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Dissertations / Theses on the topic 'Orthography and spelling'

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Published: 4 June 2021

Last updated: 31 July 2024

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1

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

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2

Chliounaki, Kalliopi. "The development of morphological spelling strategies in Greek orthography." Thesis, University of Oxford, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.400055.

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3

Mahlangu, Katjie Sponono. "The growth and development of isiNdebele orthography and spelling (1921-2010)." Thesis, University of Pretoria, 2015. http://hdl.handle.net/2263/53429.

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This thesis examines Southern Ndebele (not Northern Ndebele or Zimbabwean Ndebele), its history, standardisation and controversies in isiNdebele orthography and spelling from 1921 to 2010. In the late 1970s, the amaNala and amaNzunza united politically to strive for recognition as a fourth and separate Nguni ethnic group in South Africa. They were granted their own homeland (KwaNdebele) and this allowed them to develop their own language, isiNdebele. In 1980, the South-Ndebele language Board was formed, with the specific aim of standardising isiNdebele and establishing it as a written languag

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4

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

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

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5

Wiggins, Khalyn I. "Spelling Errors in Children with Autism." Scholar Commons, 2010. http://scholarcommons.usf.edu/etd/3475.

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The goal of this study was to examine the spelling errors of children with Autism Spectrum Disorder (ASD) when asked to spell morphologically complex words. Specifically, this study sought to determine if percent accuracy across morphological areas would be similar to patterns noted in typical developing children, correlate with participant age, and correlate to performance on standardized measures of achievement. Additionally, the study wanted to highlight the types of errors made by children with ASD on homonyms and the specific linguistic patterns noted when spelling derivational and inflec

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6

Fawcett, Kelly M. "Spelling Development in Young School Age Children." Scholar Commons, 2006. http://scholarcommons.usf.edu/etd/3873.

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Previous research investigations in the area of spelling development have adopted two approaches, the broad approach and the narrow approach. The broad approach suggests that spelling develops in sequential stages whereas the narrow approach focuses on individual linguistic patterns. However, research findings have revealed that children’s spellings do not exhibit errors pertaining to specifically one stage or reflecting one linguistic element, yet a research void exists in resolving how these two approaches might intermix. This study examined the spelling errors of typically developing childr

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7

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

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8

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

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9

Mossing, Courtney R. "The morphological complexity of spelling, ages 8 to 15 years." [Tampa, Fla] : University of South Florida, 2009. http://purl.fcla.edu/usf/dc/et/SFE0003075.

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10

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

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

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11

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

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12

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

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This study compared differences in spelling achievement among groups of students who were high, average, and low achievers. The study attempted to determine, over 7 weeks, any treatment effects resulting from students being cooperatively grouped for spelling instruction. A student's level of achievement and type of grouping for spelling instruction were variables contrasted between intact treatment and control classes of students.This study used six intact classes of intermediate grade elementary children. Three classes were grouped cooperatively for spelling instruction and three classes were

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13

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

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In spite of the significant growth in the Spanish-English bilingual population, there has not been sufficient research on cross-language effects, or how language transfer may affect important components of literacy, such as spelling. Many studies have focused on the influence of Spanish on the acquisition of English spelling skills; however, few studies have focused on how the acquisition of English influences Spanish spelling. The purpose of this investigation was to study the spelling errors of bilingual adolescents as they learn English. A total of 20 bilingual Spanish-English students in g

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14

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

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15

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

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A central concern of education internationally and in South Africa is to develop children's literacy skill. However a literacy crisis exists in spite of efforts to counter this. Some researchers have explored the issue of literacy focusing on second language learners‟ spelling in English as Additional Language. There is, however, insufficient literature that looks into spelling experiences of isiXhosa background learners in English First Additional Language. Hence this study investigated the nature of spelling errors of Grade three isiXhosa background learners in English First Additional Langu

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16

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

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17

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

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

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18

Benson-Goldberg, Sofia. "Spelling of Derivationally Complex Words: The Role of Phonological, Orthographic, and Morphological Features." Scholar Commons, 2014. https://scholarcommons.usf.edu/etd/5182.

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Spelling ability is not static; rather, as children age, learning how to encode morphophonologically complex words in conventional ways is motivated by the increasingly complex demands imposed by academic experiences with morphologically complex words. Success requires ongoing integration of phonological (P), orthographic (O) and morphological (M) knowledge. However, current research on the development and assessment of spelling has not sufficiently accounted for the way word features and participant characteristics interact with students' POM knowledge in the spelling of derived words. This s

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19

Jurish, Bryan. "Finite-state canonicalization techniques for historical German." Phd thesis, Universität Potsdam, 2011. http://opus.kobv.de/ubp/volltexte/2012/5578/.

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This work addresses issues in the automatic preprocessing of historical German input text for use by conventional natural language processing techniques. Conventional techniques cannot adequately account for historical input text due to conventional tools' reliance on a fixed application-specific lexicon keyed by contemporary orthographic surface form on the one hand, and the lack of consistent orthographic conventions in historical input text on the other. Historical spelling variation is treated here as an error-correction problem or "canonicalization" task: an attempt to automatically assig

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20

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

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21

de, Long Shauna P. A. "What Is the Relationship between Learning Spelling and Meaning Incidentally during Reading?" Kent State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1558543156973626.

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22

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

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

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23

Tang, Bryan. "Pronunciation and spelling inconsistency effects in visual word recognition: investigating the feedback loop between orthography and phonology processing /." [St. Lucia, Qld.], 2005. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19219.pdf.

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24

Hambly, Everett E. III. "Kinesthetic teaching methods in the traditional classroom comparative spelling and vocabulary techniques." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1281.

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Spelling and vocabulary performance as measured by pre-tests and post-intervention performance for the two strategies showed that average overall improvements resulted from the use of kinesthetic teaching methodologies when compared with visual (only) methods.

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25

Winkler, Laura Ann. "Analysis of Patterns in Handwritten Spelling Errors among Students with Various Specific Learning Disabilities." Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6436.

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Students diagnosed with specific learning disabilities struggle with spelling accuracy, but they do so for different reasons. For instance, students with dysgraphia, dyslexia, and oral-written language learning disability (OWL-LD) have distinct areas of weakness in cognitive processing and unique difficulties with the linguistic features necessary for accurate spelling (Silliman & Berninger, 2011). This project considered the spelling errors made by such students to determine if their unique learning profiles lead to distinct misspelling patterns. Academic summaries handwritten by 33 students

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26

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

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In order to spell fluently and accurately, phonology, orthography, and morphology must be integrated and stored into long term memory (Berninger & Richards, in press; Berninger, Nagy, Tanimoto, Thompson, Abbott, 2015). Children with dysgraphia, dyslexia, and OWL-LD have specific deficits in linguistic processing that impede the cross-mapping of these linguistic elements. This study analyzes the frequency and nature of spelling errors produced by children with dysgraphia, dyslexia, and OWL-LD during an academic writing task in order to determine if known deficits in linguistic processing affect

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27

Bristor, Valerie Jayne. "A quasi-experimental comparison of the test-study and study-test methods in fourth grade spelling." Virtual Press, 1988. http://liblink.bsu.edu/uhtbin/catkey/536295.

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The purpose of this study was to compare two methods of spelling instruction, the test-study method and study-test method, with the spelling achievement of selected fourth grade students. The effects of gender and spelling ability level on the spelling method were also studied. The participants were 80 fourth grade students from four intact classrooms in two elementary schools in a small suburban midwestern school district.Third grade standardized test scores were collected from students' permanent record cards and used for grouping students into spelling ability levels. A Spelling Criterion-R

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28

Patrick, Carla J. "Developmentally appropriate spelling and phonics instruction and its impact on student level of orthography, decoding ability, and reading accuracy." Wittenberg University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=witt1534160012802077.

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29

WILDE, SANDRA JEAN. "AN ANALYSIS OF THE DEVELOPMENT OF SPELLING AND PUNCTUATION IN SELECTED THIRD AND FOURTH GRADE CHILDREN (ORTHOGRAPHY, PAPAGO, O'ODHAM)." Diss., The University of Arizona, 1986. http://hdl.handle.net/10150/183876.

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This study explores various aspects of the spelling and punctuation development of six Tohono O'odham (Papago) children during their third and fourth grade years. The data used, which was collected in a prior study, consisted of 215 texts (13,793 words) written in natural classroom settings as part of the teacher's ongoing writing curriculum. Field notes decribing what the subjects did as they wrote, as well as written interviews, supplemented the texts themselves. A number of specific features were examined to explore the subjects' use of various level of linguistic information about spelling

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30

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

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

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31

Du, Cloux Kim Elaine. "A guide to motivating students to twist to better spelling." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2431.

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Students learn and retain more when they enjoy the process or avenue of learning. Students have fun learning to spell when visual, auditory, and hands-on learning are included in the process. In addition, the intervention project can be used to support and assist second language learners. The benefits from this intervention project will not only strengthen students' phonemic and spelling foundation, but will also enhance their reading comprehension and writing effectiveness.

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32

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

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33

Leonard, Thelma M. "The effects of explicit spelling lesson programs on performance outcomes of upper primary students." Thesis, View thesis, 2007. http://handle.uws.edu.au:8081/1959.7/32923.

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The study is concerned with improving the spelling performance of below average spellers in an upper primary mainstream classroom setting. The main target group is children who do not qualify for learning support resources yet have difficulty thriving in the literacy area of spelling. It was expected that lessons designed to expand students’ knowledge about words and the English language system would generate a greater student facility with learning spellings. A quasi-experimental methodological approach was taken which also has features of a controlled trials study. Four spelling intervention

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34

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

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The aim of this thesis was three-fold: firstly, to examine the development of reading and spelling abilities in the Greek language; secondly, to identify the cognitive predictors of reading and spelling skills; and finally, to establish how developmental dyslexia is manifested in the regular Greek orthography. An extensive battery of cognitive, linguistic, and literacy tasks was administered to 132 children: 66 Grade-2 and 66 Grade-4 Greek-speaking children attending four different schools in Athens, Greece. The battery included: tests of reading, spelling, and mathematical attainment; a nonwo

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35

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

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IsiXhosa language is one of the first languages in sub-Saharan Africa to be reduced into writing. The first written texts in isiXhosa were produced by British missionaries in the Tyhume river valley as early as 1824. In spite of these early developments, there still remain today many inconsistencies and anomalies with regard to the standardization of isiXhosa orthography that require attention. This research focuses on the status quo of the current orthography of isiXhosa which is used in the writing of the selected texts which were published from 2000 to date. The research study investigates

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36

Lam, Ho-cheong, and 林浩昌. "Orthographic awareness in learning Chinese characters." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B3762734X.

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37

Walton, Donna L. "The impact of computer assisted instruction on sensory cognitive factors in literacy learning." Thesis, University of North Texas, 2003. https://digital.library.unt.edu/ark:/67531/metadc4380/.

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The purpose of this study was to examine the impact of computer assisted instruction on the development of literacy skills. The effect of instructional methodologies designed to stimulate sensory processing (auditory, visual, and somatic sensory) through information processing activities was analyzed. A software program was designed to present instruction to stimulate learning in one sensory modality, visual processing. Also, the effect of delivery mechanisms on the acquisition of literacy skills was investigated. Three treatment groups and a control group were established to analyze differenc

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38

Pattamadilok, Chotiga. "Orthographic effects on speech processing: studies on the conditions of occurrence." Doctoral thesis, Universite Libre de Bruxelles, 2006. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/210766.

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My doctoral research addressed two questions regarding the influence of orthographic knowledge on speech processing. First, I attempted to identify the locus of the orthographic effects observed in spoken word recognition tasks in which the orthographic consistency and the congruency between the phonological and orthographic representations of the stimuli were manipulated. Several studies provided converging results suggesting that only phonological representations activated at lexical or postlexical processing levels are affected by orthographic knowledge, while those activated at prelexical

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39

Li, Yilun. "L’apprentissage de l’orthographe chez les apprenants chinois du français L2 : une analyse portant sur un corpus écrit." Thesis, Sorbonne Paris Cité, 2018. http://www.theses.fr/2018USPCA071/document.

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Dans l’apprentissage du français écrit, la norme orthographique représente un lieu de difficulté majeure. Confronté à des complexités multiples, tout scripteur aura un long trajet à parcourir avant d’arriver à la maîtrise complète des traitements orthographiques, et ceci est sans doute d’autant plus vrai lorsqu’il s’agit de s’approprier le système orthographique du français dans une langue étrangère. Cette étude vise donc à analyser la réalisation orthographique, chez les apprenants chinois du français L2. Pour ce faire, nous examinons les données issues d’une tâche écrite semi-spontanée, en n

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40

Guay, Thérèse. "L'adaptation orthographique des anglicismes lexématiques au Québec, perspective historique." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ49098.pdf.

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41

Cheung, Ching-yee Cecilia, and 張靜儀. "One to one cross-age peer tutoring and same-age peer tutoring in English dictation: a comparative study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956361.

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42

Nteso, Thato Natasha. "A critical analysis of online Sesotho ICT terminology." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1001654.

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Information and Communication Technology (ICT) has taken over every aspect of our daily lives, from commerce to leisure and even culture. Today, mobile phones, desktop computers, hand-held devices, emails and the use of the internet have become a central part of our culture and society. ICT has made us a global society, where people can interact and communicate efficiently. In order for South Africa to be competitive in the global economy, it will need to develop a workforce with appropriate Information Technology skills. Of necessity, these skills will extend to using a computers and developi

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43

Frerichs, Linda C. "Examining First-Graders' Construction of Knowledge of Graphophonemic and Orthographic Relationships: Reading and Writing Student-Selected Continuous Text." Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc278985/.

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The purpose of this study was to examine first-graders' construction of knowledge of graphophonemic and orthographic relationships. Three levels of treatment were assigned randomly to three groups of first-graders in their first semester of first grade. Treatment varied in student engagement with reading and writing texts based on student interests and in the amount of interaction students had with one another and the researcher as they read, wrote, and examined words, word patterns, and graphophonemic relationships. The study was based on a quasi-experimental nonequivalent control group desig

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Richter, Antje. "Orthographische Kompetenz in Deutsch unter der Bedingung von Zweisprachigkeit : Rechtschreibfertigkeiten italienischer und deutscher Schüler der Klassenstufen 4, 5, 6 und 9." Doctoral thesis, Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2008. http://nbn-resolving.de/urn:nbn:de:bsz:14-ds-1222919366705-75442.

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Die Dissertation untersucht die Entwicklung der Rechtschreibfertigkeiten von Schülern mit Deutsch als Zweitsprache im Vergleich zu ihren Mitschülern mit Deutsch als Muttersprache in der Sekundarstufe I. Kern der Untersuchung bildet die Methode der Fehleranalyse. Mittels quer- und längsschnittlicher Analysen werden spezifische Vergleiche zwischen den Rechtschreibleistungen von 236 Schülern italienischer und deutscher Herkunft vorgenommen. Die Ergebnisse der Untersuchung präzisieren die empirisch bislang nur lückenhaft dokumentierten Rechtschreiberwerbsverläufe von ein- und zweisprachigen Schüle

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Seijsing, Emma, and Maria Martin. "Stavning i årskurs 3 : En jämförelse av elevtexter skrivna av elever i och utan lässvårigheter." Thesis, Linnéuniversitetet, Institutionen för svenska språket (SV), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-80324.

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Studiens syfte var att undersöka stavningen i 20 elevtexter skrivna av elever som antingen var i eller utan lässvårigheter när de gick i årskurs 2. Undersökningen fokuserade på stavningens korrekthet och olika typer av stavfel samt jämförde likheter och skillnader mellan texterna skrivna av elever i och utan lässvårigheter. Materialet bestod av elevtexter som skrevs under den fria narrativa skrivuppgiften i det nationella ämnesprovet i svenska i årskurs 3. Tio av elevtexterna var skrivna av elever som var i lässvårigheter i årskurs 2 och tio texter var skrivna av elever utan lässvårigheter i å

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46

Odendaal, Beatrix Gertruida. "Die herstandaardisering van Afrikaans : 'n praktiese benadering met die AWS as gevallestudie." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/71820.

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ENGLISH ABSTRACT: This study comprises an investigation into the restandardisation of Afrikaans. Since the 1980s, there have been various calls from the Afrikaans speech community for the democratisation of Afrikaans by making it representative of the whole Afrikaans speech community. Despite these calls for the restandardisation of Afrikaans, a matter which has been brought to the fore in recent years, there are still no real theoretically-based and practical suggestions for such a project. The practical approach to the restandardisation of Afrikaans suggested in this study, with a spec

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47

Cheung, Chun-chun, and 張珍珍. "A comparison of the effects of two approaches: classwide peer tutoring & classwide peer tutoring withoutreinforcement on the spelling performance in integrated science." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31958552.

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48

Childers, Marie B. Childers. "Individual Differences in Using Context to Resolve Phonological Ambiguity." Kent State University Honors College / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ksuhonors1528056981332172.

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49

Andersson, Matilda. "To Knock the Eye Out of a Friend : Assessment of an Orthographic Reform Upon the English Language." Thesis, Högskolan i Halmstad, Sektionen för humaniora (HUM), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-25371.

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This essay is a theoretical qualitative study, which examines the possibility for a spelling reform into English. The history of orthographical changes into British English, as well as Brown’s categorisation of spelling reforms, is reviewed. Four spelling reform proposals are analysed and compared. Additionally, the social discourses of Eira, which are relevant to a spelling reform, are analysed and discussed with regard to English. There is only speculation as to why no modern day spelling reform has been implemented in British English, but it is connected to its historical events, the socia

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50

Steffler, Dorothy J. "Implicit learning of orthographic patterns and children's spelling." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ59675.pdf.

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