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Relevant bibliographies by topics / Spelling accuracy; spelling difficulties

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Academic literature on the topic 'Spelling accuracy; spelling difficulties'

Author: Grafiati

Published: 4 June 2021

Last updated: 7 February 2022

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Journal articles on the topic "Spelling accuracy; spelling difficulties"

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Mäki, Hanna S., Marja M. S. Vauras, and Seppo Vainio. "Reflective Spelling Strategies for Elementary School Students with Severe Writing Difficulties: A Case Study." Learning Disability Quarterly 25, no. 3 (2002): 189–207. http://dx.doi.org/10.2307/1511302.

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A case study with two Finnish 10-year-old boys evaluated an intervention designed to promote the spelling skills of elementary school students with severe writing difficulties. The intervention comprised strategy instruction, procedural facilitation, and computer-assisted tutoring. Transfer was facilitated by involving teachers and parents. The results showed gains in spelling accuracy, spelling revision skills, decoding accuracy, and knowledge about the writing process from baseline to post-treatment phase. Transfer, parents' and teachers' participation, and the stability of intervention effe

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Murphy, Kimberly A., and Laura M. Justice. "Lexical-Level Predictors of Reading Comprehension in Third Grade: Is Spelling a Unique Contributor?" American Journal of Speech-Language Pathology 28, no. 4 (2019): 1597–610. http://dx.doi.org/10.1044/2019_ajslp-18-0299.

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Purpose Considerable research effort has focused on understanding reading comprehension and reading comprehension difficulties. The purpose of this correlational study was to add to the small but growing body of literature on the role that spelling may play in reading comprehension, by investigating the full range of lexical-level literacy skills and whether spelling makes a unique contribution. This study also explored whether these relations vary with the spelling scoring metric. Method Data were collected from 63 children attending Grade 3 in a Midwestern state. In addition to measuring rea

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Salvador, Larissa de Souza, Ricardo Moura, Fernanda Oliveira Ferreira, Peterson Marco Oliveira Andrade, Maria Raquel Santos Carvalho, and Vitor Geraldi Haase. "The Mini-Mental Examination for Children (MMC): Evidence of validity for children with learning difficulties." Dementia & Neuropsychologia 13, no. 4 (2019): 427–35. http://dx.doi.org/10.1590/1980-57642018dn13-040010.

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ABSTRACT The Mini-Mental Examination for Children (MMC) is a widely used tool for assessing global cognitive deficits, however,is still unknown whether MMC is sensitive for investigating cognitive profiles associated with learning difficulties (LD). Objective: Here we investigate the feasibility of using the MMC for screening school-aged children with learning difficulties in spelling and math. Methods: The MMC and other neurophysiological tests were administered to a sample of 168 children, aged 7 to 12 years. The sample was subdivided into a Control group and LD group (Math Difficulties, Spe

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Werfel, Krystal L., C. Melanie Schuele, and Paul Reed. "Linguistic Contributions to Word-Level Spelling Accuracy in Elementary School Children With and Without Specific Language Impairment." American Journal of Speech-Language Pathology 28, no. 2 (2019): 599–611. http://dx.doi.org/10.1044/2018_ajslp-18-0064.

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PurposeChildren with specific language impairment (SLI) are more likely than children with typical language (TL) to exhibit difficulties in word-level spelling accuracy. More research is needed to elucidate the contribution of linguistic knowledge to word-level spelling accuracy in this population. The purpose of this study was to explore the contributions of linguistic knowledge to spelling accuracy in a group of 2nd- to 4th-grade children with SLI and a group of 2nd- to 4th-grade children with TL.MethodParticipants were 32 children with SLI and 32 children with TL in Grades 2 through 4. Five

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Bisschop, Elaine, Celia Morales, Verónica Gil, and Elizabeth Jiménez-Suárez. "Fluency and Accuracy in Alphabet Writing by Keyboarding: A Cross-Sectional Study in Spanish-Speaking Children With and Without Learning Disabilities." Journal of Learning Disabilities 50, no. 5 (2016): 534–42. http://dx.doi.org/10.1177/0022219416633865.

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The aim of this study was to analyze whether children with and without difficulties in handwriting, spelling, or both differed in alphabet writing when using a keyboard. The total sample consisted of 1,333 children from Grades 1 through 3. Scores on the spelling and handwriting factors from the Early Grade Writing Assessment (Jiménez, in press) were used to assign the participants to one of four groups with different ability patterns: poor handwriters, poor spellers, a mixed group, and typically achieving students. Groups were equalized by a matching strategy, resulting in a final sample of 35

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Rohl, Mary, and William E. Tunmer. "Phonemic segmentation skill and spelling acquisition." Applied Psycholinguistics 9, no. 4 (1988): 335–50. http://dx.doi.org/10.1017/s0142716400008043.

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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, a

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Διακογιώργη, Κλεοπάτρα, Διαμάντω Φιλιππάτου, Ασημίνα Μ. Ράλλη, Ελισάβετ Χρυσοχόου, Πέτρος Ρούσσος та Παναγιώτα Δημητροπούλου. "Δεξιότητες παραγωγής γραπτού λόγου σε παιδιά με και χωρίς δυσλεξία: ομοιότητες και διαφορές". Psychology: the Journal of the Hellenic Psychological Society 26, № 1 (2021): 102. http://dx.doi.org/10.12681/psy_hps.26251.

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The difficulties in writing among children with dyslexia are equally severe as and certainly more persistent than those they face in reading. In the present study, we compared the performance of 22 elementary school children (3rd and 5th graders) with dyslexia and 22 typically developing children, matched on gender, age, and non-verbal intelligence, on a picture-elicited narrative task. Participants’ written samples were evaluated in terms of productivity, complexity at the sentence and text levels, punctuation and capitalization, spelling accuracy, and text organization (cohesion and coherenc

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Schmitterer, Alexandra M. A., and Garvin Brod. "Which Data Do Elementary School Teachers Use to Determine Reading Difficulties in Their Students?" Journal of Learning Disabilities 54, no. 5 (2021): 349–64. http://dx.doi.org/10.1177/0022219420981990.

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Small-group interventions allow for tailored instruction for students with learning difficulties. A crucial first step is the accurate identification of students who need such an intervention. This study investigated how teachers decide whether their students need a remedial reading intervention. To this end, 64 teachers of 697 third-grade students from Germany were asked to rate whether a reading intervention for their students was “not necessary,” “potentially necessary,” or “definitely necessary.” Independent experimenters tested the students’ reading and spelling abilities with standardize

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Barbosa-Pereira, Drielle, Pedro S. R. Martins, Amanda P. L. Guimarães, et al. "How Good Is the Phoneme Elision Test in Assessing Reading, Spelling and Arithmetic-Related Abilities?" Archives of Clinical Neuropsychology 35, no. 4 (2020): 413–28. http://dx.doi.org/10.1093/arclin/acz085.

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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 provi

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Kolne, Kendall, Laura Gonnerman, Alexandra Marquis, Phaedra Royle, and Susan Rvachew. "The Factors Contributing to Teacher Predictions of Spelling Ability, and the Accuracy of Their Assessments." Language and Literacy 18, no. 1 (2016): 71. http://dx.doi.org/10.20360/g22p4h.

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In this study, teachers of kindergarten and Grade 1 French-speaking students indicated the likelihood their students would develop later writing difficulties. Results showed that language measures, language background, the education levels of parents, and home literacy practices predicted whether children would be identified as at-risk. Moreover children’s oral language skills accounted for even more of the variance in teacher ratings than other variables. Spelling performance assessed 1-year later from a subset of children indicated that the teacher predictions were accurate. Thus, teachers a

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Dissertations / Theses on the topic "Spelling accuracy; spelling difficulties"

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Herold, Marina. "The use of word prediction as a tool to accelerate the typing speed and increase the spelling accuracy of primary school children with spelling difficulties." Pretoria : [s.n.], 2004. http://upetd.up.ac.za/thesis/available/etd-09232004-105149.

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Burden, Vivian. "An investigation of persistent spelling difficulties in 'normal' adult readers." Thesis, University of Cambridge, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.335691.

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Dixon, Maureen. "The effect of exposure to orthographic information on spelling." Thesis, University of Wolverhampton, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.389546.

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Mavrommati, Theodora D. "A pictographic method for teaching Greek spelling to dyslexic children." Thesis, Bangor University, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.297716.

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Smythe, Ian. "Cognitive factors underlying reading and spelling difficulties : a cross linguistic study." Thesis, University of Surrey, 2002. http://epubs.surrey.ac.uk/739/.

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Wong, Gunter. "Visual orthographic skills in Hong Kong primary school students with spelling difficulties." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B31473672.

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Wong, Gunter, and 黃冠德. "Visual orthographic skills in Hong Kong primary school students with spelling difficulties." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B31473672.

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Pain, Helen. "A computer tool for use by children with learning difficulties in spelling." Thesis, University of Edinburgh, 1985. http://hdl.handle.net/1842/19211.

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Thompson, Elizabeth M. "Spelling accuracy with non-fluent aphasia wordprocessing vs. word prediction computer software /." Cincinnati, Ohio : University of Cincinnati, 2005. http://www.ohiolink.edu/etd/view.cgi?acc%5Fnum=ucin1116211390.

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THOMPSON, ELIZABETH M. "SPELLING ACCURACY WITH NON-FLUENT APHASIA: WORD PROCESSING V.S. WORD PREDICTION COMPUTER SOFTWARE." University of Cincinnati / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1116211390.

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Books on the topic "Spelling accuracy; spelling difficulties"

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Spelling smart!: A ready-to-use activities program for students with spelling difficulties. Center for Applied Research in Education, 1996.

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Spelling helpline: A guide for parents, teachers, adults and children with spelling difficulties. Dextral, 1994.

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Reason, Rea. Learning difficulties in reading and writing. NFER-Nelson, 1986.

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Spelling helpline: A guide for parents, teachers, adults and children with handwriting difficulties. Dextral, 1992.

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Gilbert, David E. Self-monitoring for children with spelling difficulties: A possible method for providing dailyassessment in the secondary school. NELP, 1986.

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Reason, Rea. Learning difficulties in reading and writing: A teacher's manual. NFER-Nelson, 1986.

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Reason, Rea. Learning difficulties in reading and writing: A teacher's manual. NFER-Routledge, 1992.

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Okogbe, Tola Patrick. The effect of a combined motor and learning activities on the performance of language (spelling) and arithmeticof children with moderate learning difficulties. University of Birmingham, 1994.

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Thomas, Carpenter. Carpenter's scholars' spelling assistant: Wherein the words are arranged on an improved plan, according to their respective principles of accentuation, in a manner calculated to familiarize the art of spelling and pronunciation, to remove difficulties, and to facilitate general improvement : intended for the use of schools and private tuition. W.R. Crawford, 1986.

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Thomas, Carpenter. Carpenter's scholars' spelling assistant: Wherein the words are arranged on an improved plan, according to their respective principles of accentuation--in a manner calculated to familiarize the art of spelling and pronunciation, to remove difficulties, and to facilitate general improvement; intended for the use of schools and private tuition. J. & A. M'Millan, 1985.

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Book chapters on the topic "Spelling accuracy; spelling difficulties"

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Westwood, Peter. "Difficulties with spelling." In Commonsense Methods for Children with Special Needs and Disabilities. Routledge, 2020. http://dx.doi.org/10.4324/9781003109778-12.

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Van Bon, Wim H. J., and Inge J. C. A. F. Uit De Haag. "Difficulties with consonants in the spelling and segmentation of CCVCC pseudowords: Differences among Dutch first graders." In Spelling. Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-94-017-3054-9_4.

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Elbro, Carsten. "Reading and Spelling Difficulties." In Handbook of Children’s Literacy. Springer Netherlands, 2004. http://dx.doi.org/10.1007/978-94-017-1731-1_14.

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Moats, Louisa. "Phonics and Spelling: Learning the Structure of Language at the Word Level." In Reading Development and Difficulties. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-26550-2_3.

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Snowling, Margaret J. "1. Does dyslexia exist?" In Dyslexia: A Very Short Introduction. Oxford University Press, 2019. http://dx.doi.org/10.1093/actrade/9780198818304.003.0001.

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Difficulties with reading and writing have wide-ranging effects beyond academic achievement, including effects on career opportunities, personal well-being, and to some extent mental health. Literacy difficulties, when they are not caused by lack of education, are known as dyslexia. Dyslexia can be defined as a problem with learning that primarily affects the development of reading accuracy and fluency and spelling skills. ‘Does dyslexia exist?’ explains that it is now widely understood that dyslexia is a specific learning disorder, but that there is no clear, diagnostic profile. However, dyslexia can be a disabling condition and we can do a great deal to ameliorate its effects.

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Selikowitz, Mark. "Spelling." In Dyslexia and Other Learning Difficulties. Oxford University Press, 1993. http://dx.doi.org/10.1093/oso/9780192622990.003.0012.

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There are three kinds of difficulty that may cause a child’s written work to be incomprehensible. First, specific spelling difficulty, where some words may be so badly spelt that they are difficult to recognize. Secondly, specific writing difficulty, where the handwriting may be so untidy that it is illegible see Figure 7.3, p. 65). And, thirdly, language disorder, where the language used by the child may be so full of errors that it does not make sense. Specific spelling difficulty will be described in this chapter, specific writing difficulty in the next chapter, and language disorders will be described in Chapter 9. . . . What is specific spelling difficulty? . . . specific spelling difficulty can be defined as an unexplained, significant spelling difficulty. A significant difficulty is usually defined as a spelling age more than two standard deviations below the mean for the child’s age (see Chapter 1, p. 5 for the explanation of this term). Specific spelling difficulty is often associated with specific reading difficulty. In some children, specific spelling difficulty is an isolated problem. Although such children will have average reading ability, research studies suggest that subtle reading problems can be detected in such children on special testing. . . . How spelling is assessed . . . There are several standardized spelling tests in general use. These differ in the ways in which they test spelling. Some present the child with words that are part of his sight vocabulary, others present a wider range of words. Tests usually involve spelling from dictation. Some may also involve recognizing whether a printed word is correctly spelt or not. The psychologist will choose the test, or tests, that will provide information about the child’s spelling level, as well as about the nature of his difficulties. For example, a test that shows that a child has difficulties with spelling from dictation, but not with identifying words that are incorrectly spelt, may demonstrate particular problems with word memory. The psychologist will also try to differentiate between the different kinds of spelling errors, such as phonetic, visual, and sequential errors, which are described later in this chapter.

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"Difficulties with spelling." In Commonsense Methods for Children with Special Educational Needs. Routledge, 2015. http://dx.doi.org/10.4324/9781315716695-16.

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"Questions asked about students with severe learning difficulties." In Spelling Recovery. David Fulton Publishers, 2012. http://dx.doi.org/10.4324/9780203063965-8.

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Harding, Leonora. "Difficulties with Writing and Spelling." In Learning Disabilities in the Primary Classroom. Routledge, 2018. http://dx.doi.org/10.4324/9780429491108-4.

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Miles, Elaine, and T. R. Miles. "Specific difficulties in reading and spelling." In Intervention with Children. Routledge, 2017. http://dx.doi.org/10.4324/9781315231907-11.

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Conference papers on the topic "Spelling accuracy; spelling difficulties"

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Clemens, Konstantin. "Deriving Spelling Variants from User Queries to Improve Geocoding Accuracy." In 5th International Conference on Geographical Information Systems Theory, Applications and Management. SCITEPRESS - Science and Technology Publications, 2019. http://dx.doi.org/10.5220/0007685700530059.

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Tóth, Noémi Evelin, and Győző Yang Zijian. "Magyar nyelvtan tanulását segítő alkalmazás átalános és középiskolás diákok részére." In Agria Média 2020 : „Az oktatás digitális átállása korunk pedagógiai forradalma”. Eszterházy Károly Egyetem Líceum Kiadó, 2021. http://dx.doi.org/10.17048/am.2020.211.

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A kutatás célja egy olyan tanulást segítő alkalmazás megvalósítása, amely segítségével a magyar diákok számára könnyebbé tehető az olyan anyanyelvi alapok megértése, mint például, hogy miként épülnek fel a mondatok, milyen egységekből állnak össze és azok hogyan viszonyulnak egymáshoz. A száraz nyelvtani anyagok helyett önállóságot növelő, játékos és interaktív feladatokkal több diák is közelebb kerülhetne a magyar nyelvhez és annak mélyebb megértéséhez. Tapasztalat, hogy a tanulók számára a nyelvtan, mint tanóra, sokszor okoz nehézségeket a tanulás során. Bár az évek alatt átfogó anyagot kapn

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ABDUKADYROVA, T. T. "FORMATION OF QUALITATIVE CHARACTERISTICS OF FOREIGN LANGUAGE VOCABULARY IN THE CONDITIONS OF CHECHEN-RUSSIAN BILINGUALISM." In The main issues of linguistics, lingvodidactics and intercultural communications. Astrakhan State University, 2020. http://dx.doi.org/10.21672/978-5-9926-1237-0-005-009.

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This article examines the problem of teaching foreign language vocabulary in bilingual conditions. The importance of this article is due to the fact that the emphasis is placed on the study of qualitative characteristics of foreign language vocabulary in the conditions of chechen-russian bilingualism, which can affect communication in the study of native, russian and foreign languages. In the process of teaching foreign language vocabulary in the conditions of chechen-russian bilingualism, it is accompanied by additional difficulties, which are manifested due to the interaction of different le

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Orhan, U., D. Erdogmus, B. Roark, et al. "Fusion with language models improves spelling accuracy for ERP-based brain computer interface spellers." In 2011 33rd Annual International Conference of the IEEE Engineering in Medicine and Biology Society. IEEE, 2011. http://dx.doi.org/10.1109/iembs.2011.6091429.

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Shan, Hongchang, Yu Liu, and Todor Stefanov. "A Simple Convolutional Neural Network for Accurate P300 Detection and Character Spelling in Brain Computer Interface." In Twenty-Seventh International Joint Conference on Artificial Intelligence {IJCAI-18}. International Joint Conferences on Artificial Intelligence Organization, 2018. http://dx.doi.org/10.24963/ijcai.2018/222.

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A Brain Computer Interface (BCI) character speller allows human-beings to directly spell characters using eye-gazes, thereby building communication between the human brain and a computer. Convolutional Neural Networks (CNNs) have shown better performance than traditional machine learning methods for BCI signal recognition and its application to the character speller. However, current CNN architectures limit further accuracy improvements of signal detection and character spelling and also need high complexity to achieve competitive accuracy, thereby preventing the use of CNNs in portable BCIs.

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Chernova, D. A., S. V. Alexeeva, and N. A. Slioussar. "WHAT DO WE LEARN FROM MISTAKES: PROCESSING DIFFICULTIES WITH FREQUENTLY MISSPELLED WORDS." In International Conference on Computational Linguistics and Intellectual Technologies "Dialogue". Russian State University for the Humanities, 2020. http://dx.doi.org/10.28995/2075-7182-2020-19-147-159.

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Even if we know how to spell, we often see words misspelled by other people — especially nowadays when we constantly read unedited texts on social media and in personal messages. In this paper, we present two experiments showing that the incidence of orthographic errors reduces the quality of lexical representations in the mental lexicon—even if one knows how to spell a word, repeated exposure to incorrect spellings blurs its orthographical representation and weakens the connection between form and meaning. As a result, it is more difficult to judge whether the word is spelled correctly, and —

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Iakubova, Sharipat Magomedovna, and Aleksandr Lvovich Bolkhovskoi. "The formation of the phonetic competence on the lessons of the Russian language in primary school." In International Research-to-practice conference. Publishing house Sreda, 2019. http://dx.doi.org/10.31483/r-32768.

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The authors of the article focus on the difficulties experienced by younger students in mastering the spelling norms of the Russian language. This is the inability to immediately distinguish in the consciousness of the signified and signifying, the inability to correctly determine the word stress and a number of others. The teacher should know the methods of formation of students ' concept of "phoneme" and the ability to recognize other phonetic units of the language. It is emphasized that the phonetic work should precede the graphic one, based on the development of the speech-motor apparatus.

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