Relevant bibliographies by topics / Types of spelling exercises

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Academic literature on the topic 'Types of spelling exercises'

Author: Grafiati
Published: 4 June 2021
Last updated: 9 February 2022

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Journal articles on the topic "Types of spelling exercises"

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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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Bukovtsova, Nina Ivanovna. "Difficulties of developing secondary school students’ spelling skills." Samara Journal of Science 5, no. 3 (September 1, 2016): 148–54. http://dx.doi.org/10.17816/snv20163302.

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The paper presents theoretical approaches to secondary school students spelling rule acquisition. It defines the main terms: spelling, skill, spelling skill, spelling activities, spelling task, spelling observation and control skill, dysgraphia, dysorthography. The author describes types of spelling skills developed at school: finding parts of words spelt according to the spelling rules, spelling words according to the rules, graphic marking of difficult spelling, finding and correcting spelling mistakes. The paper reveals conditions and criteria of successful school students spelling skills development: high scientific level of teaching spelling, correlation of spelling skills and speech development, knowledge of spelling rules and the scheme of their application, a thoroughly developed system of exercises to practice the rules. The author focuses on difficulties of using these rules in writing: difficulties of spelling rules acquisition caused by spelling rules variety, poor formedness of cognition, low motivation level, inability to process information and difficulties in applying spelling rules related to spelling task setting and its solution. The author describes mistakes caused by poor spelling rules acquisition such as mistakes in words and their significant parts, mistakes in cursive, separate and hyphenate word spelling, mistakes in capital and small letter usage, mistakes in word break. Differential diagnostics of specific spelling mistakes is presented. The types of dysorthography and their characteristics are defined. The paper lists the principles of Russian spelling the breach of which results in mistakes.
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Hilte, Maartje, Mieke Bos, and Pieter Reitsma. "Effects of spelling pronunciations during spelling practice in Dutch." Written Language and Literacy 8, no. 2 (December 31, 2005): 61–77. http://dx.doi.org/10.1075/wll.8.2.06hil.

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Because it is often assumed that difficulties in spelling are of phonological origin, the aim of this study was to examine whether emphasis on the pronunciation of individual graphemes is beneficial for learning to spell words in poor spellers. In the first experiment Dutch children with a spelling deficit had to practice words in two types of exercises: (1) full production after memorizing the orthographic pattern, and (2) a special pronunciation, so-called spelling pronunciation, accompanied by full production after memorizing. Spelling pronunciation showed to have no additional effect on spelling. The orthographic information might have overruled the effect of spelling pronunciation. Therefore, in Experiment 2 orthographic information was excluded from the comparison between training with spelling pronunciation and training with normal pronunciation. Spelling pronunciation appeared to be more effective than normal pronunciation. However, spelling pronunciation was as effective as priming the orthography in memorization training, which may indicate that the common process of uncovering orthographic details is the main driving force for accelerated learning.
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Larionova, L. G. "Topical Issues of Methodology in Teaching Spelling on the Pages of the Russian Language at School Journal (1979–2019)." Russian language at school 81, no. 1 (January 22, 2020): 36–44. http://dx.doi.org/10.30515/0131-6141-2020-81-1-36-44.

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This article reviews works devoted to the methodology of teaching orthography (spelling) published in the Russian Language at School journal from 1979 to 2019. The reviewed works cover the following aspects: theoretical (linguistic, didactic, psychological and psycholinguistic) foundations of teaching orthography in secondary school; study techniques and methods for explaining spelling rules; essential characteristics of the various methodological systems for a phased process in studying complex spelling rules; types of developmental spelling exercises; lesson plan description, repetition of spelling topics and systematization of the lessons studied at different levels of secondary education from grades 5 to 11 in accordance with changing requirements of Federal State Educational Standards and respective textbooks for teaching Russian as a native language. The article focuses on the aspect of spelling training and preparing students for mandatory written exams in the Russian (native) language in grades 9 and 11, including the final essay in grade 11. In addition, the article provides a general overview of reviews of textbooks and spelling exercise workbooks for pedagogues and pupils published by methodologists. The research methodology was based on the theoretical analysis of scientific knowledge (problematic, comparative, aspective, recapitulative) and practice-based experience of pedagogues. It is concluded that the reviewed publications (in the indicated period) are relevant for modern readers.
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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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Zuidema, J. J., and J. Weber. "Dt-Duiveltje." Toegepaste Taalwetenschap in Artikelen 35 (January 1, 1989): 89–102. http://dx.doi.org/10.1075/ttwia.35.09zui.

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Dutch verb spelling is a rather complicated system of rival orthographic pre-scriptions. The spelling of Dutch verbs not only depends on their pronuncia-tion, but also on syntax and semantics. Pupils are often incapable of learning the system, even after many hours of verb spelling instruction. Investigations lead to the insight that a rule-oriented algorithmic method is more effective than traditional methods. But pupils still make a lot of errors. In this study we investigate how computers can improve verb-spelling performance of pupils. A first way could be the use of a word processor with an built-in spelling checker. Spelling checkers find errors in typed text, but existing spelling checkers cannot correct Dutch verbs automatically. Artificially Intelligent spelling checkers will do (but will be expensive for instructional use). A second way of improving spelling performance is the use of tutorial programs. We discuss algorithm-based instructional programs that introduce and train the verb spelling system and its underlying concepts. As a third way to improve spelling performance we introduce the instructional program DT-DUIVELTJE (DT-DEMON). DT-DEMON can be characterized as a half-automatic spelling checker for Dutch verbs. In most cases it can find and correct verb spellings automatically. In the remaining cases DT-DEMON asks the user one or two questions, in order to complete the analysis. The core of the program is a simulation of a human expert in verb spelling. An expert is supposed to find correct orthographic prescriptions as a result of very economic decisions, i.e. based on an analysis of lower-order language regularities. For instance, when the spelling of a verb can be found by analyzing letter sequences, a syntactic analysis can be omitted. In this way an expert writes far more verbs correctly as a result of automatic pattern recognition. Although the internal inference mechanism of DT-DEMON is one of pat-tern recognition, the dialogue with the user is rule-oriented. The program also knows the rule-oriented algorithm for verb spelling. A final remark about the way DT-DEMON internally processes, concerns the number of analyses performed. The program does not just stop searching when it finds a solution, but continues until all solutions are found. The number of successful redundant analyses is an indication of the degree of difficulty of the spelling problem. A lot of solutions means: easy; just one solution means: a less simple problem; not even one complete, automatically found solution means: pay attention, this is a difficult problem. DT-DEMON is suitable for instructional purposes once a pupil has learned the rules that govern verb spelling. The program works like an online spelling checker. When there is a difficult spelling problem, and the program cannot find a complete solution itself, it will ask the student for help. By doing so, it prevents errors due to premature automatization of spelling skills. The use of DT-DEMON is not restricted to precooked exercises, it can handle free language productions.
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Гуркова and Irina Gurkova. "Dictionaries and Methods of Using Dictionaries at the Russian Language Lessons in a Primary School." Primary Education 3, no. 5 (October 19, 2015): 46–52. http://dx.doi.org/10.12737/14776.

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The paper provides evidence, that it is necessary to use different types of dictionaries, such as spelling dictionaries, pronouncing dictionaries and defining dictionaries, when teaching the Russian language to the primary school children. Specific features of each type of dictionaries are described. Further, the main methodical approaches to using dictionaries are outlined. Also provided are various kinds of assignments and exercises, which take into consideration age and psychological peculiarities of primary school children. The author places special emphasis on the role of pronouncing and defining dictionaries.
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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.

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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 place”. Most teachers do not include practices and spelling skills of forming orthographic literacy into the context of their class activities and do not know practices of working on orthograms of different types and origin. It is considered that pupils learn Russian orthography through listening comprehension and through books and, thus, remember and memorize the spelling of different words well enough. It is believed that the pupil’s first step in the creation of a system of exercises to form orthographic literacy is the development of a classification of orthograms that are topical and frequent in teaching Russian as a foreign language in a primary school (forms 6–9). Similar research was conducted several decades ago, therefore, it is now necessary to develop and determine the methodology as well as technology for conducting an experiment and revealing the currently most typical orthographic and spelling mistakes. The classification of orthograms has been made with account of a comparative analysis of phonetic, orthographic and graphic systems of the Russian and Latvian languages. For the Latvian audience, it is expedient to single out phonetic and non-phonetic orthograms. Phonetic orthograms are those caused by underdeveloped phonemic awareness, interference of Latvian pronunciation and incorrect articulation of Russian sounds (seven types have been singled out). Non-phonetic orthograms (morphologic and traditional) are true orthograms and their spelling causes difficulties for both Latvian and Russian pupils. To determine the frequency and quality of mistakes in the Russian language, we have performed a diagnostic assessment. The data of our practical research can be used in forecasting mistakes of pupils who study Russian as a foreign language, creating a system of monitoring skills and abilities in writing, developing tests and exercises to contribute to the improvement of orthographic literacy of pupils.
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Prishchepova, I. V. "Overcoming Disorthography of Primary Schoolchildren with General Speech Underdevelopment." Russian language at school 81, no. 3 (May 21, 2020): 46–51. http://dx.doi.org/10.30515/0131-6141-2020-81-3-46-51.

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The article discusses mechanisms of various kinds of disorthography (conditioned by the underdevelopment of morphological, phonemic and graphical bases of orthographic activity) in schoolchildren with general speech underdevelopment. It offers basic methodology and techniques to correct disorthography conditioned by inadequate child acquisition of phonemic, traditional principles of orthography and principles of graphics. A systematic work on the development of psychological and language components of this type of learning activity coupled with oral speech disorder overcoming facilitates successful acquisition of program requirements by such children. The following methods were used: practical (exercises, modelling, construction, schematization, games), visual (observation, image study, image and practical activity results demonstration, stimulus material demonstration), verbal methods (conversation, narration, method of language analysis and synthesis, grammar and orthographic tasks solution). The article covers the results of many years of positive experience in the correction of various types of disorthography of primary schoolchildren with general speech underdevelopment. Formation of grammatical and orthographic activity, the basics of speech and language competences, Russian language academic performance increase are prerequisites of linguistic personality development and child self-development. The practical importance of the research lies in the development and testing of methods of disorthography correction of children with general speech underdevelopment. The given methodology helps to improve their spelling skills and allows to carry out a purposeful and controlled formation of spelling activity. The results can be used in the work of speech therapy centers and educational establishments which carry out inclusive students’ education.
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Kochubei, Viktoriia. "CHALLENGES OF WRITING ACADEMIC ESSAYS AND WAYS OF OVERCOMING THEM." Germanic Philology Journal of Yuriy Fedkovych Chernivtsi National University, no. 831-832 (2021): 147–56. http://dx.doi.org/10.31861/gph2021.831-832.147-156.

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The paper highlights major challenges in writing academic essays. The article reveals the role of essay writing in studying, communication, creating and conveying information. The work on an academic essay requires development of three types of competences – metalinguistic, communicative and discourse competence. Difficulties in writing essays emerge when learners fail to recognize essential text properties – text cohesion and coherence, informativeness and modality. Lack of a deep analysis of the subject under study, superficial conclusions and poor analytical skills result in producing a one-dimensional, linear text. Insufficiently reasoned structure elements of the text can sometimes provoke learners to provide examples contrary to the topic sentence. The main way of solving this problem is making a logical and structural scheme, – an outline, before starting to write the text. It is equally important to follow the principle of ordering information, organizing the material in a certain succession, keeping the line of reasoning throughout the text. Learners can choose a relevant way of information organization – cause and effect, chronological, spacial and thematic. The article contains examples of exercises aimed at choosing an appropriate way of representing information and exercises for developing discourse competence. Another category of difficulties embraces lexical and stylistic, grammar and spelling mistakes. These errors deal with the operational dimension of the text and their prevention requires developing necessary competencies by doing special exercises to improve the technical aspects of writing. Writing an essay implies keeping to the language norms, grammar and stylistic accuracy. Scientific and research papers are characterized by developed syntactic constructions, complex sentences with clauses of cause and result, abstract vocabulary, while colloquial words and expressions must be omitted. Academic essay is viewed as a product of analytical research work, as a multidimensional text that integrates operational, cultural and critical components. The content of the academic text depends primarily on the depth of information analysis and its critical comprehension. The profound research work triggers the generation of new ideas. Regular and stage-by-stage work on writing the academic essay promotes the development of academic literacy skills. In addition, writing essays helps to train analytical and metalinguistic skills, shapes a personality, capable of thinking critically and articulating ideas.
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Dissertations / Theses on the topic "Types of spelling exercises"

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James, Casie Dawn. "Strategic spelling instruction." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/2993.

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The study proposes an alternative way for elementary school educators to instruct students in spelling. It suggests that spelling instruction should allow ample time for students to manipulate letters and patterns in their spelling words and provide time for writing. It also offers a two-week lesson plan of spelling instruction backed by research. The study was conducted using a mixed design with a predominantly Hispanic 6th grade class at a Title I school, with 60% of the students classified as English Language Learners. The study design consisted of observations of the students manipulating the spelling words, anecdotal notes taken while observing the students, and the collection of writing samples across time. Data was collected by four formal language arts tests and bimonthly spelling assessments.
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Svensson, Sofie, and Louise Wisell. ""Icetice" - eller hur man stavar till ingenting : En feltypsanalys av stavningen hos elever i årskurs 2." Thesis, Linköping University, Department of Clinical and Experimental Medicine, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-56908.

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Stavning är en komplex förmåga och lite undersökt, därför var syftet med föreliggande studie att analysera stavningsförmågan hos elever i årskurs 2. Deltagarna var 86 elever, 63 med läs- och skrivsvårigheter och 23 utan läs- och skrivsvårigheter. Elevernas stavfel av nonord och riktiga ord analyserades utifrån fyra klassificeringssystem med avseende på olika feltyper. Även korrelationsberäkningar mellan stavning och andra kognitiva förmågor utfördes. Resultatet visade att de utan läs- och skrivsvårigheter presterade signifikant bättre än de med läs- och skrivsvårigheter framför allt på testet av nonord. Korrelationsberäkningarna visade att det fanns ett samband mellan stavning och läsning samt stavning och fonologi. Dessa resultat visar att gruppen med läs- och skrivsvårigheter har fonologiska brister som påverkar stavningen. Utifrån analyserna ges förslag på ett nytt felklassificeringssystem på svenska samt hur ett bra stavningstest bör vara uppbyggt för att fånga så många aspekter som möjligt av en elevs stavning. Även hur detta kan vara till nytta i logopeder och lärares verksamheter diskuteras.


Spelling is a complex ability and few studies have been carried out on this topic. Therefore, the purpose of the present study was to analyse the spelling ability among children in grade 2. In this study 86 pupils participated, 63 with reading difficulties and 23 with typical reading ability. The children’s misspellings of nonwords and real words were analysed using four different classification systems of misspellings. Correlations between the spelling ability and other cognitive abilities were made. Results showed that the group with typical reading ability performed significantly better than the group with reading difficulties, especially on the test of nonwords. Calculations showed correlations between spelling and reading and also between spelling and phonology. The results of the present study show that the group with reading difficulties has phonological deficits that affect their spelling. The analysis also suggests guiding principles for a new Swedish classification system of misspellings and a Swedish test of spelling ability. It also includes how the classification system and the test can be used in the work of speech therapists and teachers.

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Cunha, Max Clark de Castro. "Análise de estratégias de ensino/aprendizagem em materiais didáticos de alemão como língua estrangeira: perspectivas pós-comunicativas em contraste." Universidade de São Paulo, 2013. http://www.teses.usp.br/teses/disponiveis/8/8144/tde-28082013-123941/.

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A partir da quantificação e interpretação dos tipos de exercícios e estratégias existentes nas lições Start auf Deutsch e Café D, ambas do livro Studio D A1 (2008) e Europa: Politik und mehr, do livro Studio D B1 (2008), este trabalho teve como objetivo investigar se estas lições estão sedimentadas com base nos princípios pós-comunicativos, conforme descritos em Funk (2010). Após a quantificação dos tipos de exercícios destas lições, foram investigadas as estratégias didáticas presentes nas lições para verificar se as estratégias do material estão apoiadas nas estratégias da abordagem intercultural, conforme apresentadas em Roche (2001) e na pedagogia pós-método (KUMARAVADIVELU: 1994 e 2001), que fazem parte deste novo cenário póscomunicativo. Ambas tem princípios que podem ser relacionados à teoria sociocultural e interacionista. A pesquisa sobre a perspectiva pós-comunicativa possibilitou mudanças de parâmetros no ensino/aprendizagem de língua estrangeira na década de 90. Destes estudos surgiu o Quadro Comum Europeu de Referência para as Línguas Estrangeiras (QCERL) e no Brasil os Parâmetros Curriculares Nacionais- Línguas Estrangeiras (PCN-LE), ambos os parâmetros de ensino, europeu e brasileiro, propõem que a realidade do aluno e as trocas culturais sejam um meio de facilitação à autonomia de aprendizagem. O material didático escolhido para análise faz parte da realidade do QCERL, por isso, preocupou-se em analisar se estão presentes nestas lições os tipos de exercícios propostos por Rampillon (2000) e Häussermann & Piepho (1996). Também foram comparadas as estratégias didáticas do livro do professor com as estratégias de ensino aprendizagem discutidas em Bimmel & Rampillon (2001). Fez-se uma breve descrição do papel dos recursos midiáticos na era pós-comunicativa. Em síntese, com base nestes pressupostos, este trabalho investigou se nestas lições encontram-se subsídios para a aplicação dos tipos de exercícios, estratégias didático-pedagógicas póscomunicativas.
With the quantification and the interpretation of the exercises typologie and strategies of the lessons Start auf Deutsch and Café D, both of the book Studio D A1 and Europa: Politik und mehr, of the book Studio D B1, this work aims at investigation of this lessons in comparisons to the post-comunicative principles, as treated in Funk (2010). After this quantification, the teaching/learning strategies of this teaching material was investigated if these strategies follow the strategies of the intercultural aproach, as discussed in Roche (2001) and the strategies of the post-method pedagogy (KUMARAVADIVELU:1994, 2001), these are part of the post-comunicative era and have principles that are related to the sociocultural and interacionist theory. The research on the postcomunicative outlook culminated in the changing of the foreing languange teaching/learning parameters in the 90s, with this, arise the Common European Framework for Foreing Languages (CEFR) and in Brazil the Parâmetros Curriculares Nacionais para as Línguas Estrangeiras (PCN-LE), both educational parameters, european and brazilian, propose that the reality of learners and cultural exchange are means of the autonomous learning facilitation. The chosen teaching book are part of this CEFR scenario, therefore, it itended to investigate if in these lesson are applied the exercise tipologies as proposed by Rampillon (2001) and Häusserman & Piepho (1996). Also was comparated the strategies of the teaching book with the learning/teaching strategies as proposed by Bimmel & Rampillon (2001). In this work was also discussed the role of the media ressources in the post-comunicative era. On the basis of all these assumption, this work investigated if in these lessons are included subsidies to the application of the exercise tipologie, strategies and principles of the post-comunicative era.
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Seabra, Ana Cristina Maia Nunes e. "Autoconceito físico e identidade atlética-estudo em atletas internacionais com e sem deficiência." Master's thesis, Instituições portuguesas -- UP-Universidade do Porto -- -Faculdade de Ciências do Desporto e de Educação Física, 1999. http://dited.bn.pt:80/29096.

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Caldeira, João Gabriel Jardim. "O Estilo explicativo no desporto : Um Estudo sobre o rendimento de crianças e jovens, após uma situação induzida de fracasso." Master's thesis, Instituições portuguesas -- UP-Universidade do Porto -- -Faculdade de Ciências do Desporto e de Educação Física, 2001. http://dited.bn.pt:80/29411.

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Dissertação de Mestrado em Ciência do Desporto, área de especialização em Desporto para Crianças e Jovens, apresentada à Faculdade de Ciências do Desporto e de Educação Física da Universidade do Porto
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Caldeira, João Gabriel Jardim. "O Estilo explicativo no desporto : Um Estudo sobre o rendimento de crianças e jovens, após uma situação induzida de fracasso." Master's thesis, Universidade do Porto. Reitoria, 2001. http://hdl.handle.net/10216/10019.

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Dissertação de Mestrado em Ciência do Desporto, área de especialização em Desporto para Crianças e Jovens, apresentada à Faculdade de Ciências do Desporto e de Educação Física da Universidade do Porto
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AUSOBSKÁ, Martina. "Práce s přehledovými listy učiva českého jazyka pro 5. ročník ZŠ." Master's thesis, 2019. http://www.nusl.cz/ntk/nusl-394501.

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The diploma thesis deals with the orthography problems and the use of Czech language overview worksheets for the 5th grade of primary school. The thesis is divided into three parts. The theoretical part contains the definition of the subject matter in RVP ZV, the definition of orthography, its meaning, spelling functions and principles, types of spelling exercises, their classification and correction. A discussion of new changes and approaches in contemporary orthography is also in the theoretical part. The research part of the thesis contains a pilot verification of the Czech language overview worksheets and asks several questions. The aim was to find out the pupils' attitude to orthography, to reveal their most common spelling mistakes and to verify whether there was an improvement in the spelling while pupils were using the Czech language overview worksheets for the 5th grade of primary school. The practical part of the thesis contains created overview sheets for the 5th grade of elementary school.
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Conway, Barbara Tenney. "Analysis of Third- and Fifth-Grade Spelling Errors on the Test of Written Spelling-4: Do Error Types Indicate Levels of Linguistic Knowledge?" Thesis, 2011. http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-9727.

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A standardized test of spelling ability, Test of Written Spelling – 4, was used to explore the error patterns of Grade 3 and Grade 5 students in public and private schools in the southwestern region of the US. The study was for the purpose of examining the relationship between types of errors students make within a grade level (Grades 3 & 5 for this study), and the students’ spelling proficiency. A qualitative analysis of errors on the Test of Written Spelling – 4 (TWS-4) resulted in distributions of errors categorized as phonological, phonetic, orthographic, etymological, and morphological. For both Grades 3 and 5, a higher proportion of phonological and phonetic errors were made by students in the lowest spelling achievement group. Students with higher standard spelling scores made a lower proportion of phonological and phonetic errors and a higher proportion of errors categorized as etymological and morphological. The Test of Silent Word Reading Fluency (TOSWRF; Mather, Allen, Hammill, & Roberts, 2004) was also administered to the students to examine the relationship of these error types to literacy. The correlation between reading fluency standard scores and phonological and phonetic errors was negative, whereas the correlation between reading fluency and orthographic, etymological, and morphological error types was positive. This study underscores the value of looking at spelling achievement as a part of students’ literacy profiles. In addition, the study highlights the importance of making sure students beyond the years of very early reading and spelling development (Grades 3-5), especially those with low spelling proficiency, have the basic skills of phonological awareness and basic sound/symbol correspondences in place to support their ability to spell and to read, and that spelling must be taught in such a way as to meet students’ individual student needs.
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Urbanová, Lucie. "Současné cvičebnice a příručky českého pravopisu a jejich didaktické využití." Master's thesis, 2019. http://www.nusl.cz/ntk/nusl-396798.

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This diploma thesis deals with the possibilities of use of contemporary workbooks and guides of Czech orthography, their quality and their position amongst other material didactic aids. It briefly introduces the concept of spelling from a linguistic viewpoint, defines the spelling curriculum in a didactic concept, and introduces the basic types of spelling exercises, as well as their advantages and risks. Empirical research was carried out through five selected publications. These were subjected to a detailed examination and the selected passages were subjected to a response from primary school respondents. This thesis analyses specific selected books, but moreover, it also aims to evaluate the possibilities and limits of commercial publications designed for spelling practice. The choice of the type of exercises included, the assignment's clarity, the content attractiveness of included texts, and the book's graphic processing and more are important factors in determining the quality of the given types of books.
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Tsai, Wan Yu, and 蔡椀宇. "Written spelling to dictation in children with diplegic cerebral palsy：the effects of character properties and analyses of error types from neuropsychological perspective." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/m57bwp.

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Books on the topic "Types of spelling exercises"

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Spelling. Oxford, UK: Oxford University Press, 2002.

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Aiken, Carol. Spelling skillbuilder. 2nd ed. Cincinnati, OH: South-Western Pub. Co., 1992.

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Everyday spelling. Garden City, N.Y: Guild America, 1998.

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B, Gregory Oliver, ed. Spelling basics. St. Paul, MN: Paradigm, 1992.

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The spelling toolbox. Edmonton, Alta: Grass Roots Press, 2002.

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Walker, Bonnie L. Punctuation, capitalization, and spelling. Circle Pines, Minn: American Guidance Service, 1988.

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Spelling connections 4. Toronto: Nelson Canada, 1987.

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Marasco, Tony. Spelling connections 2. Scarborough, Ont: Nelson Canada, 1987.

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Marasco, Tony. Spelling connections 3. Toronto: Nelson Canada, 1987.

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Devine, Felice Primeau. Goof-proof spelling. New York: LearningExpress, 2002.

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Book chapters on the topic "Types of spelling exercises"

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Wallwork, Adrian. "Spelling." In English for Academic Research: Vocabulary Exercises, 157–58. Boston, MA: Springer US, 2012. http://dx.doi.org/10.1007/978-1-4614-4268-4_7.

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Brown, Helen, and Patricia Tiffney. "Spelling Checker." In Intermediate Exercises in Word Processing, 118–22. London: Macmillan Education UK, 1991. http://dx.doi.org/10.1007/978-1-349-10411-6_17.

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Wallwork, Adrian. "Punctuation and spelling." In English for Academic Research: Writing Exercises, 1–12. Boston, MA: Springer US, 2012. http://dx.doi.org/10.1007/978-1-4614-4298-1_1.

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Alamuddin, Naji. "Types of Exercises: Recommended Exercise Programs." In Laparoscopic Sleeve Gastrectomy, 667–75. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-57373-7_65.

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van Nes, Akkelies, and Claudia Yamu. "Analysing Linear Spatial Relationships: The Measures of Connectivity, Integration, and Choice." In Introduction to Space Syntax in Urban Studies, 35–86. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-59140-3_2.

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AbstractIn this chapter, we first explain the concept of an axial line and how the axial map is applied in space syntax. We then discuss the static measure of ‘connectivity’ with its ‘one-step’ to ‘n-step’ logic, including its meaning for axialintegration analysis. We further present the segment integration analysis. Using the streetsegment as the basis for analysis allows one to apply three types of distances and three types of radii in space syntax. We then present the most-often used space syntax measures in more depth, namely angularchoice and angular integrationwith metric radius, and introduce the mathematical formulae on how to normalise both measures. Real-life applications illustrate and underpin the usefulness of these measures and their meaning for urban analysis, such as why and how they allow us to identify urban societal processes and their added value at both a citywidescale and a neighbourhoodscale. Finally, we critically reflect on the measures, including their potentials and misfits. Exercises are provided at the end of the chapter.
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Quicke, Donald L. J., Buntika A. Butcher, and Rachel A. Kruft Welton. "Very basic R syntax." In Practical R for biologists: an introduction, 9–12. Wallingford: CABI, 2021. http://dx.doi.org/10.1079/9781789245349.0009.

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Abstract R is a programming language that has a huge range of inbuilt statistical and graphical functions. Firstly, this chapter shows how R works by talking you through a number of exercises, often producing graphical output, so you will get to know how to write simple code and become familiar with some of the most commonly used R functions for manipulating data and doing simple calculations. For ease, the chapter will firstly use a non-biological type of example. Thereafter, it will enter, display and analyse a number of real biological or medical datasets as might be obtained in student class experiments or fieldwork projects. Further on, it will present an outline of statistical tests appropriate to various types of data that you will come across.
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Quicke, Donald L. J., Buntika A. Butcher, and Rachel A. Kruft Welton. "Very basic R syntax." In Practical R for biologists: an introduction, 9–12. Wallingford: CABI, 2021. http://dx.doi.org/10.1079/9781789245349.0003a.

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Abstract R is a programming language that has a huge range of inbuilt statistical and graphical functions. Firstly, this chapter shows how R works by talking you through a number of exercises, often producing graphical output, so you will get to know how to write simple code and become familiar with some of the most commonly used R functions for manipulating data and doing simple calculations. For ease, the chapter will firstly use a non-biological type of example. Thereafter, it will enter, display and analyse a number of real biological or medical datasets as might be obtained in student class experiments or fieldwork projects. Further on, it will present an outline of statistical tests appropriate to various types of data that you will come across.
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Goldstein, Harrison, John Hughes, Leonidas Lampropoulos, and Benjamin C. Pierce. "Do Judge a Test by its Cover." In Programming Languages and Systems, 264–91. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-72019-3_10.

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AbstractProperty-based testing uses randomly generated inputs to validate high-level program specifications. It can be shockingly effective at finding bugs, but it often requires generating a very large number of inputs to do so. In this paper, we apply ideas from combinatorial testing, a powerful and widely studied testing methodology, to modify the distributions of our random generators so as to find bugs with fewer tests. The key concept is combinatorial coverage, which measures the degree to which a given set of tests exercises every possible choice of values for every small combination of input features.In its “classical” form, combinatorial coverage only applies to programs whose inputs have a very particular shape—essentially, a Cartesian product of finite sets. We generalize combinatorial coverage to the richer world of algebraic data types by formalizing a class of sparse test descriptions based on regular tree expressions. This new definition of coverage inspires a novel combinatorial thinning algorithm for improving the coverage of random test generators, requiring many fewer tests to catch bugs. We evaluate this algorithm on two case studies, a typed evaluator for System F terms and a Haskell compiler, showing significant improvements in both.
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"Types of Spelling System." In Understanding and Teaching English Spelling, edited by Adam Brown, 13–22. Routledge, 2018. http://dx.doi.org/10.4324/9781315112381-2.

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"Three Types of Exercises." In Principles of Emergency Management and Emergency Operations Centers (EOC), 253–304. CRC Press, 2010. http://dx.doi.org/10.1201/b10405-17.

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Conference papers on the topic "Types of spelling exercises"

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Pijetlovic, Dijana, and Elena Volodina. "Developing Swedish Spelling Exercises on the ICALL Platform Lärka." In EUROCALL 2013. Research-publishing.net, 2013. http://dx.doi.org/10.14705/rpnet.2013.000163.

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Rebreikina, Anna, and Olga Martynova. "EARLY STAGES OF PROCESSING SPELLING ERRORS OF DIFFERENT TYPES IN CHILDREN 12-14 YEARS OLD: EEG STUDY." In XVII INTERNATIONAL INTERDISCIPLINARY CONGRESS NEUROSCIENCE FOR MEDICINE AND PSYCHOLOGY. LCC MAKS Press, 2021. http://dx.doi.org/10.29003/m2294.sudak.ns2021-17/316-317.

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Berg, Tor E., Gunnar Gudmundset, and Ulf Klevstad. "Emergency Towing: Field Exercises and Simulator-Based Training." In ASME 2008 27th International Conference on Offshore Mechanics and Arctic Engineering. ASMEDC, 2008. http://dx.doi.org/10.1115/omae2008-57318.

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Recently there have been a number of incidents involving drifting ships and offshore structures in the North Sea. Increasing traffic density combined with harsher weather and less experienced crews has led the Norwegian Coastal Administration to focus on improving the skills of personnel on board emergency response vessels operating off the coast of Northern Norway. This is order to reduce the consequences of incidents with disabled vessels sailing in the vulnerable coastal environment of the Norwegian and Barents Seas. In addition to field exercises involving dedicated Norwegian emergency response vessels and different types of vessels made available by shipping companies, training takes place on full mission bridge simulators. As part of an ongoing R&D project, MARINTEK and SMS invite stakeholders to participate in short workshops on topics related to the specification of functional requirements for emergency towing vessels and the sharing of experience from recent emergency towing operations.
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Iamonti, Vinicius C., Antonio A. M. Castro, Marcelo Colucci, Elias F. Porto, Gerson F. de Souza, Felipe F. Cortopassi, Oliver A. Nascimento, and José R. Jardim. "Energy Expenditure And Thoracoabdominal Asynchrony In Patients With COPD Accomplishing Two Types Of Upper Limbs Exercises." In American Thoracic Society 2011 International Conference, May 13-18, 2011 • Denver Colorado. American Thoracic Society, 2011. http://dx.doi.org/10.1164/ajrccm-conference.2011.183.1_meetingabstracts.a2022.

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Iakubova, Sharipat Magomedovna, and Aleksandr Lvovich Bolkhovskoi. "The formation of the phonetic competence on the lessons of the Russian language in primary school." In International Research-to-practice conference. Publishing house Sreda, 2019. http://dx.doi.org/10.31483/r-32768.

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The authors of the article focus on the difficulties experienced by younger students in mastering the spelling norms of the Russian language. This is the inability to immediately distinguish in the consciousness of the signified and signifying, the inability to correctly determine the word stress and a number of others. The teacher should know the methods of formation of students ' concept of "phoneme" and the ability to recognize other phonetic units of the language. It is emphasized that the phonetic work should precede the graphic one, based on the development of the speech-motor apparatus. The authors present a description of some methods of formation of the phonetic competence, such as: exercises on the distinction between words as lexical units and as a "phonetic word", the correct syllabification, accent, modelling, awareness similarsocial functions.
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Hart, Kathleen M., Steven B. Shooter, and Charles J. Kim. "A Framework for Engineering Dissection Exercise Creation and Implementation." In ASME 2009 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2009. http://dx.doi.org/10.1115/detc2009-87032.

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Hands-on product dissection and reverse engineering exercises have been shown to have a positive impact on engineering education, and many universities have incorporated such exercises in their curriculum. The CIBER-U project seeks to examine the potential to utilize cyberinfrastructure to enhance these active-learning exercises. We have formulated a framework for product dissection and reverse engineering activity creation to support a more rigorous approach to assessing other exercises for satisfaction of the CIBER-U project goals and adapting the best practices. This framework is driven by the fulfillment of learning outcomes and considers the maturity of students at different levels. Prototype exercises developed with the framework are presented. The approach is sufficiently general that it can be applied to the consideration and adaption of other types of exercises while ensuring satisfaction of the established goals.
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Bakhtina, Irina Leonidovna, and Andrey Yurievich Yagovkin. ""SEASONAL" TYPES OF PHYSICAL EXERCISES AS A FACTOR OF INCREASING RESISTANCE OF THE HUMAN BODY TO UNFAVORABLE ENVIRONMENTAL CONDITIONS." In ФЕНОЛОГИЯ: СОВРЕМЕННОЕ СОСТОЯНИЕ И ПЕРСПЕКТИВЫ РАЗВИТИЯ. Екатеринбург: Б. и., 2020. http://dx.doi.org/10.26170/kf-2020-34.

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Klimanova, T. G., S. V. Dutikova, and D. V. Sumin. "GYMNASTIC EXERCISES AS A MEANS OF DEVELOPING PHYSICAL QUALITIES OF PRIMARY SCHOOL CHILDREN." In Х Всероссийская научно-практическая конференция. Nizhnevartovsk State University, 2021. http://dx.doi.org/10.36906/fks-2020/23.

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The results of the pedagogical experiment confirm the possibility and effectiveness of using the methodology for the development of physical abilities of schoolchildren of 8–9 years old with the use of a complex of gymnastic exercises in the form of "circular training" in the mode of physical education for schoolchildren. This allows to accelerate and expand the development of physical abilities of primary school students and to touch upon a significant range of typical types of manifestation of physical qualities in physical culture and sports activity.
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Choi, Wiha, Sehoon Oh, Junghoon Lee, Chan Lee, and Young-Kwan Kim. "Short-term Effects of Robot-Resistance Exercises on Muscle Strength and Activations: Types of Muscle Contraction and Speed of Contraction." In 2019 41st Annual International Conference of the IEEE Engineering in Medicine & Biology Society (EMBC). IEEE, 2019. http://dx.doi.org/10.1109/embc.2019.8856983.

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Bouse, S. D., J. Swift, S. A. Bloomfield, and H. A. Hogan. "Analysis of In Vivo Strains in the Tibial Metaphysis of Adult Rats During Voluntary Exercising Protocols." In ASME 2008 Summer Bioengineering Conference. American Society of Mechanical Engineers, 2008. http://dx.doi.org/10.1115/sbc2008-193247.

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In a recent study [1], unexpected results were observed in the bone response of animals undergoing two different exercise protocols. Rats were trained to jump voluntarily, but one group wore weighted backpacks while the other group did not (body weight only). Surprisingly, both of these exercises produced similar osteogenic responses after 5 weeks of training. The purpose of the current study was to compare in vivo bone strain measurements for animals doing these two types of exercises to see if these data could help explain the unexpected results.
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Reports on the topic "Types of spelling exercises"

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Hunter, Fraser, and Martin Carruthers. Iron Age Scotland. Society for Antiquaries of Scotland, September 2012. http://dx.doi.org/10.9750/scarf.09.2012.193.

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The main recommendations of the panel report can be summarised under five key headings:  Building blocks: The ultimate aim should be to build rich, detailed and testable narratives situated within a European context, and addressing phenomena from the longue durée to the short-term over international to local scales. Chronological control is essential to this and effective dating strategies are required to enable generation-level analysis. The ‘serendipity factor’ of archaeological work must be enhanced by recognising and getting the most out of information-rich sites as they appear. o There is a pressing need to revisit the archives of excavated sites to extract more information from existing resources, notably through dating programmes targeted at regional sequences – the Western Isles Atlantic roundhouse sequence is an obvious target. o Many areas still lack anything beyond the baldest of settlement sequences, with little understanding of the relations between key site types. There is a need to get at least basic sequences from many more areas, either from sustained regional programmes or targeted sampling exercises. o Much of the methodologically innovative work and new insights have come from long-running research excavations. Such large-scale research projects are an important element in developing new approaches to the Iron Age.  Daily life and practice: There remains great potential to improve the understanding of people’s lives in the Iron Age through fresh approaches to, and integration of, existing and newly-excavated data. o House use. Rigorous analysis and innovative approaches, including experimental archaeology, should be employed to get the most out of the understanding of daily life through the strengths of the Scottish record, such as deposits within buildings, organic preservation and waterlogging. o Material culture. Artefact studies have the potential to be far more integral to understandings of Iron Age societies, both from the rich assemblages of the Atlantic area and less-rich lowland finds. Key areas of concern are basic studies of material groups (including the function of everyday items such as stone and bone tools, and the nature of craft processes – iron, copper alloy, bone/antler and shale offer particularly good evidence). Other key topics are: the role of ‘art’ and other forms of decoration and comparative approaches to assemblages to obtain synthetic views of the uses of material culture. o Field to feast. Subsistence practices are a core area of research essential to understanding past society, but different strands of evidence need to be more fully integrated, with a ‘field to feast’ approach, from production to consumption. The working of agricultural systems is poorly understood, from agricultural processes to cooking practices and cuisine: integrated work between different specialisms would assist greatly. There is a need for conceptual as well as practical perspectives – e.g. how were wild resources conceived? o Ritual practice. There has been valuable work in identifying depositional practices, such as deposition of animals or querns, which are thought to relate to house-based ritual practices, but there is great potential for further pattern-spotting, synthesis and interpretation. Iron Age Scotland: ScARF Panel Report v  Landscapes and regions:  Concepts of ‘region’ or ‘province’, and how they changed over time, need to be critically explored, because they are contentious, poorly defined and highly variable. What did Iron Age people see as their geographical horizons, and how did this change?  Attempts to understand the Iron Age landscape require improved, integrated survey methodologies, as existing approaches are inevitably partial.  Aspects of the landscape’s physical form and cover should be investigated more fully, in terms of vegetation (known only in outline over most of the country) and sea level change in key areas such as the firths of Moray and Forth.  Landscapes beyond settlement merit further work, e.g. the use of the landscape for deposition of objects or people, and what this tells us of contemporary perceptions and beliefs.  Concepts of inherited landscapes (how Iron Age communities saw and used this longlived land) and socal resilience to issues such as climate change should be explored more fully.  Reconstructing Iron Age societies. The changing structure of society over space and time in this period remains poorly understood. Researchers should interrogate the data for better and more explicitly-expressed understandings of social structures and relations between people.  The wider context: Researchers need to engage with the big questions of change on a European level (and beyond). Relationships with neighbouring areas (e.g. England, Ireland) and analogies from other areas (e.g. Scandinavia and the Low Countries) can help inform Scottish studies. Key big topics are: o The nature and effect of the introduction of iron. o The social processes lying behind evidence for movement and contact. o Parallels and differences in social processes and developments. o The changing nature of houses and households over this period, including the role of ‘substantial houses’, from crannogs to brochs, the development and role of complex architecture, and the shift away from roundhouses. o The chronology, nature and meaning of hillforts and other enclosed settlements. o Relationships with the Roman world
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