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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 (August 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 effects over a six-month follow-up period are discussed.

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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 (November 19, 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 reading comprehension, word recognition, and vocabulary, 4 spelling scoring metrics were examined: the number of words spelled correctly, the number of correct letter sequences (CLS), and Spelling Sensitivity Scores for elements and for words. Results All spelling metrics were significantly correlated with reading comprehension. Results of hierarchical regressions showed that spelling was a significant, unique predictor of reading comprehension when the CLS metric was used. The scoring metrics were differentially related to reading comprehension. Metrics that gave credit based on orthographic precision only (number of words spelled correctly and CLS) were more highly related to reading comprehension than metrics that scored not only on orthographic accuracy but also on phonological and morphological accuracy (Spelling Sensitivity Scores for elements and for words). Conclusion These results indicate that spelling is related to reading comprehension and have theoretical and clinical implications for the use of spelling assessment. Supplemental Material https://doi.org/10.23641/asha.9947216

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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 (December 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, Spelling Difficulties, Math and Spelling Difficulties). Diagnostic accuracy was assessed with ROC analysis. Convergent and divergent validity was assessed using correlation analysis. Results: Performance on the MMC was associated with nonverbal intelligence, age and school achievement. The LD group had significantly lower performance on the MMC than the Control group. Performance on the MMC discriminated LD children with a global accuracy of around 0.80. Associations between the MMC and the other neuropsychological variables were higher for finger gnosis (r=0.40) and generally higher for early elementary school grades. The MMC proved satisfactory for identifying LD children with good accuracy. Nonverbal intelligence, and perceptual/motor abilities play an important role in MMC performance. Conclusion: The MMC could be a useful instrument for screening children with LD.

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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 (May 27, 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 areas of linguistic knowledge were assessed: phonological awareness, morphological knowledge, orthographic pattern knowledge, mental grapheme representation knowledge, and vocabulary knowledge. Mixed-effects logistic regression models were utilized to address the research aim.ResultsMental grapheme representation knowledge was selected as a significant predictor in both models; however, phonological awareness was the only additional significant predictor in the model for children with SLI, whereas morphological knowledge was the only other significant predictor in the model for children with TL. Orthographic pattern knowledge and vocabulary knowledge were not significant for either group.ConclusionsThe results suggest that spelling instruction and intervention for children with SLI should take linguistic knowledge into account and explicitly relate linguistic knowledge to spelling. Additionally, future research should consider if instructional targets for children with SLI should differ from targets for children with TL and if these findings represent a delay or a disorder in spelling acquisition for children with SLI.

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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 (April 11, 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 352 children. A MANOVA was executed to analyze effects of group and grade on orthographic motor integration (fluency of alphabet writing) and the number of omissions when writing the alphabet (accuracy of alphabet writing) by keyboard writing mode. The results indicated that poor handwriters did not differ from typically achieving children in both variables, whereas the poor spellers did perform below the typical achievers and the poor handwriters. The difficulties of poor handwriters seem to be alleviated by the use of the keyboard; however, children with spelling difficulties might need extra instruction to become fluent keyboard writers.

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

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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, and pseudowords. Consistent with the hypothesis, it was found that when compared with the poor spellers, the average and good spellers performed better on the phonemic segmentation task, made fewer errors in spelling pseudowords, and made spelling errors that were more phonetically accurate.

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Διακογιώργη, Κλεοπάτρα, Διαμάντω Φιλιππάτου, Ασημίνα Μ. Ράλλη, Ελισάβετ Χρυσοχόου, Πέτρος Ρούσσος, and Παναγιώτα Δημητροπούλου. "Δεξιότητες παραγωγής γραπτού λόγου σε παιδιά με και χωρίς δυσλεξία: ομοιότητες και διαφορές." Psychology: the Journal of the Hellenic Psychological Society 26, no. 1 (March 24, 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 coherence). Groups differed chiefly in terms of spelling accuracy and cohesion, as non-dyslexic participants performed better. Qualitative analyses of the narratives produced allowed us to compare further and gain insight into the children’s spelling and text organization abilities in each group. Coherence appeared to be the domain in which children with and without dyslexia demonstrate the greatest similarities. More specifically, all of them face difficulties in controlling the macrostructure of their narratives, namely how the contents of the pictures may be interrelated, an ability that is necessary for the construction of textual meaning. Results are discussed in relation to the limited so far research findings regarding written language production, especially concerning children with dyslexia. Also, directions of future research are indicated, along with implications for educational practice.

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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 (January 15, 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 standardized tests, and a subsample of 370 children participated in standardized tests of phonological awareness and vocabulary. Findings show that teachers’ decisions with regard to students’ needing a reading intervention overlapped more with results from standardized spelling assessments than from reading assessments. Hierarchical linear models indicated that students’ spelling abilities, along with phonological awareness and vocabulary, explained variance in teachers’ ratings over and above students’ reading skills. Teachers thus relied on proximal cues such as spelling skills to reach their decision. These findings are discussed in relation to clinical standards and educational contexts. Findings indicate that the teachers’ assignment of children to interventions might be underspecified, and starting points for specific teacher training programs are outlined.

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Barbosa-Pereira, Drielle, Pedro S. R. Martins, Amanda P. L. Guimarães, Emanuelle de O. Silva, Luana T. Batista, Vitor G. Haase, and Júlia B. Lopes-Silva. "How Good Is the Phoneme Elision Test in Assessing Reading, Spelling and Arithmetic-Related Abilities?" Archives of Clinical Neuropsychology 35, no. 4 (January 22, 2020): 413–28. http://dx.doi.org/10.1093/arclin/acz085.

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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 provided reference values. Results Our data suggest that PET is composed mainly of one single construct, with high item reliability and precision (KR-20 above 0.90). In general, items have acceptable discriminability, considering item-total correlations. Overall PET is generally a good screening tool for reading and spelling difficulties (SD), as well as to identify children with learning difficulties in the early grades. However, it is not a reliable measure for screening math learning difficulties. Finally, PET shows good convergent and divergent validity. Conclusions We provide evidence about the psychometric properties and diagnostic accuracy of a PET. Results contribute to the assessment of phonemic awareness in Brazilian children, in both clinical and research contexts. The PET can be used as a screening tool for reading and SD, which could lead to early interventions.

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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 (April 3, 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 appear to be an effective source for predicting children’s future literacy performance.

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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. West Nyack, N.Y: Center for Applied Research in Education, 1996.

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

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

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Spelling helpline: A guide for parents, teachers, adults and children with handwriting difficulties. Manchester: 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. London: NELP, 1986.

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

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Reason, Rea. Learning difficulties in reading and writing: A teacher's manual. London: 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. Birmingham: 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. Saint John, N.B: 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. Saint John, N.B: 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, 114–26. 8th edition. | Abingdon, Oxon ; New York, NY : Routledge, 2021.: 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, 49–72. Dordrecht: 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, 249–56. Dordrecht: 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, 39–62. Cham: 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, 1–11. 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, 144–56. 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, 31–35. 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, 71–92. 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, 199–214. 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 kapnak ahhoz, hogy a nyelvtan mindennapi használata ne jelenthessen gondot, azonban sokan így sem tudják összeegyeztetni a tanultakat a gyakorlattal, hiába használják nap mint nap helyesen az anyanyelvüket. Elmondható, hogy messze elmarad az általában kedvelt tantárgyak mögött, holott mindennek az alapját az jelentené, ha egy ember a saját anyanyelvét jól ismerné és használná. Ezért fontos lenne elérni, hogy a gyerekek számára a nyelvtantanulás, korosztálytól függetlenül, ne csak teher legyen. Találják meg a nekik megfelelő nehézségű feladatokat, amelyeket élvezettel oldhatnak meg, megfelelő visszajelzést kapva arról, ha hibáztak és azt hogyan javíthatják. Ehhez társul egy olyan webes technológiákkal és nyelvészeti eszközökkel támogatott alkalmazás, ami rendelkezik a megfelelően felépített és letisztult felhasználói felülettel, ami kisebb gyerekek és szülők számára is érthető és könnyen használható. Az alkalmazás funkciói közé tartozik mind a törzsanyag elsajátítása, mind a helyesírás és a mondatok elemzése, ellenőrzése. A tananyag csakúgy, mint ahogy az iskolában, témakörökre bontott, amikben korosztály szerint megtalálhatók a feladatsorok és a hozzájuk artozó magyarázó részek. Így könnyebben feldolgozható, lépésről lépésre, gyakorlati példákon keresztül tanulható az elmélet. A feladatok sokszínűsége miatt a diákok figyelme fenntartható és különböző jutalmazási rendszereken keresztül a tanulás élvezetesebbé válhat. A szoftver hátterében pedig jól bevált, különféle nyelvi elemzők implementálásával maga a szoftver is részt vesz a mondatok elemzésében, a helyesírás ellenőrzésében az iskolákban tanított nyelvi szabályok alapján. A felhasználók pedig maguk is megadhatják az elemezni kívánt mondatot, vagy mondatokat. Mindezzel nemcsak a diákok, de a pedagógusok munkája is egyszerűbbé válhat, ugyanis azzal, hogy a diákok nemcsak az órán kaphatnak visszajelzést a tudásukról, ami a legtöbb iskolában heti egy-két alkalmat jelent, az önálló, otthoni tanulás is eredményessé válhat, a program így elősegíti az anyag helyes rögzülését is. ----- Hungarian grammar learning application for primary and high school students ----- The aim of this research is the development of an application that allows Hungarian students to learn the basics of the Hungarian grammar in an easier way, for instance the sentence structure, the different units that build up a sentence, and how they relate to one another. Instead of the plain grammar rules, this application motivates students for independence, helps students to get closer to the Hungarian language by friendly and interactive tasks, and allows them to gain a deeper understanding of the language itself. When it comes to grammar lessons many individuals have experienced difficulties in the learning process. Although they get a brief overview during the years, granting them the correct use of their language in the everyday life without complication, some still can’t manage to apply their studies in practise. It can be stated that it is far behind the popular subjects, despite the fact that it would be the basis of everything, that a person knows and uses their mother language in the correct way. This is one of the main reasons why we need to find a way, in which every individual regardless of their age finds learning grammar more than just a burden. They should be able to find the right tasks for their knowledge, which they can solve with joy, getting the right feedback, letting them know of their mistakes, and ways to correct those mistakes. Such a thing would be the application stated above, using web technologies and linguistic tools, including a properly structured and clean user interface, which would be easy to use and understand for both small children and adults as well. The application would function as a tool for learning the core material, besides accurate spelling, analysing sentences and inspecting them. The educational material would be themed just like in school, in which themes one can find tasks for particular age groups along with the explanation. With this approach the theory is more processable through practical examples. With the diversity of tasks the attention of students is more viable, and using some kind of a rewarding system the learning process becomes more enjoyable. The software would take part in analysing the sentences, supervising the spelling based on the language and grammar rules applied by schools, alongside with the well proven language analysts. The users would also be able to specify their own sentences when it comes to analysing. Thereby not just the learning process for students would become easier, but the performance for teachers and educators, considering that the students would not only receive feedback of their knowledge in school, which only happens one or two times a week, but also during their independent learning processes which they can manage outside of school, since the application supports the correct fixation of material.

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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 lexical systems of the contacting languages. It should be noted that the difficulties of mastering the spelling features of lexical units are due to the peculiarities of german spelling, which is characterized by numerous rules for combining letters when writing and exceptions. The result of the research is the conclusion that the proposed classification of the development of lexical units of the german language, as practice shows, is an effective means for bilingual students to overcome difficulties in the process of forming a foreign language lexical competence.

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Orhan, U., D. Erdogmus, B. Roark, S. Purwar, Kenneth E. Hild, B. Oken, H. Nezamfar, and M. Fried-Oken. "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}. California: 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. To address these issues, we propose a novel and simple CNN which effectively learns feature representations from both raw temporal information and raw spatial information. The complexity of the proposed CNN is significantly reduced compared with state-of-the-art CNNs for BCI signal detection. We perform experiments on three benchmark datasets and compare our results with those in previous research works which report the best results. The comparison shows that our proposed CNN can increase the signal detection accuracy by up to 15.61% and the character spelling accuracy by up to 19.35%.

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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 — more surprisingly — it takes more time to read the word even when there are no errors. We show that when all other factors are balanced the effect of misspellings is more pronounced for the words with lower frequency. We compare our results with the only previous study addressing the problem of misspellings’ influence on the processing of correctly spelled words — it was conducted on the English data. It may be interesting to explore this issue in a cross-linguistic perspective. In this study, we turn to Russian, which differs from English by a more transparent orthography. Much larger corpora of unedited texts are available for English than for Russian, but, using a different way to estimate the incidence of misspellings, we obtained similar results and could also make some novel generalizations. In Experiment 1 we selected 44 words that are frequently misspelled and presented in two conditions (with or without spelling errors) and were distributed across two experimental lists. For every word, participants were asked to determine whether it is spelled correctly or not. The frequency of the word and the relative frequency of its misspelled occurrences significantly influenced the number of incorrect responses: not only it takes longer to read frequently misspelled words, it is also more difficult to decide whether they are spelled correctly. In Experiment 2 we selected 30 words from the materials of Experiment 1 and for every selected word, we found a pair that is matched for length and frequency, but is rarely misspelled due to its orthographic transparency. We used a lexical decision task, presenting these 60 words in the correct spelling, as well as 60 nonwords. We used LMMs for statistics. Firstly, the word type factor was significant: it takes more time to recognize a frequently misspelled word, which replicates the results obtained for English. Secondly, the interaction between the word type factor and the frequency factor was significant: the effect of misspellings was more pronounced for the words of lower frequency. We can conclude that high frequency words have more robust representations that resist blurring more efficiently than low frequency ones. Finally, we conducted a separate analysis showing that the number of incorrect responses in Experiment 1 correlates with RTs in Experiment 2. Thus, whether we consciously try to find an error or simply read words orthographic representations blurred due to exposure to frequent misspellings make the task more difficult.

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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. The authors present a description of some methods of formation of the phonetic competence, such as: exercises on the distinction between words as lexical units and as a "phonetic word", the correct syllabification, accent, modelling, awareness similarsocial functions.

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