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Journal articles on the topic 'Ortografie en spelling'

Author: Grafiati

Published: 29 July 2024

Last updated: 31 July 2025

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1

Jaroszewicz, Henryk. "Ortografie współczesnego piśmiennictwa śląskojęzycznego." Slavia Occidentalis, no. 78/1-79/1 (January 24, 2023): 67–83. http://dx.doi.org/10.14746/so.2021/2022.78-79.6.

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Over the past two decades, Silesian literature has been written in eleven different types of orthography, the most important of which are the classical, neo-Steuer and “slabikŏrzowa” orthographies. Other orthographic proposals, e.g. by D. Dyrda, B. Kallus, P. Kalinowski, H. Kaluza, R. Wencel, did not become popular and were abandoned rather quickly. As a result, contemporary Silesian literature was dominated by the “ślabikŏrzowa” spelling, gaining popularity due to its conservative form and the support of the most essential Silesian publishing houses. However, an obstacle to the complete stabi

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2

Porto, Fernando, and Taka Oguisso. "Nome da “Mãe dos Brasileiros”." Enfermagem em Foco 2, SUP (2011): 77–80. http://dx.doi.org/10.21675/2357-707x.2011.v2.nsup.87.

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Esta pesquisa tem por objetivo o estudo da ortografia do nome da “Mãe dos Brasileiros”, codinome que Anna Justina Ferreira Nery recebeu ao retornar da Guerra do Paraguai. O objetivo foi apresentar os registros com a ortografia do nome da homenageada, analisá-la e discutir a oscilação do modo como o nome é escrito. Os documentos localizados foram: o registro de batismo e óbito e uma ata extraordinária da Câmara Municipal de Salvador. Esses documentos foram triangulados e analisados nos aspectos legais do Direito Canônico e o Acordo Ortográfico Brasil-Portugal de 1943. Os resultados evidenciaram

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3

Wanot-Miśtura, Magdalena, and Elżbieta Wierzbicka-Piotrowska. "Debata na temat reformy ortografii." Poradnik Językowy, no. 3/2025(822) (April 22, 2025): 102–8. https://doi.org/10.33896/porj.2025.3.12.

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4

Malinowski, Maciej. "W 1963 roku z reformy ortografii się wycofano…" Poradnik Językowy, no. 3/2025(822) (April 22, 2025): 71–74. https://doi.org/10.33896/porj.2025.3.6.

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5

Fulgêncio, Lúcia, and Mário Perini. "A dança da ortografia." Revista do Centro de Estudos Portugueses 32, no. 47 (2012): 269. http://dx.doi.org/10.17851/2359-0076.32.47.269-281.

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<p> </p> <p>A reforma ortográfica de 2009 apresenta vantagens em relação à ortografia anterior? Houve algum ganho, alguma melhoria do ponto de vista linguístico? O presente artigo procura discutir essas questões, a partir da análise das novas regras impostas pela reforma ortográfica de 2009. A conclusão a que se chega é que andamos para trás – ou seja, o suposto “acordo ortográfico” não existe (uma vez que Brasil e Portugal continuam a grafar distintamente várias palavras) e, <em>grosso modo</em>, o sistema ortográfico aprovado em 2009 é pior do que o que estava a

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6

Awramiuk, Elżbieta. "O pożytkach płynących z wiedzy o historii ortografii." Białostockie Archiwum Językowe, no. 7 (2007): 47–54. http://dx.doi.org/10.15290/baj.2007.07.03.

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In this article we are proving that contemporary spelling difficulties experienced by disceming users of the Polish language regard, to a large extent, these rules which have been arousing controversies among linguists for years. The inaccuracy of spelling recommendations concerning the conventional principle and the writing practice of the Poles result from the changeability of spelling recommendations, their ambiguous formulation or application of too difficult cognitive apparatus, whereas fluctuations in the scope of recent borrowings' spelling are temporary.

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7

Jaroszewicz, Henryk. "Śląska ortografia ślabikŏrzowa – status, forma, funkcjonowanie." Poznańskie Studia Polonistyczne. Seria Językoznawcza 29, no. 2 (2022): 107–17. http://dx.doi.org/10.14746/pspsj.2022.29.2.7.

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In the contemporary Silesian-language communicative space, the dominant role is played by the ślabikŏrzowa orthography, i.e. the way of writing developed at the end of the first decade of the twenty-first century. This spelling system is used in most recent Silesian-language publications, advertising language, electronic media, computer software and smartphones. The ślabikŏrzowa orthography owes its privileged position to its conservative form, the presence of clear and straightforward rules of usage and a relatively strong organisational, intellectual, scientific and economic background. Howe

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8

Krzyżyk, Danuta. "Selected Issues of Polish Orthography in E-textbook (for Upper Secondary School Level)." Annales Universitatis Mariae Curie-Sklodowska, sectio N – Educatio Nova 9 (October 24, 2024): 171–84. http://dx.doi.org/10.17951/en.2024.9.171-184.

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The article discusses educational materials on spelling included in the e-textbook on the Integrated Educational Platform of the Ministry of National Education. The author, referring to the theory of textbooks and studies in the field of spelling didactics, assessed the lessons devoted to the principles on which Polish spelling is based, prepared for secondary school students in terms of content and didactics.

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9

Gómez-Camacho, Alejandro. "Spanish spelling and electronic writing." Comunicar 15, no. 29 (2007): 157–64. http://dx.doi.org/10.3916/c29-2007-22.

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Secondary students´spelling and punctuation mistakes are not affected by electronic writing. Competent Spanish speakers differentiate between disorthographic writing in chats and orthographic writing in other texts. Associating electronic writing with secondary students´ spelling mistakes is not correct. On the contrary, a high competence in electronic writing goes with a positive attitude towards orthographic writing in secondary education. Las faltas de ortografía y de puntuación de algunos estudiantes de secundaria no se ven agravadas por el uso de los géneros electrónicos de escritura. La

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10

Janjić, Jovana, Snežana Nikolić, and Danijela Ilić-Stošović. "Orthographic competencies and phonological awareness in children with developmental coordination disorder." Specijalna edukacija i rehabilitacija 20, no. 3 (2021): 171–83. http://dx.doi.org/10.5937/specedreh20-33182.

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Introduction. Developmental coordination disorder is a disorder of planning and coordination of complex movements during action, without previously diagnosed intellectual disability, neurological or any other sensory impairment. Although it is a relatively common disorder in school-age population, the correlation between phonological awareness and spelling in these children has not been sufficiently investigated. Objective. The aim of this study was to determine the relationship between phonological awareness and spelling in children with developmental coordination disorder compared to childre

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11

Zdunkiewicz-Jedynak, Dorota. "Zmiana ’26 w polskiej ortografii. Miało być łatwiej..." Poradnik Językowy, no. 9/2024(818) (December 1, 2024): 132–50. https://doi.org/10.33896/porj.2024.9.8.

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12

Parisotto, Ana Luzia Videira, and Gladis Massini-Cagliari. "Initial teacher education and teaching of spelling: Required knowledge." Revista Eletrônica de Educação 11, no. 1 (2017): 201–16. http://dx.doi.org/10.14244/198271992171.

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13

Rojas-Reyes, Gonzalo. "Estrategia mediada por tecnologías de la información y la comunicación para mejorar la ortografía de estudiantes universitarios." I+D Revista de Investigaciones 18, no. 2 (2023): 50–58. http://dx.doi.org/10.33304/revinv.v18n2-2023005.

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Este artículo se deriva de una investigación cuyo objetivo es comprender e intervenir el fenómeno de los errores ortográficos presentes en los textos que escriben los estudiantes universitarios; a partir de los cuales, se elabora una estrategia didáctica mediada por TIC como forma de mitigar esta situación. El estudio se enmarca en dos presupuestos teóricos: el primero señala que la ortografía de la lengua escrita, al ser un producto cultural, se puede aprender de manera autodidacta si la persona cuenta con los recursos conceptuales y tecnológicos necesarios sistemáticamente dispuestos, y el s

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14

Hernández, Maribel, and Ana Isabel Morales. "Estrategias Didácticas para mejorar el desempeño ortográfico en palabras de uso frecuente con c/s/z, a través del trabajo con textos expositivos y narrativos, en estudiantes de octavo grado del I.P.T Jeptha B. Duncan, Distrito de Panamá." Revista Lengua y Literatura 5, no. 2 (2019): 17–27. http://dx.doi.org/10.5377/rll.v5i2.8979.

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El presente informe da cuenta de los resultados obtenidos en una investigación enfocada en bajar el nivel de errores ortográficos luego de observar en un pretest reiteradas faltas en sus escritos. Se implementó un seminario de ortografía en el que se trabajaron estrategias de lectoescritura y actividades de motivación. El estudio se aplicó a un grupo de 100 estudiantes de octavo grado en el distrito de Panamá. Los resultados generales muestran que en la escritura de palabras con c/s/z hubo una disminución de errores en un 13%. Se encontraron serias deficiencias en el manejo general de la ortog

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15

Palomino Gonzales, Niel Agripino. "Técnica Lecretexor para dinamizar la enseñanza y aprendizaje de la ortografía." Revista Investigación Universitaria 11, no. 2 (2021): 571–82. http://dx.doi.org/10.53470/riu.v11i2.23.

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The principal objective of investigation serves to be the determination of the form in than the application of the technique LECRETEXOR (reading and creation of orthographic texts) influences the learning of orthography. The methodology used was the cuasiexperimental. The subjects of the cross - section constituted the schoolgirls of the first grade of secondary (First A, Experimental group) and (First B, Control group) of private school of misses Juan Landázuri of Cusco. The principal conclusion of investigation are: Than applying the technique LECRETEXOR in several learning sessions, it turn

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16

Klimek-Grądzka, Jolanta. "Autograf "Dziewicy z Orleanu" Adama Mickiewicza. Ortografia i fonetyka." Język. Religia. Tożsamość. 1, no. 27 (2023): 87–101. http://dx.doi.org/10.5604/01.3001.0053.7710.

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After discussing the origins and the underlying philosophy of the Vilnius Philomath Society as well as the way in which its archives are preserved, the author proceeds to examine one of the surviving manuscripts: The Virgin of Orleans, authored by Adam Mickiewicz. Set against the data from previous research on the language of the Philomaths by Kurz, the analysis of the spelling convention and the phonetics of the manuscript (e.g. the orthographic representations of j, o / , / z, x; prepositional phrases; word truncations; the pronunciation of nasal and raised vowels; palatalisation of consonan

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17

Szablewski, Janusz Józef. "Rozwinięcie europejskiej myśli językoznawczej w projekcie reformy ortografii serbskiej Savy Mrkalja." Zeszyty Łużyckie 55 (December 19, 2021): 241–52. http://dx.doi.org/10.32798/zl.766.

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In 1810, Sava Mrkalj presented a project to reform Serbian orthography, previously based on the spelling of the Church Slavonic language, in his treatise Salo debeloga jera libo azbukoprotres. The work then inspired numerous linguists, including Vuk Karadžić who based his own model of a new Serbian orthography mainly on the treatise. Mrkalj’s project draws on earlier concepts by European grammarians such as Antoine Arnauld, Claude Lancelot and, above all, Johann Christoph Adelung, author of the “write as you speak” principle; however, Mrkalj does not merely repeat the theses of his predecess

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18

Niewiadomski, Adam, and Radosław Pawelec. "Reforma ortografii a tytuły aktów prawnych oraz skrót „Dziennika Ustaw”." Poradnik Językowy, no. 3/2025(822) (April 22, 2025): 75–78. https://doi.org/10.33896/porj.2025.3.7.

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19

SAMPAIO, Maria Nobre, Natália FUSCO, Ana Carla Leite ROMERO, Amanda Corrêa do AMARAL, and Simone Aparecida CAPELLINI. "Spelling performance of public and private school students: A comparative study." Estudos de Psicologia (Campinas) 34, no. 3 (2017): 399–410. http://dx.doi.org/10.1590/1982-02752017000300008.

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Abstract To characterize and compare the spelling performance of private and public students. Three hundred 1st-5th graders from public and private schools in the city of Marília, São Paulo, Brazil, were evaluated, totalizing 30 students from each grade, respectively. Collective and individual versions of the Pró-Ortografia test (a renowned Brazilian spelling test) were administered. There were significant inter-group differences indicating that private school students achieved higher performance. The mean values of correct answers of higher grade level students were statistically greater than

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20

Molina Mendoza, Ronny Steven, Carmen Cecibel Vélez Mendoza, Johanna María Zambrano Sornoza, Jéssica Monserrate Vélez Loor, and Yadira Elizabeth Zambrano Sornoza. "Los entornos virtuales y el aprendizaje de ortografía en los estudiantes del 4to año de Educación General Básica." Revista Cognosis 7, no. 2 (2022): 27–46. http://dx.doi.org/10.33936/cognosis.v7i1.3594.

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La presente investigación tuvo como objetivo general: Diseñar una propuesta para la utilización de los entornos virtuales que mejore significativamente el aprendizaje de la ortografía en los estudiantes del 4to año EGB, para lo cual se realiza una profunda revisión bibliográfica sobre los entornos de aprendizaje, partiendo de sus conceptos generales, vinculándolos al aprendizaje, señalando los procesos que intervienen cuando un docente lo aplican y las herramientas tecnológicas y digitales que tienen que utilizar los estudiantes al momento de aprender virtualmente; en cuanto a la variable, ens

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21

Thoyyibah, Anisatu. "Analisis Kesalahan Ortografi Bahasa Arab Mahasiswa Pendidikan Bahasa Arab Universitas Muhammadiyah Malang." Arabiyatuna : Jurnal Bahasa Arab 3, no. 2 (2019): 215. http://dx.doi.org/10.29240/jba.v3i2.1017.

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This article is a study of Arabic Language Education students at the University of Muhammad Malang concerning spelling errors in writing Arabic characters. Orthography or Arabic alphabet spelling is a system that is generally used to realize the sound description from spoken language to written language in a language community, in this case Arabic. But in practice not everyone is able to describe the sound of language into writing correctly. Including students in the Arabic Language Study Program, University of Muhammadiyah Malang. This research is a descriptive type, in collecting data using

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22

Satiti, Sabbihisma Debby, and Hendrokumoro Hendrokumoro. "Penyimpangan Ortografi Bahasa Jawa pada Media Sosial Instagram." Diglosia: Jurnal Kajian Bahasa, Sastra, dan Pengajarannya 5, no. 2 (2022): 437–52. http://dx.doi.org/10.30872/diglosia.v5i2.341.

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Language deviations can seriously impact language rules and norms. Language deviations in non-formal texts can impact the production of formal texts. This study attempts to examine the orthographic deviations of the Javanese language in non-formal texts taken through Instagram. This study aims to describe the forms of orthographic deviations on social media. The data of this research are in the form of deviations at the orthographic levels obtained from the data source, namely Instagram through the @dagelan_jowo account. Documentation techniques collected the data. The data obtained were analy

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23

Nawacka, Joanna. "Znaczenie nauczania ortografii i interpunkcji w budowaniu kompetencji językowej studentów neofilologii (na przykładzie języka rosyjskiego)." Acta Neophilologica 26, no. 2 (2024): 147–69. https://doi.org/10.31648/an.10102.

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Knowledge of foreign languages plays an important role in the competence structure of a university graduate. Equipping students and graduates with effective communicative competences is the basis for the development of social cooperation skills which allow them to understand and interpret cultural, social, economic and political phenomena and processes. The article is an attempt to discuss the place of spelling and punctuation in the process of teaching and learning communication in a foreign language. The placement of these issues accounts for their importance in the process of teaching and l

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Cidrim, Luciana, and Francisco Madeiro. "Studies on spelling in the context of dyslexia: a literature review." Revista CEFAC 19, no. 6 (2017): 842–54. http://dx.doi.org/10.1590/1982-0216201719610317.

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ABSTRACT This paper aimed at reviewing the literature related to national and international research on spelling difficulties by dyslexics and identifying the intervention approaches performed with regard to this topic. An integrative review of the literature was carried out in order to answer the question: considering the domain of the orthography, one of the challenges frequently faced by dyslexics, how are studies on the relationship between dyslexia and spelling characterized? The research was carried out in PubMed platform, Scopus database and Portal de Periódicos CAPES/MEC. To search the

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Radkina, Valentina. "Une approche du style de communication sur internet." Limbaj şi context = Speech and Context : Rev. de lingvistică, semiotică şi şt. literară 2012 (1) (May 5, 2017): 93–100. https://doi.org/10.5281/zenodo.571739.

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Abstract In the article, we address the communication via the Internet as a unique style of oral and written communication, which has its spelling, grammatical, lexical and phonetic rules, whose elements are used in other functional styles, primarily in the literatury one. Rezumat În articol, este abordată comunicarea prin internet ca un stil aparte oral şi scris, care vine în acord cu un şir de norme ortografice, gramaticale, lexicale şi fonetice, unităţile căruia sunt întrebuinţate în alte stiluri funcţionale şi, mai cu seamă, în cel artistic.

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Subačius, Giedrius. "Simono Daukanto 1846‑ųjų Pasakų Fedro rankraščio ir spaudinio ortografija." Archivum Lithuanicum, no. 24 (December 29, 2022): 131–86. http://dx.doi.org/10.33918/26692449-24005.

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T H E ORTHOGRAPHY OF BOTH MANUSCRIPT AND PRINTED BOOK (1846) OF SIMONAS DAUKANTAS’S LITHUANIAN TRANSLATION OF THE FABLES OF PHAEDRUS Simonas Daukantas prepared two manuscripts of his Lithuanian translation of the Fables of Phaedrus: one in the first half of 1836 (PaP), and another ten years later in about the first half of 1846 (PaPhr). Daukantas exploited two different orthographic tactics in tapping the first manuscript (PaP) as the source for the second one (PaPhr): (1) either to substitute older orthographic peculiarities for his own more recently introduced spelling equivalents (more freq

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27

Moreno Novillo, Angela Cecibel, Martha Lucia Lara Freire, Jazmina Ivonne Mena Mayorga, and Ana Jazmina Vera de La Torre. "Using crossword puzzles to improve English Level One students’ spelling skill." Ciencia Digital 4, no. 2 (2020): 19–31. http://dx.doi.org/10.33262/cienciadigital.v4i2.1194.

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El artículo titulado Uso de crucigramas para mejorar la habilidad de deletreo de los estudiantes del Nivel Uno de inglés, tiene como objetivo mejorar las habilidades de deletreo mediante la implementación de crucigramas en los estudiantes del Nivel A1 de la Escuela Superior Política de Chimborazo. El diseño de la investigación fue cuasi experimental en el que participaron dos grupos, el de control y el experimental. Para la recopilación de datos, se diseñó y administró un cuestionario de 20 ítems a 60 estudiantes pertenecientes al Centro de Idiomas de la ESPOCH. El instrumento utilizado para r

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28

Frizky Ikhfa Humaira, Anggi Resina Putri, and Setyadi Nugroho. "Hubungan Antara Early Literacy Skills dengan Spelling pada Anak Hearing Impairment Kelas Empat sampai dengan Kelas Enam di SLB Malang." Jurnal Terapi Wicara dan Bahasa 1, no. 1 (2022): 137–50. http://dx.doi.org/10.59686/jtwb.v1i1.28.

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Latar Belakang: Keterampilan literasi dimulai sebelum pendidikan formal. Spivey (2012) berpendapat bahwa early literacy adalah segala hal yang harus diketahui anak-anak mengenai membaca dan menulis sebelum mereka dapat membaca atau menulis. Salah satu komponen dalam menulis yakni spelling. Spelling yang ditemukan dapat terjadi ketika seseorang berusaha untuk mengarahkan dirinya sendiri untuk menulis kata-kata dalam bentuk tulisan. Seiring meningkatnya bacaan siswa, mereka akan menggunakan pengetahuan fonologi dan ortografi untuk menulis ejaan kata yang semakin akurat. Kemampuan mengeja ini jug

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Klekot, Nina. "Eficacia de la política reguladora en el ámbito de la ortografía." Lublin Studies in Modern Languages and Literature 43, no. 4 (2019): 15. http://dx.doi.org/10.17951/lsmll.2019.43.4.15-29.

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<p>The given study explores the subject of the effectiveness of the regulatory policy in the field of orthography introduced in recent years by the Royal Spanish Academy, the Polish Language Council and the French Academy. The main purpose of the work is to present the differences between the behaviour of the users of the three languages: Spanish, French and Polish against some normative provisions in the field of orthography and to suggest answers to a few key questions: Who shows the most favourable attitude towards the norms established by the linguistic institutions of their country?

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Ney, Luanda Alvariza Gomes, and Ana Ruth Moresco Miranda. "Um estudo sobre o acento gráfico na aquisição da escrita: ortografia e fonologia." Ilha do Desterro A Journal of English Language, Literatures in English and Cultural Studies 72, no. 3 (2019): 223–48. http://dx.doi.org/10.5007/2175-8026.2019v72n3p223.

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This paper discusses the criteria used by third and fifth graders who attend a public school, in Pelotas, RS, Brazil, regarding the function of diacritical marks in the writing system. Considering the close relationship between prosodic stress and the rules of use of diacritical marks, the study reported in this paper aimed at investigating children's hypotheses concerningthese orthographic devices. Data were collected by a controlled writing instrument, which was especially designed for this research, and by clinical interviews guided by the Piagetian method (Carraher, 1989). After completing

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31

Antić, Aleksandra. "Napomene o odlikama grafije i ortografije Atonskog prepisa Dušanovog zakonika." Zbornik radova Filozofskog fakulteta u Pristini 51, no. 4 (2021): 105–28. http://dx.doi.org/10.5937/zrffp51-27691.

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The paper describes the spelling of the consonants j, lj, nj, ć and đ and the groups consisting of the aforementioned consonants and vowels in The Aton Transcription of Dušan's Code, written in the first half of the 15 ͭͪ century. The consonant j has traditionally been marked with the grapheme i. The use of ] and E for marking of the groups [ja] and [je] indicates that the traditions of Raška orthography have been followed. Graphemes e and j have often been used to mark group [je], which is a typical feature of the Resava orthography school. The group ju has mostly been marked with }; there ar

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Vázquez Diéguez, Ignacio. "Sobre algunos falsos cognados español portugués : factores lingüísticos y sociales reflejados en la semántica." Epos : Revista de filología, no. 27 (January 1, 2011): 33. http://dx.doi.org/10.5944/epos.27.2011.10668.

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Se analizarán algunos procesos lingüísticos que han provocado la existencia de falsos cognados entre la lengua española y la portuguesa. La semántica que expresan algunas palabras de igual pronunciación y ortografía (con pequeñas variantes debido a los sistemas lingüísticos diversos a los que pertenecen) responde a causas lingüísticas y sociales.Some of the processes that have caused the existence of false friends between Spanish and Portuguese will be examined. The different meanings expressed by some words with the same spelling and pronunciation (with little variants because of the differen

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Fernández Sánchez, Mª Jesús. "GÉNERO Y ESCRITURA CREATIVA: ESTUDIO COMPARATIVO ENTRE ALUMNADO DE EDUCACIÓN PRIMARIA Y ESTUDIANTES UNIVERSITARIOS." International Journal of Developmental and Educational Psychology. Revista INFAD de Psicología. 1, no. 1 (2016): 93. http://dx.doi.org/10.17060/ijodaep.2014.n1.v1.352.

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Abstract:GENRE AND CREATIVE WRITING: COMPARATIVE STUDY BETWEEN CHILDREN OF PRIMARY SCHOOLS AND UNIVERSITY STUDENTS.This research aimed to explore gender differences in the quality of introduction in creative texts, from the beginning to the final stages of adolescence. A total of 105 students from Primary Schools and 105 students at University of Extremadura wrote a narrative text. After that, the quality of introduction on each story was analyzed according to 12 criteria of evaluation about content, spelling and vocabulary richness of the text. Some of these criteria, belong to a standardized

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Botnari, Liliana. "„Spelling and punctuation rules of the Moldovan language” from 1967: their application in the school books of the time." Studia Universitatis Moldaviae. Seria Ştiinţe Umanistice, no. 4(184) (October 2024): 133–38. http://dx.doi.org/10.59295/sum4(184)2024_16.

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The grammar entitled Normele ortografice și de punctuație ale limbii moldovenești, edited in 1967 in Chișinău, is a result of the implementation of Decision no. 201 on the introduction of the letter ,,ӂ” (gi) in the alphabet of the Moldovan language (May 17, 1967), for ,a more accurate rendering of the sound ,,dj”. The elaboration of this decision, as well as the introduction of the new graphic sign, is a repercussion of the 3rd Congress of the Union of Writers from October 1965, when it was requested to return to the Latin script, thus forming the premises for new events to awaken national co

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Pawelec, Radosław. "Głos środowiska tłumaczy zebranych na Konferencji Tłumaczy 28 września 2024 r. w sprawie reformy ortografii zaplanowanej przez Radę Języka Polskiego od 1 stycznia 2026 r." Poradnik Językowy, no. 3/2025(822) (April 22, 2025): 89–91. https://doi.org/10.33896/porj.2025.3.9.

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Vaca Uribe, Dr Jorge. "Serie Galileo para el aprendizaje de la ortografía." CPU-e, Revista de Investigación Educativa, no. 19 (July 10, 2014): 278–318. http://dx.doi.org/10.25009/cpue.v0i19.973.

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Cualquiera que sea el enfoque adoptado para la enseñanza de la escritura, éste deberá lograr que todos los niños y jóvenes lleguen a dominar el sistema gráfico y ortográfico de su lengua, y para ello la didáctica prevista deberá otorgarle un espacio y un tiempo para su enseñanza, según el desarrollo de los proyectos y las secuencias didácticas planeadas. Comprender ese sistema gráfico y ortográfico es una condición necesaria, aunque no suficiente, para dominarlo, y dicha comprensión no debe confundirse con la memorización de las “reglas de ortografía” ni puede ser reemplazada por la tecnología

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Pomozi, Péter. "„Agenda Parva” kultuuriloolisest taustast." Eesti ja soome-ugri keeleteaduse ajakiri. Journal of Estonian and Finno-Ugric Linguistics 4, no. 3 (2013): 145–56. http://dx.doi.org/10.12697/jeful.2013.4.3.07.

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„Agenda Parva” (1622) on esimene tervenisti säilinud raamat, mis sisaldab pikemaid eestikeelseid tekste. Teose lõunaeesti keele ortograafia erineb kardinaalselt tolle aja Põhja-Eesti alade saksapärasest kirjaviisist, kuid ka hilisemast lõunaeesti omast. Eriliselt paindlik kirjaviis sündis tänu Tartu jesuiitide kolleegiumi ja tõlkeseminari tööle aastail 1583–1625. Selles õppeasutuses töötanud, mitmelt Euroopa maalt valitud preestrid tundsid üsna hästi ka kohalikke keeli. Haridust said siin ka eesti soost kasvandikud, kelle hulgast mõned astusid hiljem ordusse. Baltimaades arenes välja jesuiitid

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Schmitz, John Robert. "Reforma Ortográfica, Planejamento e Difusão Linguística." Language Problems and Language Planning 22, no. 3 (1998): 254–66. http://dx.doi.org/10.1075/lplp.22.3.03sch.

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SUMMARY Orthographic Reform, Planning and Linguistic Diffusion: The Case of Portuguese Garcez'(1995) seminal paper on the 1990 Luso-Brazilian Orthographic Accord presents an opportunity to point to the arbitrariness of spelling reforms in Portugal and in Brazil, particularly with respect to the use of diacritic marks (circumflex, acute and grave accents). Evidence for this statement is based on the vicissitudes of rules for written accents in Brazilian Portuguese. Garcez (1995:159) concludes that the Accord is in fact "a minor spelling reform". It is the contention of this paper that the Luso-

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Vázquez-Cano, Esteban, César Bernal-Bravo, Cristóbal Ballesteros-Regaña, and Eloy López-Meneses. "Exploring the role of interactive games in improving Spanish spelling skills: A Mobile App study." EDMETIC 14, no. 1 (2024): 4. https://doi.org/10.21071/edmetic.v14i1.17374.

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Este estudio tiene como objetivo investigar el impacto de una aplicación móvil especialmente diseñada, GAUBI, en la competencia ortográfica del español por estudiantes de Educación Primaria. Utilizando un diseño cuasi-experimental, se plantea la hipótesis de que GAUBI mejoraría significativamente el rendimiento ortográfico. Además, examinamos la relación entre el tipo y la duración del juego, específicamente los juegos arcade, de investigación y de ficción, y las mejoras en la competencia ortográfica. El estudio involucró a 114 estudiantes españoles de Educacion Primaria, quienes completaron u

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Assis, Luciana Pereira de, Adriana Nascimento Bodolay, Daniela Perri Bandeira, Alessandro Vivas Andrade, and Cristiano Grijó Pitangui. "GRAPPHIA®: NOVOS MÓDULOS E FERRAMENTAS PARA AUXILIAR O ENSINO/APRENDIZAGEM DA ORTOGRAFIA / GRAPPHIA®: NEW MODULES AND TOOLS TO ASSIST SPELLING TEACHING/LEARNING." Brazilian Journal of Development 6, no. 10 (2020): 82895–909. http://dx.doi.org/10.34117/bjdv6n10-646.

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Cánovas Cánovas, María. "La Ortografía en Secundaria y Bachillerato: Análisis de los errores más frecuentes en letras / Orthography in Compulsory Secondary Education: Analysis of the misspellings." TEJUELO. Didáctica de la Lengua y la Literatura. Educación 26 (December 29, 2016): 5–40. http://dx.doi.org/10.17398/1988-8430.26.5.

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Resumen: El objetivo de esta investigación, tras un estudio de la enseñanza de la ortografía, es analizarlos errores presentes en las letras en estudiantes de 4º de ESO y 2º deBachillerato del instituto Juan de la Cierva y Codorníu ubicado en laRegión de Murcia. Con este propósito, se recogió una muestra total de 113escritos. Así, se sometió a los alumnos de Secundaria a la realización de unaredacción a partir de una imagen y a los estudiantes de Bachillerato a laelaboración de un comentario crítico sobre un texto periodístico. Con todo,se ha podido comprobar que los métodos didácticos emplead

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Monge Lezcano, Fiorella. "The perception of teenagers on the causes of spelling difficulties, through the qualitative testimony technique: an approach to the study of spelling in a group of ninth grade students in the Lic. Mario Vindas Salazar school." Acta Universitaria 24, no. 2 (2014): 20–26. http://dx.doi.org/10.15174/au.2014.477.

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Restivo, Maria Laura. "L’ITALIANO SCRITTO DEGLI STUDENTI UNIVERSITARI: PRIME OSSERVAZIONI SUL CORPUS UNIVERS-ITA." Italiano LinguaDue 14, no. 1 (2022): 797–818. http://dx.doi.org/10.54103/2037-3597/18328.

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Il lavoro passa in rassegna gli studi sulle competenze scrittorie degli studenti universitari e illustra i risultati dell’analisi condotta sul corpus UniverS-Ita, che raccoglie testi argomentativi di universitari frequentanti, nell’anno accademico 2020-2021, il secondo anno di corsi di laurea triennali o a ciclo unico di area umanistica, scientifica. economico-sociale e sanitaria; più precisamente, sono stati esaminati 90 degli oltre 2000 testi che formano il corpus con lo scopo di rilevare le più frequenti deviazioni dalla norma in ambito ortografico, morfosintattico, lessicale e testuale.&#x

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Van-Hove, Stephanie, Ellen Vanderhoven, and Frederik Cornillie. "The tablet for second language vocabulary learning: Keyboard, stylus or multiple choice." Comunicar 25, no. 50 (2017): 53–63. http://dx.doi.org/10.3916/c50-2017-05.

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Mobile technologies are increasingly finding their way into classroom practice. While these technologies can create opportunities that may facilitate learning, including the learning of a second or foreign language (L2), the full potential of these new media often remains underexploited. A case in point concerns tablet applications for language practice: while tablets allow writing, as in pen-and-paper exercises, current applications typically offer multiple-choice exercises or fill-in-the-blank exercises that require typing and tapping. This change in medium and practice modality might have a

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Martínez Álvarez, Domingo Balam. "Cómo vivo la escuela: oficio de estudiante y micro-culturas juveniles." CPU-e, Revista de Investigación Educativa, no. 11 (November 6, 2012): 131–36. http://dx.doi.org/10.25009/cpue.v0i11.63.

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El libro reseñado nos explica cómo es que los escolares desarrollan su trabajo en las aulas y fuera de ellas, qué pasa en ese tránsito por el nivel de educación medio superior aquí en México, cuál es su experiencia escolar en torno a ello; qué les gusta y qué no, cuáles son las cosas que les provocan sentimientos de miedo y, desde el lugar que ocupan en la sociedad, cuáles son las prioridades que tienen; de cómo viven su participación en los innumerables concursos que las zonas escolares promueven: de matemáticas, oratoria, ortografía, escoltas, tablas gimnásticas, etcétera. Toda esta interpre

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Korneva, V. V. "GRAMMAR AND SPELLING FREE FOR ALL (Review of Osnovy grammatiki i orfografii ispanskogo jazyka [Gramatica y ortografia basicas de la lengua espanola]. Barcelona : Editorial Planeta, S. A., 2019. 548 p.)." Вестник ВГУ Серия Лингвистика и межкультурная коммуникация, no. 4 (2022): 153–57. http://dx.doi.org/10.17308/lic/1680-5755/2022/4/153-157.

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Saar, Evar. "Läänemeresoome mAs-isikunimed." Eesti ja soome-ugri keeleteaduse ajakiri. Journal of Estonian and Finno-Ugric Linguistics 11, no. 1 (2020): 87–103. http://dx.doi.org/10.12697/jeful.2020.11.1.04.

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Artikkel käsitleb läänemeresoome ajaloolisi isikunimesid, mille lõpus on nimeformant (sufiks) -mas või -mäs (ühine tähistus -mAs) Antakse ülevaade, milliseid mAs-nimesid ja ka muid mVs-nimesid on allikatest leitud. Püstitatakse hüpotees, et kirjapiltidega -mes ja -meß esindatud isikunimed ei sisalda järelosisena sõna mees, nagu mitmed uurijad varem on väitnud. Analüüsitakse mVs-lõpuliste isikunimede võimalikku hääldust keskalamsaksa ortograafia ja tekstinäidete taustal. Käsitletakse mAs-sufiksi võimalikku päritolu ja jälgi läänemeresoome keeltes. Vaatluse all on ka mAs-isikunimede tüübi mõju j

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Silva, Alan Milhomem da, Diana Cardoso Costa, Paulo Roberto da Silva Ribeiro, and Regysane Botelho Cutrim Alves. "ESCREVEU E LEU: as dificuldades de leitura e de produção textual apresentadas por alunos do Ensino Fundamental de uma escola da rede pública." Cadernos de Pesquisa 20, no. 2 (2013): 41. http://dx.doi.org/10.18764/2178-2229.v20n2p41-48.

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Este trabalho resultou da execução do Projeto "ESCREVEU E LEU" pelos integrantes do PET/ Conexões de Saberes da Universidade Federal do Maranhão, Campus de Imperatriz, em uma escola da rede pública deste município, no período de fevereiro a julho de 2011. Este estudo teve como objetivo identificar as dificuldades de leitura e escrita apresentadas pelos alunos do 5º ano do Ensino Fundamental da Escola Municipal Frei Manoel Procópio. Para tanto, foram realizadas atividades de pesquisa por meio de entrevistas com os alunos, aplicação de questionário junto à professora responsável por eles e, post

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Del Moral Pérez, María Esther, Lourdes Villalustre Martínez, and María Rosario Neira Piñeiro. "Competencias comunicativas y digitales impulsadas en escuelas rurales elaborando digital storytelling." Aula Abierta 45, no. 1 (2017): 15–24. http://dx.doi.org/10.17811/rifie.45.1.2017.15-24.

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RESUMENLos digital storytelling (DST) constituyen una práctica narrativa innovadora que combina múltiples lenguajes, potenciando el aprendizaje lecto-escritor utilizando herramientas digitales. Esta investigación, derivada del Proyecto de Innovación CINEMA -Convenio de colaboración Universidad de Oviedo-Consejería de Educación 2014-15-, centrado en la creación de DST, analiza el cambio observado por el profesorado en el desarrollo de las competencias comunicativa y digital alcanzado por 282 alumnos procedentes de aulas multinivel de escuelas rurales, utilizando un instrumento ad hoc con 15 ind

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Valdés Rodríguez, María Caridad, Alicia Senra Mujica, Antonio Rey Roque, and Susana Darín. "Las Competencias Pedagógicas en los Creativos Entornos Virtuales de Aprendizaje Universitarios." Edutec. Revista Electrónica de Tecnología Educativa, no. 24 (December 20, 2007): a084. http://dx.doi.org/10.21556/edutec.2007.24.495.

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Se investigó, desde la concepción del diseño curricular, para la implementación, de la estrategia de formación por competencias profesionales pedagógicas, durante los años de la carrera de Ingeniería en Ciencias Informáticas. Fue necesario remodelar los módulos de aprendizajes respondiendo a un modelo desde y para la producción. Se desarrolló la experiencia por cuatro cursos, con alumnos de 4º y 5º año. Se conjugó la formación on-line interactiva mediante la Plataforma Moodle y la presencial con flexibilidad en la asignatura Formación Pedagógica.Se alcanzaron niveles motivacionales superiores

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