Relevant bibliographies by topics / Spelling solving

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Spelling solving'

Author: Grafiati
Published: 4 June 2021
Last updated: 2 February 2022

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Journal articles on the topic "Spelling solving"

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Yavorska, Stefaniia. "Types of Excersises for Developing Spelling Literacy of Students in the Ukrainian Language in Institutions of General Secondary Education of Ukraine." Studia Gdańskie. Wizje i rzeczywistość XVI (March 27, 2020): 23–40. http://dx.doi.org/10.5604/01.3001.0014.2513.

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The article analyzes the scientific sources on the research problem, clarifies the leading trends and shortcomings in the methodology of teaching spelling. It is recognized that the education of a literate person with a high language and speech culture – a multi-level problem and not so much school but also national. The scientifically substantiated and experimentally tested method of teaching Ukrainian spelling in Ukrainian language classes is represented, exercises and tasks for them are developed, which promote the formation of spelling skills and abilities of students. Based on the analysis of scientific achievements of researchers, the author proposes her own approach to solving the problem of forming students' spelling skills. The concept of "spelling" has been clarified, the understanding of which as a result of step-by-step mental actions contributes to the development of students' logical thinking and raising the level of their spelling literacy. Exercises of different nature are presented, their implementation will provide strong knowledge, develop practical skills. The ways of formation of spelling skills are determined. On the basis of theoretical and empirical research it is proved that work on spellings creates a basis of strong and deep knowledge if it is logically constructed and conducted systematically. Based on pedago-gical observations, it was found that the teaching method, based on the close relationship of spelling analysis with the ability to perform word analysis by structure, as well as word-formation analysis, is effective. It is argued that the formation of spelling competence of students is impossible without the appropriate level of speech culture, spelling literacy, thorough knowledge of language theory. The expediency of introduction of the system of exercises and tasks developed taking into account interlevel communications and intensive spelling workshop is substantiated. Methodical advice, selected exercises, covered in the study, can be useful for teachers of philology, students-interns of philological profile in preparation for Ukrainian language classes.
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Beeson, Pélagie M., Kindle Rising, and Jennifer Volk. "Writing Treatment for Severe Aphasia." Journal of Speech, Language, and Hearing Research 46, no. 5 (October 2003): 1038–60. http://dx.doi.org/10.1044/1092-4388(2003/083).

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Writing treatment that involved repeated copying and recall of target words was implemented with 8 individuals with severe aphasia in order to discern the best candidates for the treatment. Four of the 8 participants had strong positive responses to the copy and recall treatment (CART), relearning spellings for 15 targeted words during 10 to 12 weeks of treatment and up to 5 additional words during a month-long homework-based program. Of the 4 other participants, 3 learned the spellings of some target words but failed to reach criterion, and 1 had a poor treatment outcome. Insights regarding possible factors that limited success were gained by examination of individual responses to treatment as well as performance on the pretreatment assessments of semantic, phonological, and orthographic processes. Among the factors associated with success were (a) consistent, accurate completion of daily homework, (b) a relatively preserved semantic system, (c) the ability to discern words from nonwords, and (d) adequately preserved nonverbal visual problem-solving skills. Aphasia severity and minimal pretreatment spelling abilities did not necessarily limit the response to treatment. Participants with positive treatment outcomes demonstrated improved spelling of target words following repeated copying within a single treatment session, and accurately completed daily writing homework. Thus, pretreatment assessment and stimulability within initial treatment sessions provided indications of likely outcome.
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Weinberg, Susan. "Links to Literature: Going beyond Ten Black Dots." Teaching Children Mathematics 2, no. 7 (March 1996): 432–35. http://dx.doi.org/10.5951/tcm.2.7.0432.

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I feal beg, beg, beg, beg. I feel gronup bekoes meath is gronup stof.” This comment was one second grader's reaction to studying mathematics through problem solving. (We have preserved the actual spelling used by these students throughout the article.—Ed.)
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Bredikhina, S. V. "Methodological Tasks as a Means of Preparing Future Teachers for Teaching Orthography to Younger Students." Prepodavatel XXI vek, no. 1, 2020 (2020): 142–53. http://dx.doi.org/10.31862/2073-9613-2020-1-142-153.

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The article considers the problem of methodological preparation of students for professional activities in elementary school. Indicator of the development of professional competence of future primary school teachers is the ability to correctly draw orthographically written words, to master spelling skills. The spelling aspect of the training is seen as an essential component of the qualification characteristics of future teachers. It is defined that an effective means of forming the methodological skills of future teachers for teaching spelling to younger students is a methodological challenge. The author identifies the following kinds of teaching tasks: analysis of didactic material; selection of the correct option from a range offered; resolution of the pedagogical situations; development of a fragment of the lesson; making of methodological decisions. Examples of different types of teaching objectives are given. The article defines that in a generalized form, the spelling skills that a future primary school teacher should master are the following: the ability to detect an orfogramm; the ability to determine its type; the ability to choose the appropriate rule; the ability to act according to an algorithm based on the rule; the ability to solve a spelling problem. The article de-scribes the theoretical prerequisites for the formation of conscious spelling skills using methodological problems, presents the operation logic from developing students ’ ability to find and classify orfogramms to performing exercises aimed at using rules in solving spelling problems.
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Harjanti, Fransisca Dwi, and Ni Luh Ramayani. "Implementation of Problem Based Learning Methods in Student Spelling Learning." INNOVATION RESEARCH JOURNAL 1, no. 1 (May 11, 2020): 48. http://dx.doi.org/10.30587/innovation.v1i1.1443.

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In the Indonesian Language curriculum, especially those in the Indonesian Language curriculum usedat the High School level of Class X Science, one of the basic competencies discussed is writing theobservation report text. In writing a text report the results of observation require the ability of thelanguage field, specifically the ability to use spelling. To give students a good understanding ofspelling, special strategies are needed. Strategies that can be used to explore students' competenciesin the spelling field are problem based learning. In this strategy students are required to be moreactive and creative in solving problems given by the teacher. This strategy is applied to students ofClass X Science 2 at Hang Tuah 4 Surabaya High School. After applying problem-based learningbased on the results obtained that the average ability of students in understanding spelling is above75%. Only a small proportion of groups whose ability is under 75%. The most mistake students makeis in using comma (,) punctuation. The least mistake made is the use of period punctuation
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Ramshaw, Lance A. "CORRECTING REAL-WORD SPELLING ERRORS USING A MODEL OF THE PROBLEM-SOLVING CONTEXT." Computational Intelligence 10, no. 2 (May 1994): 185–211. http://dx.doi.org/10.1111/j.1467-8640.1994.tb00163.x.

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Beeson, Pelagie M., Molly A. Rewega, Sheila Vail, and Steven Z. Rapcsak. "Problem-solving approach to agraphia treatment: Interactive use of lexical and sublexical spelling routes." Aphasiology 14, no. 5-6 (May 2000): 551–65. http://dx.doi.org/10.1080/026870300401315.

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TAMBOURATZIS, TATIANA. "STRING MATCHING ARTIFICIAL NEURAL NETWORKS." International Journal of Neural Systems 11, no. 05 (October 2001): 445–53. http://dx.doi.org/10.1142/s0129065701000874.

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Three artificial neural networks (ANNs) are proposed for solving a variety of on- and off-line string matching problems. The ANN structure employed as the building block of these ANNs is derived from the harmony theory (HT) ANN, whereby the resulting string matching ANNs are characterized by fast match-mismatch decisions, low computational complexity, and activation values of the ANN output nodes that can be used as indicators of substitution, insertion (addition) and deletion spelling errors.
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NICOLSON, DAVID, and CSABA CSUZDI. "Solving a nomenclatural conundrum: Cernosvitovia crainensis (Mršić, 1989) and Aporrectodea macvensis Šapkarev in Mršić, 1991 (Lumbricidae)." Zootaxa 4496, no. 1 (October 4, 2018): 156. http://dx.doi.org/10.11646/zootaxa.4496.1.10.

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This contribution deals with the names and authorship of two lumbricid taxa endemic to the Balkans (see Stojanović et al., this volume). Although their validity has never been questioned, it has been unclear up to now which publication has made these two species-group names available according to the rules of the International Code of Zoological Nomenclature (Articles in "the Code," ICZN 1999). In the following, we review the somewhat intricate history of these names and explain why the correct citation and spelling of these names are "Cernosvitovia crainensis (Mršić, 1989)" and "Aporrectodea macvensis Šapkarev in Mršić, 1991," respectively.
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Abbas, M. Fadhly Farhy, and Herdi Herdi. "SOLVING THE STUDENTS� PROBLEMS IN WRITING ARGUMENTATIVE ESSAY THROUGH COLLABORATIVE WRITING STRATEGY." English Review: Journal of English Education 7, no. 1 (December 9, 2018): 105. http://dx.doi.org/10.25134/erjee.v7i1.1499.

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This research is based on the students� problems in writing argumentative essay, especially in developing and organizing ideas, using good grammar and diction, and applying correct writing mechanics, such as the use of capital letter, spelling, and punctuation. The purpose of this research is to solve the students� problems in writing argumentative essay through collaborative writing strategy. The design employed in this research was classroom action research. The participants involved in this research were 23 students of English Education Department, Faculty of Teacher Training and Education, University of Lancang Kuning Pekanbaru, Indonesia. The instruments used in this research were writing test, field note, observation checklist, and interview. Based on the result of the test, the students� score had reached the criteria of success set, and it was significantly improved from the result before the research conducted. The mean score of the mid-term test was 54.9, and the mean score of the cycle test was 74.3. In addition, based on the data gained from the field note, observation checklist, and interview, it was found that the students were active, creative, and enjoy the learning process. In conclusion, the use of collaborative writing strategy can solve the students� problems in writing argumentative essay as well.Keywords: writing skill; writing aspects; argumentative essay; collaborative writing strategy; �classroom action research.
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Dissertations / Theses on the topic "Spelling solving"

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Skogmyr, Marian Klara. "Doing solving spelling problems in a Swedish EFL classroom : A conversation analytic study." Thesis, Stockholms universitet, Engelska institutionen, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-113171.

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This thesis investigates how high school students collaboratively solve naturally occurring spelling problems in an English as a foreign language (EFL) classroom in Stockholm, Sweden. The study is motivated by the scarcity of research on spelling solving, both in terms of the observable spelling practices adopted by the students and in terms of the collaborative management of spelling issues in the second/foreign language classroom. The theoretical and methodological framework is multimodal ethnomethodological conversation analysis (CA). The data consists of video recordings of ten EFL lessons that took place during five consecutive school days. The thesis focuses specifically on three spelling solving episodes and analyzes at the micro level the process by which the students go from initiating to closing the spelling solving sequence. In providing fine-grained accounts of the students’ verbal and embodied actions as they collaboratively attempt to solve the spelling problems, the thesis respecifies spelling solving strategies as observable spelling solving practices. The analysis demonstrates how the participants orient to spelling solving as an important form-focused activity. Moreover, the analysis shows how the students integrate different verbal and embodied resources as well as cultural artifacts to accomplish the spelling solving. Finally, the analysis demonstrates how the students’ relative orientations to individual versus collaborative achievements and their management of epistemic rights and responsibilities in completing the task influence the sequential organization and the outcome of the solving sequences. The thesis discusses the findings in relation to prior work on spelling solving and also points out potential implications for second/foreign language instruction that may be of use for current and future EFL instructors.
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Sangerman, Cynthia J. "Spelling skill and the effectiveness of rhyme and semantic hints to anagram solutions." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0013/MQ36176.pdf.

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Walker, Nancy Watkins. "Word study: An interactive approach to word solving." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1630.

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Poole-Hayes, Una. "Invented spelling: An indicator of differential problem-solving strategies of good spellers and poor spellers at kindergarten and grade one." Thesis, University of Ottawa (Canada), 1996. http://hdl.handle.net/10393/9597.

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The present research explores the possibility of differentiating problem-solving operations generating success and difficulty to spellers at kindergarten and Grade 1. Four kindergarten girls and four kindergarten boys were identified in each of three schools. Two boys and two girls believed by their teachers to be advanced in spelling development and two boys and two girls perceived by their teachers to be delayed in this regard constituted the sample. The Dionne observation table was used to enrich the data collection methodology used by Case by recording, in individual sessions, all verbal and non-verbal operations performed by each of the subjects while attempting the research tasks in June of the kindergarten year, during the first week of February of Grade 1, and during the last week of May of Grade 1. Visual protocols, verbatim transcripts, and photocopies of invented spellings produced provided the experimental data. Based on the literature and on the protocols collected, the researcher constructed coding grids to describe 32 data related operations and 24 cognitive control related operations observed during the invented spellings of the target words. The two grids were used to analyze the invented spelling processes of the 19 subjects for whom there was complete data from all three data collection sessions. Videotapes were replayed as often as required to complete the coding grids. Differences in relative frequency distributions of use of each operation were calculated by ability and gender. Differences in progression over time between three data collection points within a one year time frame were examined for all subjects, for subjects by ability group, and for subjects by gender group. A difference of 25% or more was established as a discerning pattern for the purpose of the research. Strong and weak spellers used the same data related operations when inventing spellings. The sequence in development was the same for both groups, but operations emerged at a faster pace in strong spellers. Patterns of differences by ability were discerned for most consonant, vowel, and meaning related operations. Patterns of differences by gender emerged for only two data related operations--3-consonant blend and -ing ending. Patterns of differences by ability were discerned for some cognitive control operations in all five categories established during coding: Response style, focus of attention, articulation of plan, memory, and automatic production. No patterns of differences by gender were discerned. The Dionne Observation Table offered an elegant elaboration to verbal protocols as a means of interpreting cognitive processes, especially for subjects at the interrelational and early dimensional stages of thought for whom cognitive developmental limitations affect verbal protocol productions. Through the interpretation of cognitive operations made possible by its use, the extent of progress made by weak spellers in both data related and cognitive control related operational use has been underscored. The research opens an avenue for exploration of the extent to which operations can be taught to children in this young age group. (Abstract shortened by UMI.)
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Books on the topic "Spelling solving"

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Minert, Roger P. Spelling variations in German names: Solving family history problems through applications of German and English phonetics. Woods Cross, Utah: GRT Publications, 2000.

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Invented spelling: An indicator of differential problem-solving strategies of good spellers and poor spellers at kindergarten and grade one. Ottawa: National Library of Canada = Bibliothèque nationale du Canada, 1997.

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publisher, Berrached. 100 Word Search Puzzle for Kids 6-8: 100 Fun and Educational Word Search Puzzles for Kids to Improve Vocabulary ,Spelling, and Problem-Solving. Independently Published, 2020.

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Book chapters on the topic "Spelling solving"

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Chew, E., and Y. C. Chen. "Mapping Midi to the Spiral Array: Disambiguating Pitch Spellings." In Computational Modeling and Problem Solving in the Networked World, 259–75. Boston, MA: Springer US, 2003. http://dx.doi.org/10.1007/978-1-4615-1043-7_13.

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Byron, Michael. "Evolutionary Ethics and Biologically Supportable Morality." In The Paideia Archive: Twentieth World Congress of Philosophy, 23–28. Philosophy Documentation Center, 1998. http://dx.doi.org/10.5840/wcp20-paideia199844818.

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Consider the paradox of altruism: the existence of truly altruistic behaviors is difficult to reconcile with evolutionary theory if natural selection operates only on individuals, since in that case individuals should be unwilling to sacrifice their own fitness for the sake of others. Evolutionists have frequently turned to the hypothesis of group selection to explain the existence of altruism; but group selection cannot explain the evolution of morality, since morality is a one-group phenomenon and group selection is a many-group phenomenon. After spelling out just what the problem is, this paper discusses several ways of solving it.
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Taylor, Kenneth A. "Puzzles of Coreference." In Referring to the World, 87–141. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780195144741.003.0004.

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This chapter deals with coreference puzzles, long regarded as bedrock data against which the adequacy of any theory of singular reference must ultimately be tested. The chapter argues that two-factor referentialism, introduced in Chapter 2, does the best job of solving them. It considers a number of coreference problems, old ones from Frege; newer ones from Kripke, Saul, Richard, and others; and some entirely new ones. It discusses some relevant syntactic issues and distinguishes intrinsic coreference from coincidental coreference. The view that names are individuated by spelling and pronunciation, such as the theory of “nambiguity” put forward by Perry and Korta, is rejected. It criticizes views that treat names as indexicals, as conflating importantly different instruments of reference. It criticizes the view that names are predicates, as having no reasons in its favor other than a misplaced desire for unity. It then develops the two-factor theory by comparing its treatment of cognitive significance with Frege’s views, and more recent views of Perry, Recanati, Fiengo, and May.
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Conference papers on the topic "Spelling solving"

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Tshering, Phurpa, Dorji Norbu, Sonam Dorji, Namgay Dema, and Parshu Ram Dhungyel. "Experience of a Gamified Spelling Solving by Students for Learning Spelling: Development of Kids Spell Dzongkha App." In 2018 International Conference on Current Trends towards Converging Technologies (ICCTCT). IEEE, 2018. http://dx.doi.org/10.1109/icctct.2018.8550865.

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Journal articles
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