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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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Koutsoftas, Anthony D. "Writing Process Products in Intermediate-Grade Children With and Without Language-Based Learning Disabilities." Journal of Speech, Language, and Hearing Research 59, no. 6 (December 2016): 1471–83. http://dx.doi.org/10.1044/2016_jslhr-l-15-0133.
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Purpose Difficulties with written expression are an important consideration in the assessment and treatment of school-age children. This study evaluated how intermediate-grade children with and without written language difficulties fared on a writing task housed within the Hayes and Berninger (2014) writing process framework. Method Sixty-four children completed a writing task whereby they planned, wrote, and revised a narrative story across 3 days. Children had extended time to produce an outline, first draft, and final copy of their story. Language transcription approaches were used to obtain measures reflecting writing productivity, complexity, accuracy, and mechanics, in addition to measures of planning and revision. Results Results indicated that children with writing difficulties produced poorer quality stories compared with their peers yet were not significantly different across all measures. Children with typical development produced longer stories with better spelling accuracy. Writing process measures predicted significant amounts of variance in writing quality across the sample. Discussion Writing should be considered as part of language assessment and intervention, whether as the sole language difficulty or alongside difficulties with speaking, listening, or reading in children with language-based learning difficulties. Implications for translation of research to practice and service delivery are provided.
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Wise, Barbara W., and Richard K. Olson. "Computer Speech and the Remediation of Reading and Spelling Problems." Journal of Special Education Technology 12, no. 3 (March 1994): 207–20. http://dx.doi.org/10.1177/016264349401200304.
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A high-quality speech synthesizer (DECtalk, by Digital Equipment Corporation) is very intelligible to children with reading disabilities. Linking the DECtalk to a microcomputer yields a “talking computer” that provides a powerful tool for research and remediation of reading and spelling problems. Two clear and related findings about children with “specific reading disability” (dyslexia) have emerged from previous research: 1) deficits in word recognition primarily cause these children's problems in reading comprehension, and 2) inherited deficits in analytic language processes underlie their difficulties in word recognition. These two findings suggest that speech support for words in text could help these children. In several studies at the University of Colorado, children with reading problems have read stories and books on talking computers for about 30 minutes a day, usually for 3–4 days per week during most of a semester. The children's word recognition and phonological decoding have improved, compared to the skills of similar students who spent the time in regular classroom language arts instruction. The studies suggest that accurate word feedback supporting the reading of text helps these readers. One goal of the research has been to compare the benefits of presenting unknown words as wholes or in segments for different students. That goal has remained somewhat elusive, with interesting interactions that have been significant but not always stable. The paper also describes a different line of study using the DECtalk in a spelling program that allows children to explore English sound-spelling patterns as they compare pronunciations of their own spelling attempts and those of the test words. The paper concludes with descriptions of a current home-based reading study and a future study exploring the benefits of computer-based phonemic awareness training prior to the reading instruction.
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Can, Eda, Ayşegül Vural, and Esra Mengi. "Phonological Deficits in Turkish Dyslexic Students." Psycholinguistics in a Modern World 15 (December 25, 2020): 111–15. http://dx.doi.org/10.31470/10.31470/2706-7904-2020-15-111-115.
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Dyslexia is a spesific learning disability that is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. Due to these difficulties, phonological component of language is also affected. Via an articulation test, it was revealed that dyslexic students made errors in some consonants both at the beginning and at the end of the words. There was a relation between the age and dyslexia on the performance of phonological tasks whereas this relation could not be found between gender and dyslexia. As proposed before, the students without dyslexia made less errors compared to the dyslexic students.
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Wimmer, Heinz. "Characteristics of developmental dyslexia in a regular writing system." Applied Psycholinguistics 14, no. 1 (January 1993): 1–33. http://dx.doi.org/10.1017/s0142716400010122.
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AbstractThe present study assessed reading difficulties and cognitive impairments of German-speaking dyslexic children at grade levels 2, 3, and 4. It was found that German dyslexic children suffered from a pervasive speed deficit for all types of reading tasks, including text, high frequency words, and pseudowords, but at the same time showed generally rather high reading accuracy. For pseudowords, reading refusals or word responses were absent, and the majority of errors was close to the target pronunciation. Reading speed seemed to be most impaired for pseudowords and function words that did not allow the children to take a short-cut from phonemically mediated word processing. The discussion offers a developmental framework for the interpretation of these reading difficulties. For the cognitive tasks, dyslexic children did not differ from age-matched control children on the pseudoword repetition task or the digit span task, indicating that auditory perception and memory were not impaired. On phonological awareness tasks (rhyme oddity detection, vowel substitution, and pseudoword spelling), dyslexic children scored lower than age-matched control children, but not lower than younger reading-level control children. The performance of the dyslexic children on the phonemic segmentation tasks (pseudoword spelling and vowel substitution) was high in absolute terms. In contrast, marked differences between dyslexic and age-matched controls were found on rapid naming tasks: dyslexic grade 4 children showed lower numeral-naming speed than reading-level grade 2 children. Numeral-naming speed turned out to be the most important predictor of reading speed differences. These findings are discussed in relation to the phonological impairment explanation of dyslexia and to recent alternative explanations that posit an underlying impairment in automatizing skills which demand the fast execution of low-level cognitive processes.
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Georgitsi, Marianthi, Iasonas Dermitzakis, Evgenia Soumelidou, and Eleni Bonti. "The Polygenic Nature and Complex Genetic Architecture of Specific Learning Disorder." Brain Sciences 11, no. 5 (May 14, 2021): 631. http://dx.doi.org/10.3390/brainsci11050631.
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Specific Learning Disorder (SLD) is a multifactorial, neurodevelopmental disorder which may involve persistent difficulties in reading (dyslexia), written expression and/or mathematics. Dyslexia is characterized by difficulties with speed and accuracy of word reading, deficient decoding abilities, and poor spelling. Several studies from different, but complementary, scientific disciplines have investigated possible causal/risk factors for SLD. Biological, neurological, hereditary, cognitive, linguistic-phonological, developmental and environmental factors have been incriminated. Despite worldwide agreement that SLD is highly heritable, its exact biological basis remains elusive. We herein present: (a) an update of studies that have shaped our current knowledge on the disorder’s genetic architecture; (b) a discussion on whether this genetic architecture is ‘unique’ to SLD or, alternatively, whether there is an underlying common genetic background with other neurodevelopmental disorders; and, (c) a brief discussion on whether we are at a position of generating meaningful correlations between genetic findings and anatomical data from neuroimaging studies or specific molecular/cellular pathways. We conclude with open research questions that could drive future research directions.
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LANDERL, KARIN, and HEINZ WIMMER. "Deficits in phoneme segmentation are not the core problem of dyslexia: Evidence from German and English children." Applied Psycholinguistics 21, no. 2 (June 2000): 243–62. http://dx.doi.org/10.1017/s0142716400002058.
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A widely held assumption about dyslexia is that difficulties in accessing the constituent phonemes of the speech stream are responsible for specific reading and spelling difficulties. In consistent orthographies, however, the acquisition of accurate phonological recoding and phonemic awareness was found to pose much less difficulty than in English, and even dyslexic children were found to exhibit high levels of performance in phonemic segmentation (Wimmer, 1993). Nevertheless, using a rather complex phonological awareness and manipulation task (spoonerisms: MAN–HAT → HAN–MAT), Landerl, Wimmer, and Frith (1997) found support for the original position on phonological awareness deficit, as both German and English dyslexic children showed poor performance. In the present studies, the spoonerism responses of Landerl et al. were reanalyzed such that children were given credit for partially correct responses (e.g., a response of HAN for MAN–HAT). Such partially correct responses were taken to indicate full segmentation of both stimulus words at the onset–rime level. The effect of this rescoring was that the error rate dropped from 76% to 26% for the English dyslexic children and from 63% to 15% for the German dyslexic children. Even higher performance levels, although not perfect as for the age-matched control children, were found on a nonword spelling task in both groups. A second study examined the segmentation of consonant clusters in younger German dyslexic children and found performance levels of about 90% correct when memory problems were ruled out. We argue that, at least in the context of a consistent orthography (and a phonics-based teaching approach), deficits in phoneme awareness are only evident in the early stages of reading acquisition, whereas rapid naming and phonological memory deficits are more persistent in dyslexic children.
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Limpo, Teresa, and Rui A. Alves. "Tailoring Multicomponent Writing Interventions: Effects of Coupling Self-Regulation and Transcription Training." Journal of Learning Disabilities 51, no. 4 (May 10, 2017): 381–98. http://dx.doi.org/10.1177/0022219417708170.
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Writing proficiency is heavily based on acquisition and development of self-regulation and transcription skills. The present study examined the effects of combining transcription training with a self-regulation intervention (self-regulated strategy development [SRSD]) in Grade 2 (ages 7–8). Forty-three students receiving self-regulation plus transcription (SRSD+TR) intervention were compared with 37 students receiving a self-regulation only (SRSD only) intervention and 39 students receiving the standard language arts curriculum. Compared with control instruction, SRSD instruction—with or without transcription training—resulted in more complex plans; longer, better, and more complete stories; and the effects transferred to story written recall. Transcription training produced an incremental effect on students’ composing skills. In particular, the SRSD+TR intervention increased handwriting fluency, spelling accuracy for inconsistent words, planning and story completeness, writing fluency, clause length, and burst length. Compared with the SRSD-only intervention, the SRSD+TR intervention was particularly effective in raising the writing quality of poorer writers. This pattern of findings suggests that students benefit from writing instruction coupling self-regulation and transcription training from very early on. This seems to be a promising instructional approach not only to ameliorate all students’ writing ability and prevent future writing problems but also to minimize struggling writers’ difficulties and support them in mastering writing.
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Ulitkin, Ilya, Irina Filipova, Natalia Ivanova, and Yuriy Babaev. "Use and translation of abbreviations and acronyms in scientific texts." E3S Web of Conferences 210 (2020): 21006. http://dx.doi.org/10.1051/e3sconf/202021021006.
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Most new concepts both in the Russian and English languages are expressed using phrases or compound words, because such complex words make it possible to represent a particular concept with completeness and accuracy. But multicomponent terms—complex words and phrases—are cumbersome; therefore, there is a need to abbreviate them in one way or another. In some cases this leads to the use of short versions of the term in the form of only one main component, while in others, various types of abbreviations are used, which can save time. However, their imprecise or incorrect translation can change or confuse the intended meaning. The paper discusses the differences in using abbreviations and acronyms in British and American scientific texts, as well as difficulties of their translation and optimal strategies of interlanguage adaptation. The investigation is performed using various research techniques, including a comparative method, a continuous sampling method, semantic structure analysis, and contextual analysis. It is shown that the existing modern classifications of abbreviations greatly differ in linguistic scientific literature and lexical units are abbreviated using various methods. It is found that there exist various traditions of their usage in scientific and technical texts. It is demonstrated that various standards for introducing, spelling, and punctuating abbreviations and acronyms in British and American scientific journals pose additional difficulties in the work of a translator in the field of science and technology, provokes translation errors and requires the use of normalization and explication as the main strategies for their translation. The paper may be of interest for those who translate scientific texts for British and American readership.
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Bukovtsova, Nina Ivanovna. "Difficulties of developing secondary school students’ spelling skills." Samara Journal of Science 5, no. 3 (September 1, 2016): 148–54. http://dx.doi.org/10.17816/snv20163302.
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The paper presents theoretical approaches to secondary school students spelling rule acquisition. It defines the main terms: spelling, skill, spelling skill, spelling activities, spelling task, spelling observation and control skill, dysgraphia, dysorthography. The author describes types of spelling skills developed at school: finding parts of words spelt according to the spelling rules, spelling words according to the rules, graphic marking of difficult spelling, finding and correcting spelling mistakes. The paper reveals conditions and criteria of successful school students spelling skills development: high scientific level of teaching spelling, correlation of spelling skills and speech development, knowledge of spelling rules and the scheme of their application, a thoroughly developed system of exercises to practice the rules. The author focuses on difficulties of using these rules in writing: difficulties of spelling rules acquisition caused by spelling rules variety, poor formedness of cognition, low motivation level, inability to process information and difficulties in applying spelling rules related to spelling task setting and its solution. The author describes mistakes caused by poor spelling rules acquisition such as mistakes in words and their significant parts, mistakes in cursive, separate and hyphenate word spelling, mistakes in capital and small letter usage, mistakes in word break. Differential diagnostics of specific spelling mistakes is presented. The types of dysorthography and their characteristics are defined. The paper lists the principles of Russian spelling the breach of which results in mistakes.
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Kochubei, Viktoriia. "CHALLENGES OF WRITING ACADEMIC ESSAYS AND WAYS OF OVERCOMING THEM." Germanic Philology Journal of Yuriy Fedkovych Chernivtsi National University, no. 831-832 (2021): 147–56. http://dx.doi.org/10.31861/gph2021.831-832.147-156.
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The paper highlights major challenges in writing academic essays. The article reveals the role of essay writing in studying, communication, creating and conveying information. The work on an academic essay requires development of three types of competences – metalinguistic, communicative and discourse competence. Difficulties in writing essays emerge when learners fail to recognize essential text properties – text cohesion and coherence, informativeness and modality. Lack of a deep analysis of the subject under study, superficial conclusions and poor analytical skills result in producing a one-dimensional, linear text. Insufficiently reasoned structure elements of the text can sometimes provoke learners to provide examples contrary to the topic sentence. The main way of solving this problem is making a logical and structural scheme, – an outline, before starting to write the text. It is equally important to follow the principle of ordering information, organizing the material in a certain succession, keeping the line of reasoning throughout the text. Learners can choose a relevant way of information organization – cause and effect, chronological, spacial and thematic. The article contains examples of exercises aimed at choosing an appropriate way of representing information and exercises for developing discourse competence. Another category of difficulties embraces lexical and stylistic, grammar and spelling mistakes. These errors deal with the operational dimension of the text and their prevention requires developing necessary competencies by doing special exercises to improve the technical aspects of writing. Writing an essay implies keeping to the language norms, grammar and stylistic accuracy. Scientific and research papers are characterized by developed syntactic constructions, complex sentences with clauses of cause and result, abstract vocabulary, while colloquial words and expressions must be omitted. Academic essay is viewed as a product of analytical research work, as a multidimensional text that integrates operational, cultural and critical components. The content of the academic text depends primarily on the depth of information analysis and its critical comprehension. The profound research work triggers the generation of new ideas. Regular and stage-by-stage work on writing the academic essay promotes the development of academic literacy skills. In addition, writing essays helps to train analytical and metalinguistic skills, shapes a personality, capable of thinking critically and articulating ideas.
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Shin, Ga-Young, and Soyeong Pae. "The Development of Spelling for Children with/without Spelling Difficulties." Communication Sciences & Disorders 25, no. 3 (September 30, 2020): 581–93. http://dx.doi.org/10.12963/csd.20743.
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Sampaio, Maria Nobre, and Simone Aparecida Capellini. "Intervention program efficacy for spelling difficulties." CoDAS 26, no. 3 (June 2014): 183–92. http://dx.doi.org/10.1590/2317-1782/201420140374.
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OBJECTIVE: To develop an intervention procedure for spelling difficulties and to verify the effectiveness of the intervention program in students with lower spelling performance. METHOD: We developed an intervention program for spelling difficulties, according to the semiology of the errors. The program consisted of three modules totaling 16 sessions. The study included 40 students of the third to fifth grade of public elementary education of the city of Marilia (SP), of both genders, in aged of eight to 12 years old, being distributed in the following groups: GI (20 students with lower spelling performance) and GII (20 students with higher spelling performance). In situation of pre and post-testing, all groups were submitted to the Pro-Orthography. RESULTS: The results statistically analyzed showed that, in general, all groups had average of right that has higher in post-testing, reducing the types of errors second semiologycal classification, mainly related to natural spelling errors. However, the results also showed that the groups submitted to the intervention program showed better performance on spelling tests in relation to not submitted. CONCLUSION: The intervention program developed was effective once the groups submitted showed better performance on spelling tests in relation to not submitted. Therefore, the intervention program can help professionals in the Health and Education to minimize the problems related to spelling, giving students an intervention that is effective for the development of the spelling knowledge.
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Alipour, Maryam, Khazriyati Salehuddin, and Siti Hamin Stapa. "An Overview of the Persian EFL learners’ Spelling Difficulties." International Journal of Multicultural and Multireligious Understanding 6, no. 6 (December 13, 2019): 127. http://dx.doi.org/10.18415/ijmmu.v6i6.822.
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Spelling is considered a difficult skill for foreign and second language learners of English as the ability to spell in English language comes with a lot of effort, particularly when the English spelling system is known to be a complex system, even among native speakers. The difficulties could be linguistic and extra-linguistic. This conceptual paper reviews the differences and similarities between English and Persian spelling system, the sages of spelling difficulties among children, particularly the approach suggested by Tabrizi, Tabrizi, and Tabrizi (2013)in which the stages of learning spelling among Iranian learners are analyzed. The types of morphological, phonological, and orthographical spelling difficulties, factors contributing to the spelling difficulty, as well as a comprehensive literature review of EFL studies conducted on English spelling are provided in this paper. Finally, the mental processing and the role of memory are discussed briefly. It was concluded that examining the differences between the learners’ first language and English language may provide useful insights into the English spelling problems faced by EFL learners.
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Hilte, Maartje, Mieke Bos, and Pieter Reitsma. "Effects of spelling pronunciations during spelling practice in Dutch." Written Language and Literacy 8, no. 2 (December 31, 2005): 61–77. http://dx.doi.org/10.1075/wll.8.2.06hil.
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Because it is often assumed that difficulties in spelling are of phonological origin, the aim of this study was to examine whether emphasis on the pronunciation of individual graphemes is beneficial for learning to spell words in poor spellers. In the first experiment Dutch children with a spelling deficit had to practice words in two types of exercises: (1) full production after memorizing the orthographic pattern, and (2) a special pronunciation, so-called spelling pronunciation, accompanied by full production after memorizing. Spelling pronunciation showed to have no additional effect on spelling. The orthographic information might have overruled the effect of spelling pronunciation. Therefore, in Experiment 2 orthographic information was excluded from the comparison between training with spelling pronunciation and training with normal pronunciation. Spelling pronunciation appeared to be more effective than normal pronunciation. However, spelling pronunciation was as effective as priming the orthography in memorization training, which may indicate that the common process of uncovering orthographic details is the main driving force for accelerated learning.
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Kohnen, Saskia, and Lyndsey Nickels. "Teaching Children With Developmental Spelling Difficulties in a One-on-One Context." Australasian Journal of Special Education 34, no. 1 (May 1, 2010): 36–60. http://dx.doi.org/10.1375/ajse.34.1.36.
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AbstractThe aim of this article is to provide clinical and practical guidance for the provision of one-on-one intervention for children with spelling difficulties. We briefly discuss the requirements of theoretically guided assessment and suggest some norm-based assessment tools in this light. The main focus of this article is on teaching children with spelling difficulties in a one-on-one context. Previous research has shown that children present with spelling difficulties of different types and that intervention is most effective when targeted at the specific difficulty. Hence, we outline different interventions for different subtypes of developmental spelling difficulties.
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Lombardino, Linda J., Tara Bedford, Christine Fortier, Jennifer Carter, and John Brandi. "Invented Spelling." Language, Speech, and Hearing Services in Schools 28, no. 4 (October 1997): 333–43. http://dx.doi.org/10.1044/0161-1461.2804.333.
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Types and distributions of spelling patterns were identified in the invented spelling samples of 100 children in the second semester of their kindergarten year. Invented spellings were studied because they provide a valid measure of children’s phonemic awareness in print—a skill that is highly correlated with reading success in the early stages of literacy acquisition. The subjects’ spelling errors were used to develop a taxonomy of 10 invented spelling patterns and 21 response types that characterized the children’s most frequently occurring spellings of graphemes targeted for analysis in 12 words. The acquisition of spelling patterns was examined by dividing the children into three groups based on the phonemic accuracy of their spellings on a pre-readirng instrument. A developmental ordering of spelling patterns is presented and relationships among phonological awareness, spelling, and reading are discussed as they are relevant to speech-language pathologists treating children who are at risk for reading disabilities.
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Ostad, Snorre A. "Comorbidity between mathematics and spelling difficulties." Logopedics Phoniatrics Vocology 23, no. 4 (January 1998): 145–54. http://dx.doi.org/10.1080/140154398434040.
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Rodríguez, Cristina, and Rebeca Villarroel. "Predicting Handwriting Difficulties Through Spelling Processes." Journal of Learning Disabilities 50, no. 5 (March 14, 2016): 504–10. http://dx.doi.org/10.1177/0022219416633863.
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This study examined whether spelling tasks contribute to the prediction of the handwriting status of children with poor and good handwriting skills in a cross-sectional study with 276 Spanish children from Grades 1 and 3. The main hypothesis was that the spelling tasks would predict the handwriting status of the children, although this influence would decrease with age due to a gradual automatization of handwriting skills. The results confirmed this hypothesis. Another interesting result was that the pattern of pseudoword and irregular word spellings as predictors of handwriting status changed from Grade 1 to Grade 3. In Grade 1, the pseudoword spelling task made a significant contribution, whereas the irregular word spelling task did not. The opposite pattern was found in Grade 3. These results may be a consequence of progressive acquisition of orthographic representations. The orthographic role of the task of writing the alphabet in order from memory in the prediction model was also analyzed. The writing of the alphabet in order from memory task made a significant contribution to the prediction of handwriting status of the children beyond the orthographic influence of spelling tasks. The additional effect of this task on the prediction of handwriting status is presumably due to the fact that this measure is based on fluency.
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Klesczewski, Julia, Janin Brandenburg, Anne Fischbach, Dietmar Grube, Marcus Hasselhorn, and Gerhard Büttner. "Working Memory Functioning in Children With Poor Mathematical Skills." Zeitschrift für Psychologie 223, no. 2 (July 10, 2015): 83–92. http://dx.doi.org/10.1027/2151-2604/a000206.
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Previous research on working memory (WM) in children with poor mathematical skills has yielded heterogeneous results, possibly due to inconsistent consideration of the IQ–achievement discrepancy and additional reading and spelling difficulties. To examine the impact of both, the WM of 68 average-achieving and 68 low-achieving third-graders in mathematics was assessed. Preliminary analyses showed that poor mathematical skills were associated with poor WM. Afterwards, children with isolated mathematical difficulties were separated from those with additional reading and spelling difficulties. Half of each group fulfilled the IQ–achievement discrepancy, resulting in a 2 (additional reading and spelling difficulties: yes/no) by 2 (IQ–achievement discrepancy: yes/no) factorial design. Analyses revealed that not fulfilling the IQ–achievement discrepancy was associated with poor visual WM, whereas additional reading and spelling difficulties were associated with poor central executive functioning in children fulfilling the IQ–achievement discrepancy. Therefore, WM in children with poor mathematical skills differs according to the IQ–achievement discrepancy and additional reading and/or spelling difficulties.
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Bradley, John M., and Priscilla Vacca King. "Effects of Proofreading on Spelling: How Reading Misspelled and Correctly Spelled Words Affects Spelling Accuracy." Journal of Reading Behavior 24, no. 4 (December 1992): 413–32. http://dx.doi.org/10.1080/10862969209547789.
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The effects of proofreading on the spelling accuracy of fifth-grade students were studied by having them read and detect errors in text containing misspelled words. The treatment involved an error detection task requiring a decision as to whether an underlined stimulus word embedded in a sentence was correctly spelled or misspelled. Serving as their own controls, the students were exposed to three spelling exposure frequency conditions during the proofreading treatment: (a) four exposures to a misspelling, (b) two exposures to a misspelling and two exposures to the correct spelling, and (c) four exposures to the correct spelling. The students proofread two types of spelling words in terms of sound-spelling correspondence; half were predictable and half were unpredictable. The major finding was that exposure to correctly spelled words did improve spelling accuracy for immediate and delayed posttests. Exposure to misspelled words did not significantly affect the spelling accuracy of the sample as a whole, but the accuracy of a few outliers was substantially impaired. Unpredictable words were found more difficult to spell than predictable words. No interaction was found between spelling ability and spelling accuracy improvement as the result of proofreading correctly spelled words; poor spellers improved as much as average and good spellers.
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Jackson, Craig C., Deslea M. Konza, Jill Ben‐Evans, and Steven Roodenrys. "Spelling accuracy for secondary students with spelling difficulties:Using phonetic codes and technology." Australian Journal of Learning Disabilities 8, no. 1 (March 2003): 23–29. http://dx.doi.org/10.1080/19404150309546720.
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Chung, Kevin Kien Hoa, and Chun Bun Lam. "Cognitive-Linguistic Skills Underlying Word Reading and Spelling Difficulties in Chinese Adolescents With Dyslexia." Journal of Learning Disabilities 53, no. 1 (October 21, 2019): 48–59. http://dx.doi.org/10.1177/0022219419882648.
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The present study investigated the co-occurrence of word reading and spelling difficulties for Chinese first language (L1) and English second language (L2) and the role of morphological awareness in word reading and spelling ability across two languages. A total of 110 Hong Kong Chinese-speaking students in Grade 7, including 55 adolescents with dyslexia (28 males, mean age = 152.11 months) and 55 typically developing adolescents (27 males, mean age = 151.85 months) participated. They were assessed on the cognitive-linguistic measures of morphological awareness, phonological awareness, vocabulary knowledge, rapid naming, word reading, and word spelling in L1 and L2. Multivariate analysis of variance showed that compared with the typical students, adolescents with dyslexia had poorer performance in all L1 and L2 measures except the phonological awareness in Chinese. Hierarchical regression analysis indicated that for both groups of students, morphological awareness contributed uniquely to word reading and spelling in L1 and L2; rapid letter naming contributed uniquely to English word spelling. Findings highlight the importance of co-occurring difficulties in L1 and L2 reading and spelling and that morphological awareness may play a critical role in predicting word reading and spelling across languages for Chinese adolescents with dyslexia and those without difficulty.
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Stackhouse, Joy. "Persisting Speech Difficulties, Spelling, and Phonological Awareness." Perspectives on Language Learning and Education 14, no. 3 (October 2007): 5–10. http://dx.doi.org/10.1044/lle14.3.5.
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Sénéchal, Monique, Michelle T. Basque, and Tina Leclaire. "Morphological knowledge as revealed in children’s spelling accuracy and reports of spelling strategies." Journal of Experimental Child Psychology 95, no. 4 (December 2006): 231–54. http://dx.doi.org/10.1016/j.jecp.2006.05.003.
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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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Haggan, Madeline. "Actual and Self-perceived Spelling Accuracy in Kuwaiti EFL Students: Some Practical and Theoretical Implications." TESL Canada Journal 10, no. 2 (October 26, 1993): 55. http://dx.doi.org/10.18806/tesl.v10i2.618.
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A spelling elicitation test on common English spelling errors already collected from native Arabic-speaking students was devised and administered to 25 Remedial and 25 Fourth Year students from the English Department of Kuwait University. In addition to providing the targetted words, students were also required to score each response as follows: 4 if they were sure they had spelled the word correctly, 3 if they felt it was probably correct, 2 if they felt it was probably wrong, and 1 if they felt it was definitely wrong. Results showed that there was no significant difference between the two groups on the self-ratings, with both showing a high level of confidence over IN1RODUCTION the accuracy of their spelling whether they were spelling words correctly or incorrectly. Since, in general, both groups' actual spelling accuracy was far lower than their self-perceived spelling accuracy, this points to a situation in which students do not know that they do not know. A personality test administered to the students showed a strong bias towards extra-version and a correlation was found between scores on spelling confidence and degree of extraversion. The findings are discussed from the point of view of their implications for (a) methods of collecting spelling errors for analytical study and (b) the Monitor model.
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Temple, Christine M. "Developmental surface dysgraphia: A case report." Applied Psycholinguistics 6, no. 4 (December 1985): 391–405. http://dx.doi.org/10.1017/s0142716400006329.
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ABSTRACTThe spelling performance of a 17-year-old developmental dysgraphic. K. M., is compared to that of T. P. (Hatfield & Patterson, 1983), an acquired dysgraphic. Both make errors which are phonologically valid and spell regular words better than irregular words. Within the words, relative difficulty in spelling is also similar and may result from the effects of length, frequency and. for exception words, the presence or absence of a similarly spelt word. The spelling performance of K. M. may be interpreted as reflecting a phonological routine. The correspondences involved in this system do not differ from those used by normal children of the same spelling age. Subtle deficits in reading may have contributed to spelling difficulties.
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Ibrahim, Raphiq, and Samih Badarny. "Effect of Empathic Tones on Spelling Ability among Native Arab Children." JOURNAL OF ADVANCES IN LINGUISTICS 6, no. 1 (May 21, 2015): 823–28. http://dx.doi.org/10.24297/jal.v6i1.4555.
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Little research has been conducted on the development of spelling in general and in the Arabic language in particular. In this research, we intend to examine the effect of empathic tones in words on the accuracy of spelling. The study included 162 elementary school children. They were asked to spell concrete nouns, including frequently and less frequently used words, from literary and spoken Arabic containing both empathic and non-empathic tones. Significant effect of empathic tones on spelling accuracy was found. This manifested itself in a better spelling performance of words without empathic tones than in words with empathic tones. The research results reinforce a specific characteristic of Arabic orthography and emphasize the need for appropriate intervention to improve the spelling abilities of children.
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Golovaneva, T. A. "Publication of Koryak folklore texts: causes of orthography variability." Languages and Folklore of Indigenous Peoples of Siberia, no. 41 (2021): 79–94. http://dx.doi.org/10.25205/2312-6337-2021-1-79-94.
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This work is motivated by graphic and orthographic difficulties in preparing Koryak texts for publication in the “Monuments of Folklore of the Peoples of Siberia and the Far East.” Koryak language spelling difficulties are analyzed for the first time, particularly non-trivial cases of ambiguous spelling requiring comprehension and codification. For example, the spelling of equivocal vowel sound [ә] proves a problem. The normative spelling not allowing two conso- nants at the beginning of a word is due to the historical reconstruction of the Koryak phonological system. However, the indefinite vowel [ә] sometimes is reduced so as not to be identified by the modern Koryak speakers, with its designation with the letter ы [ә] causing reading mistakes. Also, the spelling of йи [ji] or йы [jә] is complicated, with the choice between these two variants based on morphologic principle and defined by this syllable position in the word: root morpheme, affix or in between two morphemes. The spelling of soft consonant followed by equivocal sound [ә], designated in writing by ы [ә], remains to be identified. This combination provokes orthographic variability observed in th-ɣe publications in Koryak. Variability appears in spellings of word forms with -гыйӈ [-ɣәjŋ], -ӈыйт [-ŋәjt] and in spellings of double consonants between two morphemes. The orthographic variability in Koryak publications is due to the conflict in phonemic and morphologic principles relevant for Koryak spelling. Moreover, given the dominant bilingualism, Koryak writing is strongly influenced by the Russian spelling, making the possibility of developing a national writing culture questionable.
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Kim, Esther S., Kindle Rising, Steven Z. Rapcsak, and Pélagie M. Beeson. "Treatment for Alexia With Agraphia Following Left Ventral Occipito-Temporal Damage: Strengthening Orthographic Representations Common to Reading and Spelling." Journal of Speech, Language, and Hearing Research 58, no. 5 (October 2015): 1521–37. http://dx.doi.org/10.1044/2015_jslhr-l-14-0286.
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Purpose Damage to left ventral occipito-temporal cortex can give rise to written language impairment characterized by pure alexia/letter-by-letter (LBL) reading, as well as surface alexia and agraphia. The purpose of this study was to examine the therapeutic effects of a combined treatment approach to address concurrent LBL reading with surface alexia/agraphia. Method Simultaneous treatment to address slow reading and errorful spelling was administered to 3 individuals with reading and spelling impairments after left ventral occipito-temporal damage due to posterior cerebral artery stroke. Single-word reading/spelling accuracy, reading latencies, and text reading were monitored as outcome measures for the combined effects of multiple oral re-reading treatment and interactive spelling treatment. Results After treatment, participants demonstrated faster and more accurate single-word reading and improved text-reading rates. Spelling accuracy also improved, particularly for untrained irregular words, demonstrating generalization of the trained interactive spelling strategy. Conclusion This case series characterizes concomitant LBL with surface alexia/agraphia and demonstrates a successful treatment approach to address both the reading and spelling impairment.
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Bailey, Benjamin, and Joanne Arciuli. "Subskills associated with spelling ability in children with and without autism spectrum disorders." Autism & Developmental Language Impairments 3 (January 2018): 239694151880380. http://dx.doi.org/10.1177/2396941518803807.
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Background and aims Effective literacy instruction demands a clear understanding of the subskills that underpin children’s reading and writing abilities. Some previous research on reading has questioned whether the same subskills support literacy acquisition for typically developing children and children with autism spectrum disorders. This study examined the subskills associated with spelling ability in a group of 20 children with ASD aged 5–12 years (ASD group). A group of 20 typically developing children matched for age and word spelling accuracy (TD group) provided comparative data. Methods Participants completed standardised assessments of vocabulary, phonological awareness, letter knowledge and word spelling. Errors produced in response to the word spelling assessment were analysed for evidence of phonological awareness. In addition, all spelling attempts were analysed for evidence of phonological, orthographic, and morphological awareness, ‘linguistic awareness’, using the Computerised Spelling Sensitivity System. Results Correlation and regression analyses showed statistically significant relationships between phonological awareness and word spelling accuracy for children in the ASD and TD groups. Spelling errors produced by both groups contained evidence of phonological awareness. Analysis of all spelling attempts showed that the overall level of linguistic awareness encoded by children in the ASD and TD groups was not significantly different. Conclusions These findings provide evidence that phonological awareness and other subskills support spelling in children with autism spectrum disorders as they do in typically developing children. Implications The similar spelling profiles exhibited by children with autism spectrum disorders and their typically developing peers suggest that these populations may benefit from literacy instruction that targets the same underpinning subskills.
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DeMaster, Vicki K., Cathy L. Crossland, and Ted S. Hasselbring. "Consistency of Learning Disabled Students' Spelling Performance." Learning Disability Quarterly 9, no. 1 (February 1986): 89–96. http://dx.doi.org/10.2307/1510406.
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Spelling accuracy and error patterns were assessed to determine the consistency of learning disabled subjects' spelling performance on varying forms of word presentations. A dictated word list assessment and a dictated paragraph assessment were administered to 20 learning disabled students in third through sixth grade. A detailed error analysis, based on phonetic principles and predictable generalizations, was performed on all misspelled words. Results indicated that the learning disabled subjects' spelling accuracy was consistent across the two dictation formats. This consistency did not vary greatly between good and poor spellers. Comparisons of the two forms of dictated presentations revealed that the specific types of spelling errors demonstrated also were quite consistent. Such error-pattern consistency indicates that the learning disabled subjects utilized systematic approaches to spelling dictated words. Hence, the findings support the use of diagnostic error-analysis techniques with learning disabled students, as well as a structured approach to the teaching of spelling related to orthography patterns.
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Rodríguez-Ferreiro, Javier, Carmen Martínez, Ana-Julia Pérez-Carbajal, and Fernando Cuetos. "Neural correlates of spelling difficulties in Alzheimer’s disease." Neuropsychologia 65 (December 2014): 12–17. http://dx.doi.org/10.1016/j.neuropsychologia.2014.10.006.
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Gerlach, David. "Reading and spelling difficulties in the ELT classroom." ELT Journal 71, no. 3 (November 19, 2016): 295–304. http://dx.doi.org/10.1093/elt/ccw088.
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Graham, Steve, and Sally Freeman. "Strategy Training and Teacher- vs. Student-Controlled Study Conditions: Effects on LD Students' Spelling Performance." Learning Disability Quarterly 9, no. 1 (February 1986): 15–22. http://dx.doi.org/10.2307/1510397.
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This study examined learning disabled students' spelling performance in response to strategy training and variations in study conditions. After training in the use of a five-step study strategy, subjects studied spelling words under one of three conditions: (a) directed study; (b) student-controlled; and (c) teacher-monitored. Students assigned to a control group studied words in any manner they chose. Results indicated that students who were taught the five-step study strategy recalled the correct spelling of more words than controls who devised their own study method. However, the spelling performance of students who received strategy training was not differentially affected by variations in study conditions. Results were interpreted to suggest that learning disabled students' spelling difficulties are associated with problems in self-regulation of organized, strategic behavior.
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Graham, Steve, and Sally Freeman. "Strategy Training and Teacher- vs. Student-Controllled Study Conditions: Effects on LD Students' Spelling Performance." Learning Disability Quarterly 8, no. 4 (November 1985): 267–74. http://dx.doi.org/10.2307/1510590.
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This study examined learning disabled students' spelling performance in response to strategy training and variations in study conditions. After training in the use of a five-step study strategy, subjects studied spelling words under one of three conditions: (a) directed study; (b) student-controlled; and (c) teacher-monitored. Students assigned to a control group studied words in any manner they chose. Results indicated that students who were taught the five-step study strategy recalled the correct spelling of more words than controls who devised their own study method. However, the spelling performance of students who received strategy training was not differentially affected by variations in study conditions. Results were interpreted to suggest that learning disabled students' spelling difficulties are associated with problems in self-regulation of organized, strategic behavior.
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Yule, Valerie. "The Design of Spelling to Match Needs and Abilities." Harvard Educational Review 56, no. 3 (September 1, 1986): 278–98. http://dx.doi.org/10.17763/haer.56.3.vn1l1q5556421354.
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Valerie Yule writes about the importance and timeliness of systematic changes in the spelling of English and considers the wide range of learning needs of language users as well as the traditional assumptions which account for the resistance to spelling change. English spelling,the author suggests, not only makes the achievement of literacy generally difficult but results in the uneven distribution of power and opportunity. She proposes areas for research that could lead to creative and practical ways to resolve these difficulties.
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Argyropoulos, Vassilios, and Vassilios Papadimitriou. "Spelling accuracy and students with visual impairments: A quantitative and qualitative approach of spelling errors." International Journal of Educational Research 83 (2017): 135–41. http://dx.doi.org/10.1016/j.ijer.2017.03.002.
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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 (December 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 articles, the following descriptors were used: "dislexia" or "dyslexia" with the free terms "ortografia" or "spelling". One aspect should be highlighted: some works indicate that difficulties in the spelling performance by dyslexics are not exclusively due to phonological processing failures - they are also secondary to alterations in orthographic processing. A challenge faced by dyslexics is to retain phonological information to use in writing new orthographic forms. Researchers suggest that intervention strategies include phonological, orthographic and lexical activities. It is observed that few studies have analyzed the difficulties that dyslexics face when dealing with new words, as well as writing, correctly, frequently used words in their own language.
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Masterson, Julie, and Kenn Apel. "Monitoring Progress in Spelling Improvement." Perspectives on Language Learning and Education 20, no. 4 (October 2013): 140–52. http://dx.doi.org/10.1044/lle20.4.144.
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In this paper, we discuss the Spelling Sensitivity System (SSS), an accuracy metric basedon the level of linguistic knowledge evidenced by student spellings. The procedure can beused by SLPs to baseline and monitor their students' progress associated with word-levelliteracy instruction. The SSS has the relative speed of a binary scoring system yetincorporates facets of the multilinguistic theory of spelling development. Use of the SSSsystem to represent baseline performance and monitor progress of the clinical case isillustrated.