,544 bacterial culture and antimicrobial susceptibility reports, and 16 types of spelling errors and 914 misspelled words were found. The similarity-based spelling correction algorithm using BioWordVec proposed in this research corrected 12 types of typographical errors and showed very high performance in correcting 97.48% (based on F1 score) of all spelling errors. Conclusions This tool corrected spelling errors effectively in the absence of a dictionary based on bacterial identification words in bacterial culture and antimicrobial susceptibility reports. This method will help build a high-quality refined database of vast text data for electronic health records.
49
Andrews, Jean F. "Deaf Children's Acquisition of Prereading Skills Using the Reciprocal Teaching Procedure." Exceptional Children 54, no. 4 (January 1988): 349–55. http://dx.doi.org/10.1177/001440298805400409.
Full textAbstract:
Information is presented on the implementation of a prereading program in a school setting using the reciprocal training procedure and on implications for educators, teacher educators, and parents. This instructional procedure, grounded in Vygotsky's theory of language and learning, is an interactive dialogue through which the teacher explicitly models four prereading skills: finger spelling, book reading, story retelling, and word recognition during story-time session with experimental storybooks. Pre-post test analyses show that gains were made in letter, word, and story knowledge through the use of the reciprocal teaching procedure.
50
Lu, Chris J., Alan R. Aronson, Sonya E. Shooshan, and Dina Demner-Fushman. "Spell checker for consumer language (CSpell)." Journal of the American Medical Informatics Association 26, no. 3 (January 21, 2019): 211–18. http://dx.doi.org/10.1093/jamia/ocy171.
Full textAbstract:
Abstract Objective Automated understanding of consumer health inquiries might be hindered by misspellings. To detect and correct various types of spelling errors in consumer health questions, we developed a distributable spell-checking tool, CSpell, that handles nonword errors, real-word errors, word boundary infractions, punctuation errors, and combinations of the above. Methods We developed a novel approach of using dual embedding within Word2vec for context-dependent corrections. This technique was used in combination with dictionary-based corrections in a 2-stage ranking system. We also developed various splitters and handlers to correct word boundary infractions. All correction approaches are integrated to handle errors in consumer health questions. Results Our approach achieves an F1 score of 80.93% and 69.17% for spelling error detection and correction, respectively. Discussion The dual-embedding model shows a significant improvement (9.13%) in F1 score compared with the general practice of using cosine similarity with word vectors in Word2vec for context ranking. Our 2-stage ranking system shows a 4.94% improvement in F1 score compared with the best 1-stage ranking system. Conclusion CSpell improves over the state of the art and provides near real-time automatic misspelling detection and correction in consumer health questions. The software and the CSpell test set are available at https://umlslex.nlm.nih.gov/cSpell.