Academic literature on the topic 'Spelling books'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Spelling books.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Journal articles on the topic "Spelling books"
1
Rutkowska, Hanna. "Morphological Spelling." International Journal of English Studies 20, no. 2 (October 19, 2020): 31–45. http://dx.doi.org/10.6018/ijes.392581.
Full textAbstract:
This study aims at contributing to the discussion on the role of the early printers in the regularisation and standardisation of the English spelling. It assesses the degree of early printers’ (in)consistency concerning morphological spelling, in particular the spelling of third person singular present tense (indicative) inflectional endings of verbs in six editions of The book of good maners (1487–1526), printed by William Caxton, Richard Pynson and Wynkyn de Worde. The analysis suggests that early printers could have been interested in regularising spelling already before normative guidance from scholars became available in the form of grammars and spelling books, that is before the middle of the sixteenth century. However, the levels of the printers’ spelling consistency varied, depending on the particular printing house and edition.
2
Zhang, Liwen. "Great Expectations and Dickens’s Spelling Book Predicament." Journal of Victorian Culture 24, no. 4 (November 2, 2018): 507–20. http://dx.doi.org/10.1093/jvcult/vcy061.
Full textAbstract:
Abstract In Great Expectations (1860–61), Pip and Herbert’s formal introduction to each other in London is a rare occasion on which Pip discloses his first name to someone else, and even more unexpectedly, accepts a blacksmith-related nickname with alacrity. Herbert asks Pip to address him on a first-name basis, and Pip, in return, reveals his first name Philip. Herbert dislikes this name, for ‘it sounds like a moral boy out of a spelling book’. Instead, he proposes a familiar name ‘Handel’, namesake of the famous composer. While previous scholarship has extensively explored the various possible connotations of ‘Pip’ and ‘Handel’, it has not adequately examined the connection between ‘Handel’ and Dickens’s passing comment on spelling books. This paper examines the complex intertextuality between Dickens’s novels and spelling books. For Dickens, the spelling book not only represents an unpleasant type of elementary schoolbook or an undesirable method of teaching; it stands for the arbitrary blend of literacy training and moral cultivation. Although Dickens welcomed both of these undertakings, he objected to the common pedagogical practice of learning to read by memorizing moral tales. As he implies in Great Expectations, a good moral tale should be morally ambivalent and narratively sophisticated. Instead of being memorized and taken for granted like a spelling-book text, it should elicit empathy and encourage idiosyncratic interpretation. The spelling-book mentality is a predicament for a novel writer, and a hurdle in the way of sympathetic reading of a novel. A novel may be moralistic, but it belongs first and foremost to the realm of knowledge and experience, rather than the vacuum of innocence.
3
Condorelli, Marco. "The rationalisation of vowel diacritic spelling in Early Modern English (1500–1700)." Journal of Historical Sociolinguistics 8, no. 2 (October 1, 2022): 293–323. http://dx.doi.org/10.1515/jhsl-2021-0008.
Full textAbstract:
Abstract During the sixteenth and the seventeenth centuries, a number of spelling solutions gradually became established in English as ways to indicate vowel quality, namely whether a vowel sound was different from another, and vowel quantity, that is to say whether a vowel was long or short. Among the solutions that arose to indicate vowel quality, <ea> and <oa> were introduced for spellings like sea and boat. For vowel quantity, ‘single’ consonants in pairs like <g> and <dg>, <ch> and <tch>, as well as <k> and <ck> began to be used for immediately preceding long vowels. My contribution explores all of the examples of vowel diacritic spelling mentioned above in printed English between 1500 and 1700, using a quantitative model for the analysis of patterns across a range of texts from Early English Books Online. The analysis shows an overall process of standardisation occurring between the sixteenth and the seventeenth centuries, and provides fresh insights into the lexical distribution for the standardisation of vowel diacritic spelling. The discussion reflects upon the development of the spellings, and argues for pragmatic factors within the Early Modern English printing industry as responsible for their modern standardisation.
4
Fatahillah, Dzulfikar. "Transliterasi Melayu ke Jawi Menggunakan Teknik Pemetaan Karakter." Jurnal Repositor 2, no. 1 (January 4, 2020): 9. http://dx.doi.org/10.22219/repositor.v2i1.473.
Full textAbstract:
Malay to jawi transliteration generally used to writing translated books from arabic and islamic book who developed by moeslem scholar in southeast asia. Malay to jawi transliteration currently using arabic word approach. That the result close to real arabic word. But in the development of Malay language many changes in the spelling and new terms. So have not yet solve homograph problems, less vowel, and spelling not consistency. Transliteration in this study using the Malay spelling approach using the character mapping method based on the sound of letters in general in Malay words. This research transliterates all characters / letters of each word from one or more sentences. so that no letters are lost and the option of adding a sign in vowels. From the tests conducted on the new jawi using the version of the Pusat Rujukan Persuratan Melayu (PRPM), the level of jawi is reduced and by using the vowel sign option so while using that option the homograph has not been found.Malay to jawi transliteration generally used to writing translated books from arabic and islamic book who developed by moeslem scholar in southeast asia. Malay to jawi transliteration currently using arabic word approach. That the result close to real arabic word. But in the development of Malay language many changes in the spelling and new terms. So have not yet solve homograph problems, less vowel, and spelling not consistency. Transliteration in this study using the Malay spelling approach using the character mapping method based on the sound of letters in general in Malay words. This research transliterates all characters / letters of each word from one or more sentences. so that no letters are lost and the option of adding a sign in vowels. From the tests conducted on the new jawi using the version of the Pusat Rujukan Persuratan Melayu (PRPM), the level of jawi is reduced and by using the vowel sign option so while using that option the homograph has not been found.
5
Voeste, Anja. "Spelling variation and text alignment." Zeitschrift für Sprachwissenschaft 40, no. 3 (November 1, 2021): 279–95. http://dx.doi.org/10.1515/zfs-2021-2032.
Full textAbstract:
Abstract In the 15th century, at a time when codification via dictionaries and grammars had not yet taken effect, printers, editors, and compositors were already producing pamphlets and books that had to meet the new requirements of the letterpress, especially as regards the arrangement of white space and uniform line justification (even-margined on the left and right). The following analysis investigates five German editions of the Mirabilia Romae (Marvels of the City of Rome), a well-known pilgrim guide, all printed in 1500 for the contemporaneous Jubilee year and thus for short-term sale. The results show that compositors used different means for text alignment: In addition to deviations in line counts and the repositioning of lines, they chose extended or contracted spelling variants, predominantly on the second half of the page. The most frequent variants are abbreviations in the form of tildes. However, just a few spelling patterns with tildes were used. With respect to explanatory processes in a historical perspective, the results call for a closer consideration of page format, text layout (mise-en-page) and line justification when evaluating spelling variation in early book printing.
6
Pakhomov, V. M. "Dietmar Elyashevich Rosenthal (To the 120th anniversary of the Birth)." Russian language at school 81, no. 2 (March 20, 2020): 95–101. http://dx.doi.org/10.30515/0131-6141-2020-81-2-95-101.
Full textAbstract:
The article is devoted to the life and scientific path of D. E. Rosenthal – the author of widely acknowledged textbooks, dictionaries, reference books on the Russian language, speech culture, stylistics and spelling. This article is aimed at evaluating the linguistic heritage of D. E. Rosenthal and considering how the recommendations given in his books (including those reprinted today) are related to the prescriptions of modern dictionaries and reference books. The article lists some reference books published in the first decades of the 21st century and devoted to the same issues of spelling, grammar and speech culture investigated by D. E. Rosenthal. It is concluded that D. E. Rosenthal’s books remain to be relevant materials on the modern Russian language and writing. However, some of the recommendations given in the reference books by D. E. Rosenthal are outdated; in these cases, one should be guided by modern dictionaries and reference books.
7
Ahmed, Altaf, Dr Mufti Muhammad Sahibdad, and Sajjad Ahmed. "The issue of spelling errors in the books of Atraf ul Hadith Study of the book "al'afrad Walgharayib" By Imam Al-Daraqutni as a model." Al Khadim Research journal of Islamic culture and Civilization 2, no. 3 (December 31, 2021): 65–86. http://dx.doi.org/10.53575/arjicc.v2.03(21)a5.65-86.
Full textAbstract:
Arabic language is a very sensitive in a sense that a change in a letter or Harkat( Fath, Zamma and Kasra) can cause a huge difference in the meaning. If such errors occur in books of Atraf, it can cause multiple difficulties in reaching the exact Hadith. The book Al Garaib wal Afraad is no exception. There are many spelling mistakes in this book and there can be many reasons of it. The book consists of 6400 Afrad Ahadith; I have just conducted research from Musnad Muaaz Bin Jabl, Hadith number 4284 to 4592 around 308 Ahadith. From these Ahadith, I encountered 18 such Ahadith where such errors can be found. This research paper contains an introduction, three chapters and the conclusion. The first chapter deals with a short introduction of the book Al Garaib wal Afraad; while the second chapter presents a brief introduction of life of Imam Dar Qutni. The third chapter presents examples of spelling errors from the book. In conclusion, outcomes of the research have been provided. The research is a descriptive and empirical in its nature as it will give evidences from the book
8
Arutiunova, E. V., E. V. Beshenkova, and O. E. Ivanova. "Root with Alternation of -ravn-/-rovn- (From Materials of the Academic Description of Russian Spelling)." Russian language at school 81, no. 6 (November 19, 2020): 90–96. http://dx.doi.org/10.30515/0131-6141-2020-81-6-90-96.
Full textAbstract:
The study investigates the rule of spelling the root -ravn-/-rovn- and is considered to be a fragment of the academic description of Russian spelling, which is currently being under investigation at the Russian Language Institute of the Russian Academy of Sciences. The authors clarify the meanings that determine the spelling of the unstressed root, supplement the lists of exceptions, denote words with meanings not corresponding to the given values-criteria, and, for the first time in linguistics, investigate the words that can be correlated with different values-criteria, that is, they have double motivation. The rule codifies the spelling of words that have double motivation and fluctuate in usus, dictionaries, study guides and reference books. Spelling recommendations for these words correspond to the current linguistic norm and were approved by the Spelling Commission of the Russian Academy of Sciences in 2019. The linguistic commentary to the rule contains the most significant etymological facts concerning the root -ravn-/-rovn- and summarises the scientific and methodological attempts to figure out the distribution of vocabulary with root -ravn-/-rovn- based on the meanings selected in the spelling rules. In the paper it is shown that the instability in spelling of various verbs with the root -ravn-/-rovn- in modern writing and dictionaries is determined by the double motivation of words, as well as contradictory recommendations and gaps in the rules.
9
Farahsani, Yashinta, and Margaretha Dharmayanti Harmanto. "MORPHOLOGICAL ASPECT IN TRANSLATING THERMODYNAMIC TERMINOLOGY." LiNGUA: Jurnal Ilmu Bahasa dan Sastra 16, no. 2 (January 6, 2022): 249–60. http://dx.doi.org/10.18860/ling.v16i2.12991.
Full textAbstract:
Several studies on translation have been carried out, namely on the problem of untranslation, translation of terms from various fields, and the formation of target language terms with spelling adjustments. One of them is the field of thermodynamics which is part of the field of Mechanical Engineering, which has many terms borrowed from Dutch and English. Therefore, the researchers are interested in investigating the morphological aspects of the translation of thermodynamic terms using the natural borrowing technique. This study used qualitative research methods. Researchers took terminology data from two books, namely The Fundamental of Engineering Thermodynamics and Fluid Mechanics. The results showed that the forms of borrowing that occurred were (1) borrowing by adjusting spelling and pronunciation adjustments; (2) borrowing with spelling adjustment without pronunciation adjustment; (3) borrowing without spelling adjustment, but with pronunciation adjustment; (4) adjustments to the spelling of prefixes and bound forms found 15 forms of adjustment; (5) suffix spelling adjustments found 20 forms of adjustment; and (6) a combination of translation and borrowing. In short, morphological aspects in translating thermodynamics terms are very important because they relate to the technique used.
10
Vətən qızı Camali, Dilbər. "ORTHOGRAPHY OF COMPOUND NAMES IN TURKISH AND AZERBAIJANI LANGUAGES." SCIENTIFIC RESEARCH 08, no. 4 (April 27, 2022): 170–73. http://dx.doi.org/10.36719/2789-6919/08/170-173.
Full textAbstract:
Məqalədə müasir Azərbaycan dilindəki mürəkkəb adların yazılış qaydaları təhlil olunmuş, müasir kitab və saytlardan nümunələrlə əsaslandırılmışdır. Müasir türk dilindəki mürəkkəb adların orfoqrafiya normaları tədqiqata cəlb edilmiş, Azərbaycan dili ilə oxşar və fərqli cəhətlər üzə çıxarılmışdır. Məqalədə bütün dil faktları “Azərbaycan dilinin Orfoqrafiya Normaları” ilə bağlı Azərbaycan Respublikası Nazirlər Kabinetinin qərarlarına istinadən verilmişdir. Açar sözlər: orfoqrafiya, dil, azərbaycan dili, türk dili, yazılış Dilber Vatan Jamali ORTHOGRAPHY OF COMPOUND NAMES IN TURKISH AND AZERBAIJANI LANGUAGES Abstarct In the article, orthographic norms and changes in the spelling of complex names in the Azerbaijani language have been written under the guidance of spelling norms of the Azerbaijani language approved by the Resolution No. 174 of the Cabinet of Ministers of the Republic of Azerbaijan dated April 16, 2019, and by the Resolution No. 438 of certain amendments dated November 3, 2020, and substantiated on examples from contemporary books and sites. At the same time, similarities and distinctions in the spelling of compound nouns with modern Turkish have been revealed comparatively. Key words: orthography, language, Azerbaijani, Turkish, spelling.
Dissertations / Theses on the topic "Spelling books"
1
Goswami, Usha C. "Children's use of analogy in reading and spelling." Thesis, University of Oxford, 1986. http://ora.ox.ac.uk/objects/uuid:9a46a5e3-8d4a-4208-82ff-97024f3971a7.
Full textAbstract:
This thesis examines the role of analogy in the development of reading and spelling. Analogy is defined as using the spelling-sound pattern of one word (e.g. 'beak') to read or spell a word which shares a common orthographic sequence (e.g. 'bean' or 'peak'). Experiment 1 shows that 6-7 year old children can use analogies when required to select the correct spellings of words which are read to them. Experiment 2 shows that children aged 5-7 years can also use analogies to read new words aloud. Experiment 3 shows that analogy is used in the same way by children at three different reading levels (non-readers, 6 years and 7 years). Experiment 4 shows that 5-7 year old children can also use analogies to spell new words. It is concluded that the use of analogy does not develop, as it is available from the very beginning of learning to read and spell. Experiments 5, 6 and 7 examine the effect of varying spelling-sound consistency on analogies. Children taught pairs of words consistent in spelling and sound (e.g. 'peak-leak') make more analogies in reading than children taught pairs of words consistent in spelling but inconsistent in sound (e.g. 'peak-steak'). This difference does not occur in spelling. It is concluded that spelling-sound consistency only affects children's use of analogies in reading. Experiment 8 shows that children also use analogies to read new words which they encounter in reading prose. This shows that analogy is not restricted to single word reading. Experiment 9 compares analogies between words written in the same case and in mixed case. It shows that analogy relies on orthographic rather than visual information. These results suggest that children should be taught to use analogies to read and spell new words. The broader educational implications of analogy are also discussed. Note. This thesis contains approximately 91,000 words.
2
Tate, Nahum Craven Robert R. "A critical old-spelling edition of Nahum Tate's Brutus of Alba." New York : Garland Pub, 1987. http://books.google.com/books?id=Dh1aAAAAMAAJ.
Full text
3
Santos, Maria Lygia Cardoso Köpke 1952. "Lendo com Hilda : João Köpke - 1902." [s.n.], 2013. http://repositorio.unicamp.br/jspui/handle/REPOSIP/250825.
Full textAbstract:
Orientador: Norma Sandra de Almeida FerreiraTese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação
Made available in DSpace on 2018-08-23T10:00:43Z (GMT). No. of bitstreams: 1 Santos_MariaLygiaCardosoKopke_D.pdf: 15746752 bytes, checksum: 00e250e8a042b52f221790ea3175105c (MD5) Previous issue date: 2013
Resumo: João Köpke (1852-1926), advogado, professor, diretor de escolas, autor, conferencista, tem merecido um conjunto significativo de estudos pela sua atuação no magistério, pela publicação de livros de leitura e por sua participação intelectual no campo da educação, seja publicando artigos em periódicos de ensino, seja ministrando conferências. Nesta tese, apresento um livro que faz parte do acervo pessoal da família Köpke e que, provavelmente, não foi publicado. Parece ser, pois, totalmente desconhecido do meio acadêmico. Trata-se de uma cartilha manuscrita (O Livro de Hilda), produzida em 1902. Dividida em três partes separadas e, ao mesmo tempo, inter-relacionadas, conduz o leitor num vaivém de historietas e exercícios pelo método analítico para o ensino da leitura e da escrita. O principal objetivo desta tese é descrever essa obra de João Köpke, enfocando o modo como ela é constituída em suas configurações gráficas, seu conteúdo, suas finalidades e seu pressuposto leitor. Destaco sua forma material - tamanho, volume, cores, tipos de letras, margens, imagens, esquemas gráficos, numeração de páginas e espaços em branco - no intuito de apresentá-la visualmente à comunidade acadêmica. Também busco compreendê-lo como objeto manuscrito da cultura escolar que não teve circulação e edição conhecidas. Meu interesse está voltado para uma compreensão do modo como O livro de Hilda concretiza o método analítico, bem como para os protocolos de uso que ele carrega como orientação para o seu leitor.
Abstract: João Kopke (1852 - 1926), lawyer, teacher, principal, author, conferencist, have been deserving a significant amount of studies for his teaching performance, for his books publishing and for his contribution on educational fields, publishing articles on teaching papers or his speechs on conferences. On this thesis, one of his materials which belong to Kopke family's personal collection is presented, and hadn't been published yet, being totaly unknown for the academic means. On a detailed way, this material is presented, a handwritten spelling book (The Book of Hilda), written in 1902. This book was written on three separated pieces which are related at the same time, conducting the reader thru little stories and exercises. Describing João Kopke's works and spreading it to the academic comunity are the main objectives of this paper.
Doutorado
Educação, Conhecimento, Linguagem e Arte
Doutora em Educação
4
Vieira, Cícera Marcelina. "O uso de cartilhas no processo de alfabetização : um estudo a partir de cadernos de planejamento de uma professora (1983-2000)." Universidade Federal de Pelotas, 2014. http://repositorio.ufpel.edu.br:8080/handle/prefix/2944.
Full textAbstract:
Submitted by Simone Maisonave (simonemaisonave@hotmail.com) on 2016-09-01T14:13:20Z
No. of bitstreams: 2
license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)
Cicera Marcelina Vieira_Dissertacao.pdf: 5372775 bytes, checksum: cf51fb6d76d4ef88c68ca7aeae15e9ef (MD5)Approved for entry into archive by Simone Maisonave (simonemaisonave@hotmail.com) on 2016-09-01T14:13:30Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Cicera Marcelina Vieira_Dissertacao.pdf: 5372775 bytes, checksum: cf51fb6d76d4ef88c68ca7aeae15e9ef (MD5)
Approved for entry into archive by Aline Batista (alinehb.ufpel@gmail.com) on 2016-09-05T19:57:17Z (GMT) No. of bitstreams: 2 Cicera Marcelina Vieira_Dissertacao.pdf: 5372775 bytes, checksum: cf51fb6d76d4ef88c68ca7aeae15e9ef (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)
Made available in DSpace on 2016-09-05T19:57:30Z (GMT). No. of bitstreams: 2 Cicera Marcelina Vieira_Dissertacao.pdf: 5372775 bytes, checksum: cf51fb6d76d4ef88c68ca7aeae15e9ef (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2014-12-08
Conselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPq
Este trabalho teve por objetivo identificar e mapear quais livros destinados ao ensino inicial da leitura e da escrita foram utilizados como apoio na preparação das aulas, de uma professora alfabetizadora, que teve sua trajetória profissional ligada à classe unidocente da zona rural, de um município da região sul do Rio Grande do Sul. O corpus principal de análise foi composto por vinte e três cadernos de planejamentos, correspondentes ao período de 1983-2000 e pertencentes à referida professora, que na investigação foi denominada como A. O recorte temporal justifica-se pelo acesso às fontes e por permitir uma análise longitudinal, possibilitando, desse modo, averiguar quais livros para o ensino inicial da leitura e da escrita foram utilizados ao longo de dezessete anos. O processo de análise dos dados ocorreu de dois modos: i) a partir das citações, feitas pela professora nos cadernos de planejamentos, indicando os títulos dos livros utilizados; ii) através do levantamento das atividades intituladas cópia e leitura. Os resultados da investigação indicam que os cadernos de planejamento analisados traduzem uma representação da rotina da sala de aula e do cotidiano escolar. Nesses cadernos foi observada uma sequência metodológica, que procurava seguir uma gradação das dificuldades de aprendizagem, iniciando pelo período preparatório, seguindo com as vogais, encontros vocálicos e sílabas. As atividades presentes nesses cadernos centravam-se em exercícios de silabação, ditados e cópias, demonstrando que a prática da professora sustentava-se em uma concepção associacionista de ensino/aprendizagem. Considerando os livros destinados ao ensino inicial da leitura e da escrita utilizados como apoio na preparação das aulas, foi possível mapear um conjunto de quatorze livros, sendo que os mais recorrentes foram: cartilhas Pirulito, Alegria de Saber e É Hora de Aprender. A identificação desse conjunto de quatorzes livros permitiu perceber a utilização e permanência de alguns títulos didáticos, que tem como princípio uma leitura artificializada, como também, uma gradação das dificuldades de aprendizagem, na qual as lições são organizadas do mais simples – as sílabas canônicas –, para as mais complexas – encontros consonantais e dígrafos. Em relação à forma como esses livros eram utilizados, percebeu-se que as atividades, na sua maioria, eram transcrições ipsis litteris das cartilhas identificadas e que, mesmos nos casos em que a professora realizava alguma modificação, as atividades ainda continuavam seguindo o modelo “acartilhado”, demonstrando que, apesar do debate em torno da alfabetização provocada pelos estudos da Psicogênese da Língua Escrita, de Ferreiro & Teberosky (1999), e pelo conceito de letramento Soares (1998), a prática da professora continua embasada numa concepção associacionista de aprendizagem.
This study aimed at identifying and mapping which books were used by a teacher in a rural school in the south of Rio Grande do Sul state, in Brazil, as a support to prepare lessons and teach early stages of reading and writing. The main corpus of analysis comprised twenty three plan books written from 1983 to 2000 by a teacher who was called A in this investigation. This period of time was chosen due to the fact that the sources were available and enabled a longitudinal analysis so that the books that were used to teach early stages of reading and writing throughout seventeen years could be traced back. The process of data analysis was carried out in two ways: i) it was based on notes - mentioning the book titles - written by the teacher in the plan books; and ii) it was based on the identification of activities called copying and reading. Results showed that the plan books under analysis represent the routine of both the class and the school. These plan books depicted a methodological sequence which tried to follow the gradual progression of learning difficulties, i. e., from the preparatory period to the vowels, vowel sequences and syllables. Activities described in the plan books focused on syllabication exercises, dictations and copies; it showed that the teacher’s practice was based on an associationist view of teaching/learning. The analysis of the books used in the early stages of reading and writing to help lesson preparation led to the mapping of a set of fourteen books. The titles of the most recent ones were: Pirulito, Alegria de Saber and É Hora de Aprender. The identification of this set led to the perception of which didactic books were used longer and whose principle was artificial reading, besides the gradual progression of learning difficulties, i. e., books in which lessons were organized from the simplest ones – canonic syllables – to the most complex ones – vowel sequences and digraphs. Regarding how these books were used, most activities were the literal transcription of the spelling books. Even when the teacher suggested some changes, the activities kept the “spelling book model”, thus, showing that, despite the debate about literacy triggered by Ferreiro & Teberosky’s studies of the Psychogenesis of the Written Language (1999) and by Soares’ concept of literacy (1999), the teacher’s practice kept ingrained in an associationist view of learning.
5
Alcanfor, Lucilene Rezende. "Professor Thomaz Galhardo: produção, circulação e práticas de alfabetização e leitura séculos XIX e XX." Pontifícia Universidade Católica de São Paulo, 2016. https://tede2.pucsp.br/handle/handle/10518.
Full textAbstract:
Made available in DSpace on 2016-04-27T16:33:09Z (GMT). No. of bitstreams: 1
Lucilene Rezende Alcanfor.pdf: 6273025 bytes, checksum: 5fcb62257d7da6a27b070d983a29045b (MD5)
Previous issue date: 2016-02-26Conselho Nacional de Desenvolvimento Científico e Tecnológico
This study investigates the historiographical production and circulation of Thomaz Galhardo s (1852-1904) school books, as well as literacy instruction and reading practices proposed by him. He was a primary education teacher who made from his production a political action in the public education scene of Sao Paulo state, during the end of the Empire and the first decades of Republic. As an intellectual, he held a privileged social position in strategic roles on public education and took part on the foundation of the first teacher associations of that state. He was actively involved on the organization of boards of education, and bills for the education amendment on this state. The study focused, however, on his activities as a school book author for primary education. Thomaz Galhardo was part of a new generation of didactic books authors, that from primary education started to produce a graduated series of reading books. He was known for this type of didactic material, especially as the author of Cartilha da Infância, a book which is part of the series Na escola e no Lar. Based on theoretical and methodological framework of Alain Choppin, this study intends to create an inventory of the production and circulation of this author, with particular attention to the peculiarities of the market for school books on that period. The analysis of the method proposed by Thomaz Galhardo allows us to place his works within the discussion of literacy and reading practices of the end of XIX century to the beginning of XX century, analyzing his production from the permanence of successive editions. This evidence proves the importance of school tradition, since the books used for literacy and reading, through their production and extent of use, have left deep marks on the thoughts concerning the knowledge of primary education on historical formation of literate societies
Este trabalho é um estudo historiográfico da produção e circulação dos livros escolares de Thomaz Galhardo (1852-1904), bem como das práticas de alfabetização e leitura propostas por este autor. Professor de instrução primária que fez da sua produção uma ação política no cenário público educacional paulista no final do Império e nas primeiras décadas da República. Como intelectual, ocupou lugar privilegiado em cargos estratégicos na instrução pública e participou da fundação das primeiras associações de professores de São Paulo. Envolveu-se ativamente na organização dos conselhos de educação e nos projetos de lei para a reforma da educação deste estado. Thomaz Galhardo fez parte de uma nova geração de autores de livros didáticos, originários do ensino primário, que passaram a produzir séries graduadas de livros de leitura. Conhecido por esse tipo de material didático, principalmente como autor da Cartilha da Infância, livro pertencente à série Na escola e no lar. A pesquisa dedicou-se especificamente à análise de suas atividades como autor de livros escolares para o ensino primário. Com base no arcabouço teórico e metodológico de Alain Choppin, procuramos inventariar a produção e circulação dos livros de Thomaz Galhardo, atentando para as peculiaridades do mercado de materiais didáticos do período. A análise do método empregado pelo autor permitiu-nos situar suas obras no debate acerca das práticas de alfabetização e leitura do final do século XIX para o XX, analisando sua produção a partir da permanência de sucessivas edições. Seus indícios comprovam a importância da tradição escolar, uma vez que os livros de alfabetização e leitura, por sua produção e pela amplitude de seu uso, deixam marcas profundas para se pensar os saberes da escola primária na formação histórica das sociedades letradas
6
Patrick, Megan A. "Box not bocks, socks nor sox : How children learn morphological spellings." Thesis, University of Oxford, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.530067.
Full text
7
Collares, Solange Aparecida de Oliveira. "História da Cartilha Progressiva (1907) nas escolas do Estado do Paraná." UNIVERSIDADE ESTADUAL DE PONTA GROSSA, 2008. http://tede2.uepg.br/jspui/handle/prefix/1241.
Full textAbstract:
Made available in DSpace on 2017-07-21T20:31:36Z (GMT). No. of bitstreams: 1
Solange Aparecida de Oliveira Collares.pdf: 3070263 bytes, checksum: d7752ba901e23926354e84f13315d985 (MD5)
Previous issue date: 2008-02-28This research has as regional cutting the State of Paraná, with the analysis of the progressive spelling book – the first spelling book of author paranaense, elaborated in 1900 and used up to 1907, whose method of reading teaching had been adopted officially in this State. This way it is believed that this research can contribute for the production in the area of the Historizes od the Brasilian Education. The term “spelling book” is the unfolding of the word “letter” that was used in Portuguese language from the beginning of the modern age for your time, to identify those texts printed, whose the explicit purpose would be it of teaching to read to write and to count the the word flowed of letter, therefore, as any didn´t exist text book until then, the teachers elaborated some hand written texts for the teaching of the reading, or they used letters, occupations and registry documents. Like this of the letters they happened to the spelling books. They were used initially in Brasil, the letters and later spelling books of Portuguese publisher, that for the first series, of the elementary schools. The spelling book found for analysis it was edicted in 1907, and used in schools paranaenses, it is called progressive schools. And it is of Lindolpho Pombo´s authorship – man that stood out as director of the public school and writer. To understand how the spelling books and your contribution appeared for the area of the education, it is necessary to understand some aspects of the history. The general objective of this research is to look for to understand in that social and political context appeared the progressive spelling book, the first of author paranaense, used in the State of Paraná for the public instruction, the specific objectives of this research: To analyse the first spelling book literacy paranaense, as well as your appearance and your importance; to investigate the pedagogic conception of the author explicited in the progressive spelling book; for us to reach the proposed objectives, Some documents were analysed originating from of the following places: Museum Paranaense; Public Library of Paraná; House of the Memory (Curitiba); Cycle of Studies of Bandeirantes; Public File of the State of Paraná; and other projects related to the research as the project Memory of the text book (USP/SP).
Esta pesquisa tem como recorte regional o Estado do Paraná, com a análise da Cartilha Progressiva – a primeira cartilha de autor paranaense, elaborada em 1900 e utilizada até 1907, cujo método de ensino de leitura fora adotado oficialmente neste Estado. Desta forma, acredita-se que esta pesquisa poderá contribuir para a produção na área da História da Educação Brasileira. O termo “cartilha” é o desdobramento da palavra “cartinha” que por sua vez era usada em língua portuguesa desde o princípio da Idade Moderna, para identificar aqueles textos impressos, cujo propósito explícito seria o de ensinar a ler, escrever e contar. O ocábulo derivou de “carta”, pois, como não existia qualquer livro didático até então, os professores elaboravam alguns textos manuscritos para o ensino da leitura, ou utilizavam cartas, ofícios e documentos de cartório. Assim, das cartas passaram-se às cartilhas. Foram utilizadas, inicialmente no Brasil, as “cartinhas” e depois “cartilhas” de editora portuguesa – isso para as primeiras séries, das escolas primárias. A cartilha encontrada para análise foi editada em 1907, e utilizada nas escolas paranaenses, é chamada de “Cartilha Progressiva” e é de autoria de Lindolpho Pombo – homem que se destacou como diretor da escola pública e escritor. Para compreender como surgiram as cartilhas e a sua contribuição para a área da educação, é necessário entender alguns aspectos da História. O objetivo geral desta pesquisa é buscar compreender em que contexto social e político surgiram a Cartilha Progressiva, a primeira de autor paranaense, utilizada no Estado do Paraná para a instrução pública. Os objetivos específicos desta pesquisa: Analisar a primeira cartilha paranaense de alfabetização, bem como o seu surgimento e a sua importância; Investigar a concepção pedagógica do autor explicitado na Cartilha Progressiva; Para alcançarmos os objetivos propostos, foram analisados documentos oriundos dos seguintes lugares: Museu Paranaense; Biblioteca Pública do Paraná; Casa da Memória (Curitiba); Ciclo de Estudos Bandeirantes; Arquivo Público do Estado do Paraná; e outros projetos relacionados à pesquisa como o projeto Memória do Livro Didático (USP/SP).
8
Moore, Helen D. "The ancient, famous and honourable history of Amadis de Gaule : a critical, modern-spelling edition of Anthony Munday's translation of Book One (1589; 1619) with introduction, notes and commentary." Thesis, University of Oxford, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.336252.
Full text
9
Chen, Yi-Ting, and 陳怡婷. "Effects of Using Decodable Picture Books on Improving Junior High School At-Risk Students’ Word Reading, Spelling Ability, and Self-Efficacy." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/39383506522119375173.
Full textAbstract:
碩士國立中正大學
英語教學研究所
102
Phonics instruction implemented with connected text is reported to significantly reinforce students’ letter-sound knowledge, word reading, and spelling skills. However, most of the related studies focus on elementary children, not on adolescent learners or struggling readers. Besides, many studies in Taiwan do not include connected text in phonics instruction. Only very few studies explain how to select the text and design phonics lessons with the text. In view of these gaps in literature, the study designed phonics lessons combined with picture books to strengthen at-risk 7th graders’ basic reading and spelling skills in a remedial class, and aimed to investigate their changes in word reading, spelling skills, self-efficacy, and learning attitude. In a 14-week program, the teacher researcher systematically guided students to recognize letter sounds, segment and blend phonemes, and practice reading the stories. Two sets of decodable picture books were used—Dr. Maggie’s Phonics Reader and Free Phonetic Readers, featured by specific letter-sound patterns embedded in simple sentences, basic storylines, and vivid illustrations. Data were collected from assessments of letter sounds, word reading, spelling, story reading, observation journals, and sound recording. A modified version of Reader Self-Perception Scale, grounded in Bandura’s self-efficacy theory, was also utilized to examine students’ changes in reading self-efficacy.The findings showed that students made significant progress in reading letter sounds, words, stories, and spelling accuracy; their reading and spelling skills moved to higher developmental stages. Most of them also possessed a positive attitude toward the instruction; their reading self-efficacy was also significantly boosted.
10
Timofeev, Dmitriy. "Jazyk českých knih historiografických zápisků "dlouhého" 18. století." Doctoral thesis, 2018. http://www.nusl.cz/ntk/nusl-389822.
Full textAbstract:
Keywords "Long" 18th century; 18th century; Baroque; Enlightenment; Czech National Revival; history of Czech language; development of Czech language; Czech language in the Baroque period; Czech language in the times of the Czech National Revival; Czech language in the "long" 18th century; manuscript; scribe's usage; cultural Czech language; books of historiographic records; historiography; "folk chronicles"; gramatography; grammar books; Baroque stylistics; Baroque rhetoric; history of spelling; development of spelling; history of phonetics; development of phonetics; history of morphology; development of morphology; development of the lexis; Chlumec nad Cidlinou; Kutná Hora; Milčice; Nové Strašecí; Pelhřimov; Roudnice nad Labem; František Šolc; Vojtěch Kegler; František Jan Vavák; Filip Ignác Dremsa; Antonín Štěpán; Vojtěch Jílek; Václav Preinhelter. Abstract The traditional view describing Czech literary works written in the period from the late 17th century to the end of 18th century as signs of decline in the level of Czech language and literature has been successfully overcome by linguists over the past few decades. However, most papers covering the topic were focused on prints; handwritten sources are being analysed marginally and unsystematically. The aim of this dissertation is to provide a more...
Books on the topic "Spelling books"
1
Deborah, Kekewich, ed. Spelling connections 6. Scarborough, Ont: Nelson Canada, 1987.
Find full text
2
Donna, Duplak, and Cutting Robert 1952-, eds. Nelson spelling 4. Toronto: ITP Nelson, 1997.
Find full text
4
Catherine, Walker, and Cutting Robert 1952-, eds. Nelson spelling 5: Oi. Ontario: ITP Nelson, 1997.
Find full text
5
Jeff, Siamon, ed. The Canadian spelling program 2.1, 8. Vancouver: Gage Educational, 1998.
Find full text
6
Sharon, Siamon, and Hoeft Jean, eds. The Canadian spelling program 2.1, 6. Vancouver: Gage Educational, 1996.
Find full text
9
Engelmann, Siegfried. Spelling Mastery Student Books-Level D. Science Research Associates (SRA), 2001.
Find full text
10
(Editor), Joan Hoffman, and Chris Cook (Illustrator), eds. Spelling Puzzles (I Know It! Books). School Zone Publishing Company, 1995.
Find full textBook chapters on the topic "Spelling books"
1
Balu, Mallika. "Spelling Information." In English for Nurses, 343. Jaypee Brothers Medical Publishers (P) Ltd., 2011. http://dx.doi.org/10.5005/jp/books/11401_21.
Full text
2
Richards, Jennifer. "The Voice on the Page." In Voices and Books in the English Renaissance, 37–75. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198809067.003.0001.
Full textAbstract:
The history of reading has privileged particular kinds of evidence: the marks that readers left behind in books (annotation), and the layout of a printed page/book (paratext). This chapter explores whether other marks—not just layout but also punctuation and spelling—can be understood as vocal cues for oral readers. It does this by examining the contents and layout of Edmund Coote’s schoolbook used to teach boys and girls to read English (aloud). It argues that the eye and tongue were brought into alignment in the printed books of the sixteenth century, and gives this claim a context: debates on English spelling and punctuation. It makes a case for seeing ‘marks’ as prompts that need to be interpreted creatively rather than strictly followed, exploring Matthew Parker’s advice on reading psalms.
3
Potter, Charles. "Activity-Based Online Learning: A Response to Dyslexia and COVID." In Active Learning [Working Title]. IntechOpen, 2021. http://dx.doi.org/10.5772/intechopen.96359.
Full textAbstract:
Dr. Charles Potter’s Reading Fluency Programme implements individual learning programmes focusing on children’s learning needs. The methods and materials can be used in the treatment of dyslexia, as well as for working with children with reading, writing, and spelling difficulties or difficulties with rate of work at school. The programmes are activity-based, and are introduced through online sessions related to the child’s individual learning needs as identified through initial assessment and ongoing evaluation. Based on assessment, an individual programme is developed for the child, focusing on areas of need. The programme then uses electronic books, activity books and materials for treatment of phonological and phonemic difficulties, phonic difficulties, as well as linked problems with reading, writing, spelling, reading comprehension and working memory development. This chapter provides theoretical background on the neurolinguistic basis of the programme’s methods and materials, which have been developed internationally and implemented pre COVID with both first and second language speakers of English. It also provides information on how the materials have been implemented post COVID using activity-based online learning formats, and the results of children based on pre and post assessments.
4
"Spelling." In Winslow Quiz Book, 52–53. Routledge, 2017. http://dx.doi.org/10.4324/9781315172828-27.
Full text
5
Treiman, Rebecca. "Introduction." In Beginning to Spell. Oxford University Press, 1993. http://dx.doi.org/10.1093/oso/9780195062199.003.0004.
Full textAbstract:
To be literate, people must be able to read and to write. There has been a large amount of research on the first aspect of literacy, reading. We now know a good deal about how adults read and about how children learn to read. We know much less about the second aspect of literacy, writing. One aspect of learning how to write is learning how to spell. How do children manage this, especially in a language like English that has so many irregular spellings? That is the topic of this book. In this book, I present a detailed study of the spellings produced by a group of American first-grade children. I ask what the children’s spellings reveal about their knowledge of language and about the development of spelling ability. In these days of computerized spelling checkers, is learning to spell correctly still necessary for being a good writer? I believe that it is. In her review of research on beginning reading, Marilyn Adams (1990, p. 3) states that “the ability to read words, quickly, accurately, and effortlessly, is critical to skillful reading comprehension— in the obvious ways and in a number of more subtle ones.” Similarly, the ability to spell words easily and accurately is an important pan of being a good writer. A person who must stop and puzzle over the spelling of each word, even if that person is aided by a computerized spelling checker, has little attention left to devote to other aspects of writing. Just as learning to read words is an important part of reading comprehension, so learning to spell words is an important part of writing. In the study reported in this book, I focus on a group of American first-grade children who were learning to read and write in English. These children, like an increasing number of children in America today, were encouraged to write on their own from the very beginning of the first-grade year. Their teacher did not stress correct spelling. Indeed, she did not tell the children how to spell a word even if they asked.
6
Tyurina, Elena A. "About M.A. Sholokhov’s Work on the Style of the 1st and 2nd Books of And Quiet Flows the Don (Based on Manuscripts)." In Creative Heritage of M.A. Sholokhov at the Beginning of the 21st Century, 264–96. A.M. Gorky Institute of World Literature of the Russian Academy of Sciences, 2022. http://dx.doi.org/10.22455/978-5-9208-0650-5-264-296.
Full textAbstract:
The article analyzes M.A. Sholokhov’s work on the manuscripts and earliest publications of the first and second books of the novel And Quiet Flows the Don — as well as on the edition published in 1933. More specifically, the paper deals with certain textual constructions and sentences used by the writer, with his multi-layered textual corrections, with the authorial (i.e., double and doublet) word-spelling manner — and, finally, with that elements of the Don dialects which, being inserted into the novel, form its unique authorial style, the one the editors tried to bring to the literary norms since the early 1930s.
7
Okrent, Arika, and Sean O’Neill. "Blame the Snobs." In Highly Irregular, 147–80. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780197539408.003.0005.
Full textAbstract:
This chapter highlights the role of the “snobs” in complicating the English language. The whole idea that there was a “correctness” to aim for in English developed slowly, but really took off in the 18th century. It was the age of etiquette and the codification of social rules. Pretty soon there were books on good language too. The first major dictionary of English, Samuel Johnson's dictionary of 1755, was published during this time, and it became a source of authority for spelling. But the advice books and newspaper columns on language usage that followed in the 19th century were more extreme in their pronouncements. In this environment of very public, and intentionally humiliating, language monitoring, a cloud of insecurity developed and perpetuated itself. It is important to note that the Standard English—the “correct,” authorized version—is unsystematic and illogical enough on its own. Some of that is the result of the natural accumulation of historical forces, but some of it comes from intentional meddling.
8
Pavlowitch, Stevan K. "Afterword." In Hitler's New Disorder, 283–90. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780197537039.003.0007.
Full textAbstract:
I was first ‘introduced’ to Stevan Pavlowitch thanks to Hurst sometime in 1993. A freshly arrived refugee from the former-Yugoslavia, unsure what to do with life and yet to begin my university studies in history, I was wandering the streets of Covent Garden when the Africa Centre bookshop on King Street caught my attention. Among the various books on African topics stood a biography of Tito, written by someone obviously of Yugoslav origin, but the spelling of whose surname suggested he had lived outside Yugoslavia for considerably longer than me. It was a Sunday afternoon, the only time I was off work (as a busboy and a barman in London clubs and pubs), and the bookshop was closed, to my disappointment. I stared at the book display for what seemed like a long time, excited and emotional, probably wondering who was Stevan K. Pavlowitch, what did he write about Tito, my (our?) former president, and why would an African cultural centre sell a biography of Yugoslavia’s late leader....
9
Treiman, Rebecca. "The Influence of Orthography on Children’s Spelling of Vowels and Consonants." In Beginning to Spell. Oxford University Press, 1993. http://dx.doi.org/10.1093/oso/9780195062199.003.0009.
Full textAbstract:
So far, the first graders’ spellings have been studied from a phonological perspective. Spellings have been classified according to the phonemes they symbolize in order to examine children’s knowledge of the various phoneme-grapheme correspondences of English. The results of these analyses have shown that children’s spellings are built on their conceptions of phonemic structure. But orthographic influences have been visible too. As we have seen, the words that children see and read affect their own attempts to spell. In this chapter, these orthographic influences take center stage. The children’s spellings are classified according to the conventional spellings of the words that they represent in order to examine children’s knowledge of such orthographic features as digraphs and final is. The question is whether and how the conventional spelling of a word affects children’s attempts to spell the word. The special characteristics of these children’s first-grade experience make it particularly interesting to examine their learning of orthographic conventions. These children received little direct instruction in spelling. Even if they asked how to spell a word, their teacher did not tell them. The children were not explicitly taught about such orthographic conventions as the fact that ck occurs in the middles and at the ends of words but not at the beginnings of words. Did the children nevertheless pick up such conventions from the words they saw and read? For example, did they induce that ck occurs only in the middles and at the ends of words from seeing words like package and sick but not words like ckatl To anticipate the results presented in this chapter, the children did pick up this and other orthographic patterns on their own. Thus, the findings suggest that children can learn about certain orthographic conventions from their experiences with printed words, in the absence of direct instruction. The results presented in this book show that children often misspell graphemes such as ai and sh. Clearly, children have difficulty with graphemes in which two or more letters symbolize a single phoneme. Less clear, at this point, are the sources of this difficulty and the conditions under which it occurs.
10
"CHRISTOPHER’S OWN BOOK." In Helping Children with Reading and Spelling, 80–81. Routledge, 2002. http://dx.doi.org/10.4324/9780203426845-35.
Full textConference papers on the topic "Spelling books"
1
Stojkov, Ivana. "Neknjiževni tekstovi u bukvarima – metodičke mogućnosti u savremenom društvenom kontekstu." In Nauka, nastava, učenje u izmenjenom društvenom kontekstu. University of Kragujevac, Faculty of Education in Uzice, 2021. http://dx.doi.org/10.46793/nnu21.415s.
Full textAbstract:
The aim of the paper is to determine the representation of non-literary texts in spelling books and their compliance with the Program of Teaching and Learning for the first grade of primary education (2017). Nine spelling books from different publishers from the Textbook Catalogue for the first and fifth grades of primary education (2019) were analyzed. The study shows the types and functions of programming non-literary texts: texts from spelling book, popular and informative texts. In addition to spelling books, these texts can be found in magazines, encyclopedias, but also on the Internet. Contemporary social context, online teaching and the use of modern technologies affect on the revised access to teaching content, as well as the selection of non-literary texts that we will show in one part of the study. We have come to the conclusion that in the spelling books most represented are non-literary spelling books texts, that there are informative and the least popular texts, and that there is no compliance of selected non-literary texts in the spelling books with the Program with suggestions on how to use them functionally in revised social circumstances.
2
Samardžić, Biljana, and Daliborka Škipina. "THE IMPORTANCE OF SAVA’S SPELLING BOOK IN THE BEGINNERS’ COURSE OF READING AND WRITING AND IN THE TEACHING OF SERBIAN CULTURE." In SCIENCE AND TEACHING IN EDUCATIONAL CONTEXT. FACULTY OF EDUCATION IN UŽICE, UNIVERSITY OF KRAGUJEVAC, 2020. http://dx.doi.org/10.46793/stec20.299s.
Full textAbstract:
The authors of this paper deal with the pedagogical and philological significance of Sava’s Spelling Book printed in Russia (Moscow) in 1692, in the Russian-Slavonic language. This spelling book is about 100 years younger than the First Serbian Spelling Book (The Spelling Book of Sava Inok of the monastery Dečani). This spelling book of the Russian recension reached all the way to the Serbian lands, being, on one hand, the precedent, and on the other hand, the follower to the books that are to appear in Serbia and its new literary language. The authors of this paper explain in a detailed way the method of letter teaching by which each letter (Slavonic, Greek, and Latin) is being assigned a corresponding picture. This points out to the pedagogical approach to the acquisition of new knowledge (the basics of reading and writing) which uses pictures of animals and plants in order to facilitate the process of letter learning. In his lecture, KarionIstomin, the author of the spelling book, suggested totally new teaching methods i.e. the new methods. Namely, Sava’s Spelling book is the precursor of contemporary spelling books, since all of them use the connection between letters and pictures as the basis of their teaching method.
3
"SPELLING BASED RANKED CLUSTERING ALGORITHM TO CLEAN AND NORMALIZE EARLY MODERN EUROPEAN BOOK TITLES." In 15th International Conference on Computer Graphics, Visualization, Computer Vision and Image Processing (CGVCVIP 2021), the 7th International Conference on Connected Smart Cities (CSC 2021) and 6th International Conference on Big Data Analytics, Data Mining and Computational Intelligence (BigDaCI’21). IADIS Press, 2021. http://dx.doi.org/10.33965/mccsis2021_202107l013.
Full text