Log in

Relevant bibliographies by topics / Spelling practices / Journal articles

To see the other types of publications on this topic, follow the link: Spelling practices.

Journal articles on the topic 'Spelling practices'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the top 50 journal articles for your research on the topic 'Spelling practices.'

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.

Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.

1

Brooks, Maneka Deanna. "“She Doesn’t Have the Basic Understanding of a Language”: Using Spelling Research to Challenge Deficit Conceptualizations of Adolescent Bilinguals." Journal of Literacy Research 49, no. 3 (2017): 342–70. http://dx.doi.org/10.1177/1086296x17714016.

Full text

Abstract:

This article examines the alternative English spelling practices of a student who is considered to be a long-term English learner. It draws on a theoretical framework that integrates a social perspective on spelling with a rejection of idealized conceptions of bilingualism. The analyzed English spellings presented in this article were identified in eight texts that the focal student composed during her English language arts class. Notably, this examination was contextualized within the focal student’s linguistic and schooling history. The resulting findings document that the focal student was

APA, Harvard, Vancouver, ISO, and other styles

2

Fresch, Mary Jo. "A National Survey of Spelling Instruction: Investigating Teachers' Beliefs and Practice." Journal of Literacy Research 35, no. 3 (2003): 819–48. http://dx.doi.org/10.1207/s15548430jlr3503_2.

Full text

Abstract:

Information about current spelling instructional practices across the United States was sought in this national survey with a random sample of teachers of grades 1 through 5. Respondents reported current practices and noted their level of agreement or disagreement to theoretical statements about spelling. Teachers responded to open-ended statements regarding concerns and problems they encounter in teaching spelling. The results suggest teachers rely on a traditional model for instruction. They are aware of more recent research on developmentally appropriate practice but do not necessarily impl

APA, Harvard, Vancouver, ISO, and other styles

3

Gehsmann, Kristin, Alexandra Spichtig, and Elias Tousley. "Validating an Online Assessment of Developmental Spelling in Grades Five Through Eight." Literacy Research: Theory, Method, and Practice 66, no. 1 (2017): 279–92. http://dx.doi.org/10.1177/2381336917718834.

Full text

Abstract:

Assessments of developmental spelling, also called spelling inventories, are commonly used to understand students’ orthographic knowledge (i.e., knowledge of how written words work) and to determine their stages of spelling and reading development. The information generated by these assessments is used to inform teachers’ grouping practices and instructional priorities. While relatively easy to administer, developmental spelling assessments can be time-consuming to score and are susceptible to human error in both the scoring and the interpretation of results. The purpose of this study is to de

APA, Harvard, Vancouver, ISO, and other styles

4

Hebert, Michael, Devin M. Kearns, Joanne Baker Hayes, Pamela Bazis, and Samantha Cooper. "Why Children With Dyslexia Struggle With Writing and How to Help Them." Language, Speech, and Hearing Services in Schools 49, no. 4 (2018): 843–63. http://dx.doi.org/10.1044/2018_lshss-dyslc-18-0024.

Full text

Abstract:

PurposeChildren with dyslexia often have related writing difficulties. In the simple view of writing model, high-quality writing depends on good transcription skills, working memory, and executive function—all of which can be difficult for children with dyslexia and result in poor spelling and low overall writing quality. In this article, we describe the challenges of children with dyslexia in terms of the simple view of writing and instructional strategies to increase spelling and overall writing quality in children with dyslexia.MethodFor spelling strategies, we conducted systematic searches

APA, Harvard, Vancouver, ISO, and other styles

5

Johnston, Francine R. "Exploring classroom teachers' spelling practices and beliefs." Reading Research and Instruction 40, no. 2 (2000): 143–55. http://dx.doi.org/10.1080/19388070109558339.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

Mora-Marín, David. "Consonant deletion, obligatory synharmony, typical suffixing." Written Language and Literacy 13, no. 1 (2010): 118–79. http://dx.doi.org/10.1075/wll.13.1.05mor.

Full text

Abstract:

The Pre-Columbian Mayan hieroglyphic script utilized logograms, representing CVC roots or CVCVC stems, and CV syllabograms. Starting with Knorozov’s (1952 etc.) initial breakthroughs in applying a Mayan linguistic model to account for the script’s spelling practices, most scholars have assumed that ‘synharmonic’ spellings of roots or stems, those in which the final consonant is ‘complemented’ by means of a CV syllabogram whose vowel is identical in quality to that of the root (e.g. C1V1C2 — C2(V1)), exhibited a linguistically ‘fictitious’ (or silent) vowel; such synharmonic spellings were comm

APA, Harvard, Vancouver, ISO, and other styles

7

Apel, Kenn, and Julie J. Masterson. "Theory-Guided Spelling Assessment and Intervention." Language, Speech, and Hearing Services in Schools 32, no. 3 (2001): 182–95. http://dx.doi.org/10.1044/0161-1461(2001/017).

Full text

Abstract:

Purpose : Current research and theory in spelling development and best practices for literacy instruction were reviewed to develop a set of theoretically guided assessment and intervention procedures. These procedures were applied to the case of a 13-year-old student with spelling difficulties. Method : The student was involved in an intensive group intervention program that focused on increasing foundational skills for spelling and on oral word-level reading. Assessment results led to an intervention program targeting phonemic and morphological awareness skills and orthographic knowledge. Res

APA, Harvard, Vancouver, ISO, and other styles

8

Scott, James Calvert. "American and British Business-Related Spelling Differences." Business Communication Quarterly 67, no. 2 (2004): 153–67. http://dx.doi.org/10.1177/1080569904265424.

Full text

Abstract:

English language business-related documents around the world contain purposeful spelling differences that reflect two standards, American English and British English. Given the importance of culturally acceptable spelling, the need to be aware of and sensitive to cultural differences, and strong reactions to variation in spelling, it is important to understand the differences in these two spelling systems. Families of words that illustrate spelling practices draw attention to differences between the American and British spelling systems. Under at least some circumstances, business communicator

APA, Harvard, Vancouver, ISO, and other styles

9

Graham, Steve, Paul Morphy, Karen R. Harris, et al. "Teaching Spelling in the Primary Grades: A National Survey of Instructional Practices and Adaptations." American Educational Research Journal 45, no. 3 (2008): 796–825. http://dx.doi.org/10.3102/0002831208319722.

Full text

Abstract:

Primary grade teachers randomly selected from across the United Sates completed a survey ( N = 168) that examined their instructional practices in spelling and the types of adaptations they made for struggling spellers. Almost every single teacher surveyed reported teaching spelling, and the vast majority of respondents implemented a complex and multifaceted instructional program that applied a variety of research-supported procedures. Although some teachers were sensitive to the instructional needs of weaker spellers and reported making many different adaptations for these students, a sizable

APA, Harvard, Vancouver, ISO, and other styles

10

Schiff, Rachel, Yohi Nuri Ben-Shushan, and Elisheva Ben-Artzi. "Metacognitive Strategies." Journal of Learning Disabilities 50, no. 2 (2016): 143–57. http://dx.doi.org/10.1177/0022219415589847.

Full text

Abstract:

This study assessed the effect of metacognitive instruction on the spelling and word reading of Hebrew-speaking children with specific language impairment (SLI). Participants were 67 kindergarteners with SLI in a supported learning context. Children were classified into three spelling instruction groups: (a) metalinguistic instruction (ML), (b) ML that integrates metacognitive strategies (MCML), and (c) a control group. Letter naming, letter sounding, word spelling, and word recognition were assessed at pretest and posttest. Findings from spelling and reading tests as well as interviews indica

APA, Harvard, Vancouver, ISO, and other styles

11

Purwanto, Andri. "TEACHING PRONUNCIATION USING VARIETIES OF PRONUNCIATION TEACHING MATERIALS AND PRACTICES." Scope : Journal of English Language Teaching 3, no. 2 (2019): 81. http://dx.doi.org/10.30998/scope.v3i2.4129.

Full text

Abstract:

<p><br />The objectives of this research are to design a varied materials for teaching pronunciation practices with fun and attractive, to introduce the correct spelling in teaching pronunciation and to encourage students in using English as medium of communication. For these reasons, this study was aimed at exploring the pronunciation teaching materials in Pronunciation Practice module and course syllabus at Indraprasta PGRI University, Jakarta. This reserach tries to measure the output of learning pronunciation with pronunciation practice module which is designed according to Ter

APA, Harvard, Vancouver, ISO, and other styles

12

Alfahadi, Abdurrahman M. "Exploring Writing Errors Problems from EFL Lecturers’ Perspectives at University Level." International Journal of Linguistics, Literature and Translation 4, no. 2 (2021): 106–10. http://dx.doi.org/10.32996/ijllt.2021.4.2.13.

Full text

Abstract:

The purpose of this study was to identify the probable reasons for these spelling errors form EFL lecturer’s perspective and to tackle spelling problems. was hoped the results would suggest remedial action the lecturers and the students might take to address the problem of spelling. The findings revealed the main reasons for the spelling errors made by Saudi university students which includes the interference of Arabic when learning English, the nature of the English language itself, for instance, its irregularity and limited rules, and other contextual effects like the inadequacy of the unive

APA, Harvard, Vancouver, ISO, and other styles

13

KOÇOĞLU, Turgut. "The Views And Practices About Spelling On The Text Publishing." Journal of Turkish Studies Volume 3 Issue 6, no. 3 (2008): 488–98. http://dx.doi.org/10.7827/turkishstudies.473.

Full text

APA, Harvard, Vancouver, ISO, and other styles

14

Olson, Mary W., John W. Logan, and Tamara P. Lindsey. "EARLY AND CURRENT READING AND SPELLING PRACTICES OF GIFTED SPELLERS." Reading Psychology 10, no. 2 (1989): 189–201. http://dx.doi.org/10.1080/0270271890100206.

Full text

APA, Harvard, Vancouver, ISO, and other styles

15

Vallecorsa, Ada L., Naomi Zigmond, and Lola M. Henderson. "Spelling Instruction in Special Education Classrooms: A Survey of Practices." Exceptional Children 52, no. 1 (1985): 19–24. http://dx.doi.org/10.1177/001440298505200102.

Full text

APA, Harvard, Vancouver, ISO, and other styles

16

Rieben, Laurence, Ladislas Ntamakiliro, Brana Gonthier, and Michel Fayol. "Effects of Various Early Writing Practices on Reading and Spelling." Scientific Studies of Reading 9, no. 2 (2005): 145–66. http://dx.doi.org/10.1207/s1532799xssr0902_3.

Full text

APA, Harvard, Vancouver, ISO, and other styles

17

Guimaraes, Sofia, and Eric Parkins. "Young Bilingual Children’s Spelling Strategies: A Comparative Study of 6- to 7-Year-Old Bilinguals and Monolinguals." International Journal of Educational Psychology 8, no. 3 (2019): 216. http://dx.doi.org/10.17583/ijep.2019.4099.

Full text

Abstract:

Developing literacy in two languages can be challenging for young bilingual children. This longitudinal study investigates the effects of bilingualism in the spelling strategies of English-Portuguese speaking children. A total of 88 six-to-seven-year-old bilinguals and monolinguals were followed during one academic year and data gathered on a range of verbal and written language skills and non-verbal measures while controlling for SES. For both bilinguals and monolinguals letter knowledge, phonological awareness and word concept were significant predictors of spelling. However, non-verbal reas

APA, Harvard, Vancouver, ISO, and other styles

18

Moxam, Carol. "The Link Between Language and Spelling: What Speech-Language Pathologists and Teachers Need to Know." Language, Speech, and Hearing Services in Schools 51, no. 4 (2020): 939–54. http://dx.doi.org/10.1044/2020_lshss-19-00009.

Full text

Abstract:

Purpose Speech-language pathologists (SLPs) working within the pediatric field will find themselves working with school-age children and consequently collaborating with teaching staff. Knowledge of the links between language, speech, and literacy can support and inform successful collaboration between the SLP and the teacher and their shared goal of facilitating the school-age child in accessing the curriculum. To facilitate and develop the collaborative working practices of SLPs working with school-age children and teaching staff, it is helpful, to both parties, to develop and extend their ex

APA, Harvard, Vancouver, ISO, and other styles

19

Bem, Paweł. "„Authorial Intention”: A Few Remarks On a Noble Lie in Scholarly Editing." Tekstualia 1, no. 48 (2017): 66–76. http://dx.doi.org/10.5604/01.3001.0013.3089.

Full text

Abstract:

The article addresses the practice of critical editing in Poland. It establishes a framework for the evaluation of the theoretical underpinnings of this practice as a refl ection of the author’s intention. Bem advocates a „new philology” paradigm in scholarly editing. The perspective of „new philology” enables the handling of every text as a unique artifact. Bem is in favor of retaining old forms of spelling and questions the common practices of modenization.

APA, Harvard, Vancouver, ISO, and other styles

20

Altamimi, Dheifallah, and Radzuwan Ab Rashid. "Effective Teaching Strategies to Eliminate Spelling Problems Among Saudi English Language Undergraduates." International Journal of English Linguistics 9, no. 5 (2019): 317. http://dx.doi.org/10.5539/ijel.v9n5p317.

Full text

Abstract:

Saudi university students who learn English as a foreign language face multiple difficulties during the process of learning especially while mastering writing skill and its component (spelling). This paper aims to explore the most recommended teaching strategies to eliminate the Saudi university students&rsquo; spelling errors. The research participants were 15 students in English Language Department at Tabuk University and 15 English language lecturers from the same department. Group structured interviews were designed for the lecturers and students. The findings reveal that, there are di

APA, Harvard, Vancouver, ISO, and other styles

21

Reid, Robert, and Karen R. Harris. "Self-Monitoring of Attention versus Self-Monitoring of Performance: Effects on Attention and Academic Performance." Exceptional Children 60, no. 1 (1993): 29–40. http://dx.doi.org/10.1177/001440299306000104.

Full text

Abstract:

This study compared the effects of two types of self-monitoring on attention and academic performance. Twenty-eight students with learning disabilities were taught a spelling study procedure (SSP), followed by instruction in self-monitoring of performance (SMP) and self-monitoring of attention (SMA). Results showed that on-task behavior was significantly higher in both SMA and SMP than in SSP. Number of correct practices was significantly higher in SMP than in SSP. Spelling achievement was significantly lower in SMA than in SSP, and spelling maintenance was significantly lower in SMA than in S

APA, Harvard, Vancouver, ISO, and other styles

22

McNeill, Brigid, and Cecilia Kirk. "Theoretical beliefs and instructional practices used for teaching spelling in elementary classrooms." Reading and Writing 27, no. 3 (2013): 535–54. http://dx.doi.org/10.1007/s11145-013-9457-0.

Full text

APA, Harvard, Vancouver, ISO, and other styles

23

Guzmán, Remedios, Isabel O’Shanahan, and Juan Camacho. "Instructional Practices for Spelling by Spanish-Speaking Children With and Without Learning Disabilities in Early Grades." Journal of Learning Disabilities 50, no. 5 (2016): 564–75. http://dx.doi.org/10.1177/0022219416635068.

Full text

Abstract:

The main objectives of this study were to examine the type of adaptations made by Grades 1 through 3 primary school teachers working with children who are poor spellers of a transparent language such as Spanish and to analyze whether these adaptations were determined by the grade taught by these teachers. Using the total population of primary school classroom teachers in the Autonomous Community of the Canary Islands as a base, the authors took a random sample that was stratified by level, resulting in a representative sample of 300 teachers. For data collection, the authors employed an online

APA, Harvard, Vancouver, ISO, and other styles

24

Kim, Michael. "The Han’gŭl Crisis and Language Standardization: Clashing Orthographic Identities and the Politics of Cultural Construction." Journal of Korean Studies 22, no. 1 (2017): 5–31. http://dx.doi.org/10.1215/21581665-4153412.

Full text

Abstract:

Abstract The first attempt at spelling reform in South Korea took place in the early 1950s as the Korean War (1950–53) drew to a close. The subsequent Han’gŭl Crisis is often interpreted as an example of the authoritarianism of President Syngman Rhee (Yi Sŭngman), yet the event also represents a clash of generations between the supporters of the Unified Orthography of 1933 and the previous spelling standard. During the han’gŭl simplification debates, the legacies of Chu Sigyŏng (1876–1914) and Pak Sŭngbin (1880–1943) reemerged as their followers continued a contentious linguistic debate that s

APA, Harvard, Vancouver, ISO, and other styles

25

Villa, Laura, and Rik Vosters. "Language ideological debates over orthography in European linguistic history." Written Language and Literacy 18, no. 2 (2015): 201–7. http://dx.doi.org/10.1075/wll.18.2.01vil.

Full text

Abstract:

This introductory article to the special issue on the historical sociolinguistics of spelling sketches an overview of the current interest in the field for the sociopolitical nature of the written language. Spelling is understood as a powerful tool for sociopolitical mobilization and thus becomes a recurrent source of conflict. Orthographic debates are the object of study chosen by the authors in this special issue to analyze the non-linguistic dimension of language matters. Approaching them as language ideological debates allows us to carry out a deeper examination of the political projects,

APA, Harvard, Vancouver, ISO, and other styles

26

Vásquez, Andrea, Miguel Nussbaum, Enzo Sciarresi, Tomás Martínez, Camila Barahona, and Katherine Strasser. "The Impact of the Technology Used in Formative Assessment." Journal of Educational Computing Research 54, no. 8 (2016): 1142–67. http://dx.doi.org/10.1177/0735633116650971.

Full text

Abstract:

This study demonstrates how the technology used to assist formative assessment in spelling can have an impact on learning. Formative assessment represents a set of student-centered practices, the results of which are not always optimal. Furthermore, different technologies are better suited to certain tasks than to others. The study follows a Design-Based Research approach and was conducted in Chile in two phases. In the first phase of the study, a formative assessment strategy for teaching spelling is developed. In a subsequent phase, the impact of different technologies on this strategy is an

APA, Harvard, Vancouver, ISO, and other styles

27

Sairio, Anni, Samuli Kaislaniemi, Anna Merikallio, and Terttu Nevalainen. "Charting orthographical reliability in a corpus of English historical letters." ICAME Journal 42, no. 1 (2018): 79–96. http://dx.doi.org/10.1515/icame-2018-0005.

Full text

Abstract:

Abstract Research into orthography in the history of English is not a simple venture. The history of English spelling is primarily based on printed texts, which fail to capture the range of variation inherent in the language; many manuscript phenomena are simply not found in printed texts. Manuscript-based corpora would be the ideal research data, but as this is resource-intensive, linguists use editions that have been produced by non-linguists. Many editions claim to retain original spellings, but in practice text is always normalized at the graph level and possibly more so. This does not pre

APA, Harvard, Vancouver, ISO, and other styles

28

Hernández, Juan. "A Scribal Solution to a Problematic Measurement in the Apocalypse." New Testament Studies 56, no. 2 (2010): 273–78. http://dx.doi.org/10.1017/s002868850999018x.

Full text

Abstract:

Orthographic variation within the manuscripts of the Greek NT is seldom acause célèbrebeyond the ranks of diehard textual critics. Even among these most will concede that orthographic irregularities amount to little more than evidence of scribal incompetency or inconsistency in their spelling practices. To find the same word both spelled correctly and misspelled within a single manuscript by the same scribe is not uncommon. It approaches the norm. The critical editions of our Greek NTs have therefore opted, on good grounds, to exclude textual variants displaying non-standardized spelling. To i

APA, Harvard, Vancouver, ISO, and other styles

29

Dussling, Tess. "English Language Learners’ and Native English-Speakers’ Spelling Growth after Supplemental Early Reading Instruction." International Journal of Education and Literacy Studies 8, no. 1 (2020): 1. http://dx.doi.org/10.7575/aiac.ijels.v.8n.1p.1.

Full text

Abstract:

English language learners (ELLs) are the fastest growing population of students in U.S. schools, and, unfortunately often experience lower levels of reading and spelling achievement than native English-speaking students. There is growing evidence showing that early reading interventions, which have been effective with native English-speakers, can also be effective with ELLs, although the majority of the research focuses on students who are native Spanish-speakers. Additionally, much less is known about spelling growth for ELLs, especially ELLs who speak a native language other than Spanish. Th

APA, Harvard, Vancouver, ISO, and other styles

30

Abbott, Robert D., Michel Fayol, Michel Zorman, Séverine Casalis, William Nagy, and Virginia W. Berninger. "Relationships of French and English Morphophonemic Orthographies to Word Reading, Spelling, and Reading Comprehension During Early and Middle Childhood." Canadian Journal of School Psychology 31, no. 4 (2016): 305–21. http://dx.doi.org/10.1177/0829573516640336.

Full text

Abstract:

Two longitudinal studies of word reading, spelling, and reading comprehension identified commonalities and differences in morphophonemic orthographies—French (Study 1, n = 1,313) or English (Study 2, n = 114) in early childhood (Grade 2)and middle childhood (Grade 5). For French and English, statistically significant concurrent relationships among these literacy skills occurred in Grades 2 and 5, and longitudinal relationships for each skill with itself from Grades 2 to 5; but concurrent relationships were more sizable and longitudinal relationships more variable for English than French especi

APA, Harvard, Vancouver, ISO, and other styles

31

Vaisman, Esther Emma, and Janina Kahn‐Horwitz. "English foreign language teachers' linguistic knowledge, beliefs, and reported practices regarding reading and spelling instruction." Dyslexia 26, no. 3 (2019): 305–22. http://dx.doi.org/10.1002/dys.1608.

Full text

APA, Harvard, Vancouver, ISO, and other styles

32

Cunningham, Don, and Jill Stewart. "Perceptions and Practices: A Survey of Professional Engineers and Architects." ISRN Education 2012 (March 28, 2012): 1–10. http://dx.doi.org/10.5402/2012/617137.

Full text

Abstract:

This descriptive cross-sectional research study examines perceptions of time spent by architects and professional engineers on reading, writing, and evaluating various information products, as well as their perspectives of specific quality characteristics and the relative significance in meeting work goals. Professional engineers and architects were surveyed at seminars held at eight locations in seven states. Descriptive statistics were then used to investigate perceptions and relationships. Findings indicate architects and professional engineers spend the most amount of time reading correspo

APA, Harvard, Vancouver, ISO, and other styles

33

Novika, Marina, and Anna Ščuka. "Pareizrakstības kļūdas krievu valodā kā svešvalodā pamatskolā." Valodu apguve: problēmas un perspektīva : zinātnisko rakstu krājums = Language Acquisition: Problems and Perspective : conference proceedings, no. 16 (May 6, 2020): 128–45. http://dx.doi.org/10.37384/va.2020.16.128.

Full text

Abstract:

The purpose of the paper is to determine the most typical and frequently used orthograms to pay attention to, when teaching Russian as a foreign language in a primary school. Our practical experience of teaching and our observation of the process of learning Russian as a foreign language allows us to state and suggest that schools lack systematic and focused teaching of Russian orthography. Pupils make a lot of mistakes because they do not understand the reason why such mistakes occur, they lack orthographic vigilance, i.e., the ability and skills to determine an orthographically “dangerous pl

APA, Harvard, Vancouver, ISO, and other styles

34

Mora-Marín, David F. "FULL PHONETIC COMPLEMENTATION, SEMANTIC CLASSIFIERS, AND SEMANTIC DETERMINATIVES IN ANCIENT MAYAN HIEROGLYPHIC WRITING." Ancient Mesoamerica 19, no. 2 (2008): 195–213. http://dx.doi.org/10.1017/s0956536108000345.

Full text

Abstract:

AbstractThis paper discusses a little understood spelling practice of Mayan hieroglyphic writing, the use of full phonetic complementation of logograms, and some implications derived from this practice, particularly when compared with similar practices in other logosyllabic scripts from around the world (e.g., Egyptian and Luvian), which suggest that such practice existed in association with semantic classifiers. Also, a preliminary distinction between two types of semantograms is made: semantic classifiers and semantic determinatives. Previous discussions of both types of signs are reviewed,

APA, Harvard, Vancouver, ISO, and other styles

35

Mahtane, Hicham. "French Lexical Innovation in Moroccan Mediated Interactions." Taikomoji kalbotyra 15 (June 4, 2021): 37–46. http://dx.doi.org/10.15388/taikalbot.2021.15.4.

Full text

Abstract:

The French language in Morocco seems to be an evolving research field for linguists and sociolinguists. In everyday chats, Moroccan speakers use a particular lexicon of French on a formal and informal semantic level without much concern for conformity with standard French.Based on a one-off observation of exchange situations, we carried out a qualitative descriptive analysis based on studying the form and meaning of neologisms in the mediated interactions of the users. This study demonstrated a great diversity of lexicon use in the atypical written speeches of Moroccan chatters as well as an i

APA, Harvard, Vancouver, ISO, and other styles

36

Isnaini, Isnaini, Sunimaryanti Sunimaryanti, and Lesis Andre. "Assessment Principles and Practices Quality Assessments in A Digital Age." SPEKTRUM: Jurnal Pendidikan Luar Sekolah (PLS) 9, no. 2 (2021): 287. http://dx.doi.org/10.24036/spektrumpls.v9i2.112711.

Full text

Abstract:

This research aims to know the application of assessment principles and the quality of assessment in the digital age. The method of writing in this study uses the literature method by applying the principle of quality and quality of its implementation in the digital age through a similar research theme. The results of this study have advantages and disadvantages to the principle of assessment and quality of assessment in the digital age. The benefits are direct feedback, improving autonomy, institution, and self-regulation of learners, collaborative learning, authenticity, broader measurement,

APA, Harvard, Vancouver, ISO, and other styles

37

Puliatte, Alison, and Linnea C. Ehri. "Do 2nd and 3rd grade teachers’ linguistic knowledge and instructional practices predict spelling gains in weaker spellers?" Reading and Writing 31, no. 2 (2017): 239–66. http://dx.doi.org/10.1007/s11145-017-9783-8.

Full text

APA, Harvard, Vancouver, ISO, and other styles

38

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

Full text

Abstract:

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

APA, Harvard, Vancouver, ISO, and other styles

39

Toh, Glenn. "Teaching Writing in Rural Thailand: Considering New Perspectives." TESL Canada Journal 17, no. 2 (2000): 33. http://dx.doi.org/10.18806/tesl.v17i2.892.

Full text

Abstract:

This article reports on a practical writing workshop for Thai teachers of English in a rural Thai setting. The teachers were participants in a Certificate in TEFL course sponsored by the Canadian International Development Agency (CIDA and taught by the Southeast Asian Ministers of Education Organization, Regional Language Centre (SEAMEO RELC). The genre approach to teaching writing is proposed as a way of helping teachers look beyond structural elements like vocabulary, punctuation, and spelling. The social functions and language choices of three important genres of writing, Description, Anecd

APA, Harvard, Vancouver, ISO, and other styles

40

Foorman, Barbara R., Christopher Schatschneider, Michelle N. Eakin, Jack M. Fletcher, Louisa C. Moats, and David J. Francis. "The impact of instructional practices in Grades 1 and 2 on reading and spelling achievement in high poverty schools." Contemporary Educational Psychology 31, no. 1 (2006): 1–29. http://dx.doi.org/10.1016/j.cedpsych.2004.11.003.

Full text

APA, Harvard, Vancouver, ISO, and other styles

41

Richardson, Kay. "Spelling-gate." Journal of Language and Politics 17, no. 6 (2018): 812–30. http://dx.doi.org/10.1075/jlp.17072.ric.

Full text

Abstract:

Abstract Back in 2009, the Labour British Prime Minister Gordon Brown was attacked for “bad spelling” in a condolence letter written personally by him to the mother of a soldier who died in combat, and publicised by The Sun newspaper. “Spelling” here acts as a leveller of hierarchical differences in the national political culture, with ruler and subject both publicly disciplined by the same standard language ideology. Previous research on orthography as social practice has tended to focus on deliberate manipulation of fixed spellings; this article extends the approach to unconventional spellin

APA, Harvard, Vancouver, ISO, and other styles

42

Mumpuniarti, Mumpuniarti. "Challenges Faced by Teachers in Teaching Literacy and Numeracy for Slow Learners." Journal of Sustainable Development 10, no. 3 (2017): 243. http://dx.doi.org/10.5539/jsd.v10n3p243.

Full text

Abstract:

The current study explored pedagogical strategies carried out by teachers to support special need children in improving their level of literacy and numeracy. The current study utilized qualitative research design where classroom observations were carried out to explore teaching activities used by teachers in teaching language and mathematics. It was then followed by a focus group discussion to identify problems faced by children in numeracy and literacy. This research was carried out in one of the elementary schools in Yogyakarta, Indonesia. Data collected was analyzed manually by focusing on

APA, Harvard, Vancouver, ISO, and other styles

43

Amsler, Mark. "History of linguistics." Historiographia Linguistica 20, no. 1 (1993): 49–66. http://dx.doi.org/10.1075/hl.20.1.05ams.

Full text

Abstract:

Summary Recent work in the history of early medieval linguistics has challenged a number of assumptions about the representation of Latin and language usage during the period. Given the way Latin is often positioned as a standard for literacy and schooling, these revisions of early medieval linguistics also raise questions for teaching literacy, language arts, and standard English. Late classical and early medieval grammatical discourse presents not a monolithic view of Latin but various accounts of pronunciation, spelling, and semantics. Some stigmatize contemporary usage, others do not. In a

APA, Harvard, Vancouver, ISO, and other styles

44

Chalik, Sitti Aisyah. "Metode Langsung (Al-Tarīqah Al-Mubāsyarah) dan Strategi Pembelajarannya." Shaut al Arabiyyah 8, no. 2 (2020): 161. http://dx.doi.org/10.24252/saa.v8i2.17788.

Full text

Abstract:

Direct means straight to the point. Direct method or straight to the point method is the way in presenting Arabic where the teacher directly uses the language ( Arabic) as the language in giving instruction , without using students‟ mother tongue . If there is a word is difficult to understand by the students, teachers can interpret that word by using props, demonstrating, describing and etc. This method is based on the understanding that teaching foreign language subject is not the same as teaching the science subject. If in the Learning science, the students are required to memorize certain

APA, Harvard, Vancouver, ISO, and other styles

45

Blackwood, Evelyn. "Representing Women: The Politics of MinangkabauAdatWritings." Journal of Asian Studies 60, no. 1 (2001): 125–49. http://dx.doi.org/10.2307/2659507.

Full text

Abstract:

Despite a large number of both historical and anthropological works on the Minangkabau of West Sumatra, Indonesia, a number of questions remain concerning this matrilineal and Islamic society. In a recent study, historian Ken Young articulated a growing consensus that the received models of Minangkabau social life are suspect, including the “idealised categories ofnagari[village],adat[customs], matrilineal kinship, lineage property rights, and the autonomy of village communities governed bypanghulu[titled men, Minangkabau spelling]” (Young 1994, 12). Anthropologists have been equally perturbed

APA, Harvard, Vancouver, ISO, and other styles

46

Mędelska, Jolanta. "Refleksy regionalnych cech (orto)graficznych i fonetycznych w ćwiczeniu stylistycznym ucznia Adama Mickiewicza." Acta Baltico-Slavica 36 (July 26, 2015): 13–25. http://dx.doi.org/10.11649/abs.2012.002.

Full text

Abstract:

Reflections of regional spelling and phonetic features in Adam Mickiewicz's student's exerciseThe article analyses peculiar spelling and phonetic features found in a short stylistic exercise written by Adam Mickiewicz's student in 1820/1821, i.e. during the young poet's employment in a district school in Kaunas. An exercise of just two pages shows numerous characteristic features of written Polish within the territories of the Northern Borderlands in the first quarter of the 19th century. Only graphic, spelling and phonetic aspects were discussed in the said article. As far as spelling is conc

APA, Harvard, Vancouver, ISO, and other styles

47

Li, Degao, and Kuan Lin. "DHH Students’ Phoneme Repetition Awareness in Sentence Reading." Journal of Deaf Studies and Deaf Education 25, no. 4 (2020): 505–16. http://dx.doi.org/10.1093/deafed/enaa011.

Full text

Abstract:

Abstract To examine deaf and hard-of-hearing (DHH) students’ awareness of phoneme repetition in Chinese sentence reading, two experiments were conducted in the self-paced, moving-window reading paradigm. The materials comprised sentences in which Chinese characters that sequentially followed each other shared similar spelling initials and finals in Experiments 1 and 2, respectively. In comparison to hearing participants, DHH participants were more likely to find it more time-consuming to read sentences with, as opposed to without, phoneme repetitions. However, their difficulty in phonological

APA, Harvard, Vancouver, ISO, and other styles

48

Ormrod, Jeanne Ellis. "Effects of Feedback and Mandatory Practice on Learning to Spell during Computer-Assisted Instruction." Perceptual and Motor Skills 63, no. 2 (1986): 487–94. http://dx.doi.org/10.2466/pms.1986.63.2.487.

Full text

Abstract:

College students were given a computer-assisted instruction lesson in psychology. The lesson required the use of 30 words difficult to spell in responding to questions presented throughout the lesson. Feedback to students' responses took one of three forms: (1) No feedback for misspellings of otherwise correct answers, (2) Feedback about the correct spelling of incorrectly spelled words, and (3) Feedback with practice in which students engaged in mandatory practice of an incorrectly spelled word until the word was spelled correctly. There were no significant differences across treatments on an

APA, Harvard, Vancouver, ISO, and other styles

49

Darginavičienė, I., and I. Ignotaitė. "Code-switching in the computer-mediated communication." RUDN Journal of Sociology 20, no. 2 (2020): 405–15. http://dx.doi.org/10.22363/2313-2272-2020-20-2-405-415.

Full text

Abstract:

Most authors admit that code-switching is the process of switching different languages, their varieties, speaking styles, etc. Today the majority of people in the world are multilingual and often mix languages in different ways, which makes code-switching a quite common global phenomenon. Code-switching incorporates government, cultural, religious and network contexts, and the frequency of code-switching in such multilingual conversations is an indicator of the global dominance of multilingualism. Online communication fosters social communicative practices consisting of code-switching and mark

APA, Harvard, Vancouver, ISO, and other styles

50

Fallon, Karen A., and Lauren A. Katz. "Structured Literacy Intervention for Students With Dyslexia: Focus on Growing Morphological Skills." Language, Speech, and Hearing Services in Schools 51, no. 2 (2020): 336–44. http://dx.doi.org/10.1044/2019_lshss-19-00019.

Full text

Abstract:

Purpose Structured literacy (SL) is an umbrella term used by the International Dyslexia Association that refers to evidence-based instructional approaches that incorporate all aspects of spoken language into the teaching of reading, spelling, and writing ( International Dyslexia Association, 2016 ). SL has gained prominence in the field of reading but is less familiar to speech-language pathologists. This tutorial seeks to describe SL with specific attention to the morphological component. Using current research literature combined with descriptions of specific therapeutic practices, this tuto

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!