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Littérature scientifique sur le sujet « Spelling in primary schools »

Auteur : Grafiati
Publié le 20 mars 2025

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Articles de revues sur le sujet "Spelling in primary schools"

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Brann, Barbara. « Spelling Instruction In Primary Schools ». Set : Research Information for Teachers, no 1 (1 juin 1996) : 1–4. http://dx.doi.org/10.18296/set.0906.

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Gasimova, Maya Rahim. « WAYS TO FORM CORRECT WRITING HABITS IN PRIMARY SCHOOL ». Alatoo Academic Studies 23, no 1 (30 janvier 2023) : 189–201. http://dx.doi.org/10.17015/aas.2023.231.20.

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The article talks about the ways of forming spelling habits in elementary school students. Written speech plays an important role in a person's life. The decisive indicator at the level of writing culture is its level of literacy. Society has always recognized the need for orthographic literacy in order to ensure mutual understanding of people in written communication. That is why the issue of teaching literate writing has been and continues to be one of the central problems at all stages of development of the national school. Formation of stable spelling habits requires numerous and varied studies aimed at mastering grammatical concepts and spelling rules. For this purpose, the efficiency of using grammatical-orthographic and etymological analyses, studies accompanied by face transfer, various types of teaching and checking spellings, lexical-orthographic studies, expressions and essays, mnemonic principles, didactic aids and organization of work with punch cards was emphasized.
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Morina Bytytçi, Shyhrete, et Nexhmije Kastrati. « Some Language Problems in the Spelling of Primary School Students ». Journal of Educational and Social Research 14, no 1 (5 janvier 2024) : 190. http://dx.doi.org/10.36941/jesr-2024-0016.

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This paper addresses language problems among primary school students, particularly focusing on spelling. The research encompasses a broad spectrum of linguistic aspects, including the pronunciation of phonemes and morphemes, the utilization of grammatical forms, as well as spelling and language use. A thorough study was conducted in two primary schools involving fourth and fifth-grade students, to identify language delays, particularly in spelling and pronunciation. The comparison between these schools indicates more frequent delays in the linguistic skills of students at this age. The rules governing spelling and pronunciation play a crucial role in enhancing the linguistic culture of students. Nevertheless, the primary influence on a student’s language originates from their family and cultural background, expanding and evolving further through social interactions and the educational process. The paper conducts a comprehensive analysis of students’ language, encompassing oral expression, various tasks, literary works, phonetics, and grammar. It emphasizes that linguistic mistakes made by students in their family environment can persist and impact their primary education. The discussion also delves into possibilities for avoiding these language mistakes. Received: 8 September 2023 / Accepted: 24 December 2023 / Published: 5 January 2024
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Tang, Swee Gek, Julia Ai Cheng Lee et Jecky Misieng. « Spelling Scoring Metrics in Malay Language : An Investigation among Young Spellers ». Theory and Practice in Language Studies 8, no 12 (1 décembre 2018) : 1622. http://dx.doi.org/10.17507/tpls.0812.07.

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The aim of this study was to investigate the relationship among three spelling scoring metrics, namely, words spelled correctly (WSC), correct letter sequences (CLS), and phonological coding (PC) in Malay language. The relationship between spelling measure and word reading measure was studied. There were 866 Primary 1 (Grade 1 equivalent) students from 11 randomly selected public primary schools in Kuching, Sarawak Malaysia who participated in this study. The study showed that the scores from each scoring metric were highly correlated to each other. There was a strong relationship between each spelling outcome to word reading.
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Li, Liping, Ruiying Li et Xinchun Wu. « The reciprocal relation between morphological awareness and spelling in Chinese : A longitudinal study of primary school students ». PLOS ONE 15, no 12 (21 décembre 2020) : e0243050. http://dx.doi.org/10.1371/journal.pone.0243050.

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Spelling is a literacy skill that must be mastered during children’s academic development. It involves a variety of cognitive factors, including morphological awareness. Studies in the alphabet and Chinese systems have shown that there is a close relationship between morphological awareness and spelling. Although there is clearly a significant unidirectional effect of morphological awareness on spelling significantly, few studies have explored the bidirectional relationship between morphological awareness and spelling. This three-time point longitudinal study was designed to investigate the reciprocal effects of morphological awareness and character spelling in Chinese. Participants included 124 children from two primary schools in Mainland China. The students were tracked from first grade to third grade and were administered a battery of tests to measure morphological awareness (e.g., homophone awareness, homograph awareness, and compounding awareness) and spelling to dictation, controlling for IQ, phonological awareness, and orthographic awareness. A structural equation model was utilized to examine the reciprocal relation between the students’ morphological awareness and character spelling. Results showed that earlier morphological awareness predicted subsequent spelling abilities from first grade to third grade and spelling in first grade predicted morphological awareness in second grade; however, spelling in second grade did not predict the subsequent morphological awareness in third grade. This study suggests that there is a bidirectional association between morphological awareness and spelling from first grade to second grade in Chinese, and a unidirectional association between morphological awareness and spelling from second grade to third grade. Future studies could examine the causal relationship between morphological awareness and character spelling by using an instructional intervention.
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Algamal, Ameen Ali Mohammed, et Maha Abdu Saleh Altairi. « Efficiency of phonics-based instruction in developing reading, spelling, and pronunciation fluency among Yemeni EFL primary learners ». Journal on English as a Foreign Language 14, no 2 (30 septembre 2024) : 683–703. http://dx.doi.org/10.23971/jefl.v14i2.7884.

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In Yemen, there is a scarcity of research and a lack of application for phonics-based instruction. Hence, the present study aimed to explore EFL teachers' perspectives on the efficiency of phonics instruction in developing reading, spelling and pronunciation fluency among Yemeni EFL learners at primary schools. The study sample comprised 33 EFL teachers from six schools in Dhamar City, Yemen. The participants were asked to give their views and share their experiences on the efficacy of phonics-based instruction in developing the above-mentioned language skills. The participants were selected based on the convenient sampling technique and asked to respond to a questionnaire consisting of 15 statements. The data obtained were analyzed using the SPSS program version 22.0 to display descriptive statistics quantitatively. The results revealed that teaching phonics is so crucial for the development and improvement of learners' reading fluency, spelling mastery, and pronunciation proficiency. In addition, phonics teaching contributes to reducing and/or eliminating the learners' errors in spelling, reading, and pronunciation. The findings highlighted the importance of integrating phonics teaching into the curricula of English in the early stages at Yemeni schools.
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Porter, Alison. « Learning French sound/spelling links in English primary school classrooms ». EuroAmerican Journal of Applied Linguistics and Languages 7, no 1 (20 février 2020) : 78–107. http://dx.doi.org/10.21283/2376905x.11.187.

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Two classes (n = 45) of 9- to 11-year-old children in different English primary schools experienced weekly French phonics instruction as part of a foreign language (FL) learning programme. The underpinning rationale of the phonics instruction was that systematic and explicit FL phonics could contribute to the development of FL phonological decoding, operationalised as reading aloud individual word cards. The study explored progression in learning French sound/spelling links over this period with data from a sub-sample of students (n = 23) from both classes. Additional variables such as FL general proficiency and FL literacy, as well as L1 reading age, spelling age, and teacher assessed literacy levels were collected to explore relationships with the development of French phonological decoding. This study found that French sound/spelling links developed slowly but showed significant gains between mid- and post-test and that learning appeared resistant to attrition evidenced by delayed post-test scores. Successful phonological decoders were likely to be successful FL learners generally and proficient in L1 literacy.
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Waugh, David. « Improving Spelling in the Primary School ». Reading 29, no 2 (juillet 1995) : 5–11. http://dx.doi.org/10.1111/j.1467-9345.1995.tb00141.x.

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Hrona, N. V. « PROFESSIONAL TRAINING OF THE FUTURE PRIMARY SCHOOL TEACHER FOR THE FORMATION OF SPELLING SKILLS IN PRIMARY SCHOOL STUDENTS ». Educational Dimension 28 (20 décembre 2010) : 342–94. http://dx.doi.org/10.31812/educdim.7189.

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In this article the author analyses the effective problems of work with pupils of primary school which are directed on the forming of the spelling habits. She proves the thought that the future teacher has to understand how a strong spelling habit is formed due to coordinating of all components of educational and.
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Tangel, Darlene M., et Benita A. Blachman. « Effect of Phoneme Awareness Instruction on Kindergarten Children's Invented Spelling ». Journal of Reading Behavior 24, no 2 (juin 1992) : 233–61. http://dx.doi.org/10.1080/10862969209547774.

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The purpose of this study was to determine if children trained in phoneme awareness in kindergarten would differ in invented spelling from children who did not have this training. A reliable scoring system was created to evaluate the invented spelling of the kindergarten children. The children were selected from 18, all-day kindergartens in four, demographically comparable low-income, inner-city schools. Prior to the intervention, the 77 treatment children and the 72 control children did not differ in age, sex, race, PPVT-R, phoneme segmentation, letter name and letter sound knowledge, or word recognition. During March, April, and May of the kindergarten year, treatment children participated in an 11-week phoneme awareness intervention that included instruction in letter names and sounds. After the intervention, the treatment children significantly outperformed the control children in phoneme segmentation, letter name and sound knowledge, and reading phonetically regular words and nonwords. Of primary interest in this study is the fact that the treatment children produced invented spellings that were rated developmentally superior to those of the control children. The 7-point scale created for scoring the developmental spelling test was found to be highly reliable using either correlation ( r = .98) or percent of agreement (93%).
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Thèses sur le sujet "Spelling in primary schools"

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Wong, Gunter. « Visual orthographic skills in Hong Kong primary school students with spelling difficulties ». Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B31473672.

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Wong, Gunter, et 黃冠德. « Visual orthographic skills in Hong Kong primary school students with spelling difficulties ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B31473672.

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Giannouli, Vasiliki. « The development of reading and spelling in Greek preschool and primary school children ». Thesis, Royal Holloway, University of London, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.299948.

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Kirkbride, S. H. M. « The role of analogy in spelling in English primary school children - a partial intervention study ». Thesis, Aston University, 2003. http://publications.aston.ac.uk/12259/.

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The English writing system is notoriously irregular in its orthography at the phonemic level. It was therefore proposed that focusing beginner-spellings’ attention on sound-letter relations at the sub-syllabic level might improve spelling performance. This hypothesis was tested in Experiments 1 and 2 using a ‘clue word’ paradigm to investigate the effect of analogy teaching intervention / non-intervention on the spelling performance of an experimental group and controls. The results overall showed the intervention to be effective in improving spelling, and this effect to be enduring. Experiment 3 demonstrated a greater application of analogy in spelling, when clue words, which participants used in analogy to spell test words, remained in view during testing. A series of regression analyses, with spelling entered as the criterion variable and age, analogy and phonological plausibility (PP) as predictors, showed both analogy and PP to be highly predictive of spelling. Experiment 4 showed that children could use analogy to improve their spelling, even without intervention, by comparing their performance in spelling words presented in analogous categories or in random lists. Consideration of children’s patterns of analogy use at different points of development showed three age groups to use similar patterns of analogy, but contrasting analogy patterns for spelling different words. This challenges stage theories of analogy use in literacy. Overall the most salient units used in analogy were the rime and, to a slightly lesser degree, the onset-vowel and vowel. Finally, Experiment 5 showed analogy and phonology to be fairly equally influential in spelling, but analogy to be more influential than phonology in reading. Five separate experiments therefore found analogy to be highly influential in spelling. Experiment 5 also considered the role of memory and attention in literacy attainment. The important implications of this research are that analogy, rather than purely phonics-based strategy, is instrumental in correct spelling in English.
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Herold, Marina. « The use of word prediction as a tool to accelerate the typing speed and increase the spelling accuracy of primary school children with spelling difficulties ». Pretoria : [s.n.], 2004. http://upetd.up.ac.za/thesis/available/etd-09232004-105149.

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Robinson-Kooi, Sally Louise. « Growing phonological and morphological knowledge and improving spelling outcomes in Year 2 primary school children through Explicit Instruction and contextualised dictation ». Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2019. https://ro.ecu.edu.au/theses/2219.

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Using Explicit Instruction (EI) to teach spelling is controversial because teaching approaches vary considerably in the contemporary classroom. Teachers may privilege visual over linguistic strategies and include target words based around themes, rather than the phono-morphological structures of words. There is also little current research about the benefits of using sentence dictation to practise taught spelling skills and thus to increase the likelihood of developing spelling automaticity. Spelling automaticity is important because it complements crucial reading and writing skills. Developing fluent spelling through EI, followed by sentence dictation, was a specific focus of this study. Two primary schools in rural NSW and a total of 30 teachers were involved in this mixed methods research. One of the schools was used as a comparison school and the other was the intervention school. All 30 teachers involved in the study completed a knowledge survey about the components of the English spelling system considered essential to teach spelling explicitly. From this data, the specific knowledge of the teachers involved in the Year 2 intervention, the Learning Support Teacher and the Acting Principal, was extracted. The two Year 2 teachers in the comparison school received professional development on meaning-based approaches to spelling, whereas the five teachers at the intervention school received professional development on EI techniques and word level components of the English spelling system. Mid-intervention teacher interviews gathered data about their feelings on implementing EI techniques in practice. Post-intervention quantitative tests and interviews allowed in-depth and rich understandings of aspects that either enabled or hindered implementation of the intervention. The spelling competence of 60 students at the two schools was also assessed before any intervention took place. The 35 Year 2 students in the two classes at the intervention school received EI in the phonological and morphological aspects of words, editing, and contextualised sentence dictation during Term 3. The 25 students in the Year 2 class at the comparison school continued their established literacy routine. Interviews with randomly selected students from both schools facilitated an exploration of their feelings about spelling approaches used during the term. The findings showed that spelling results in both schools improved as expected. However, overall the intervention school had superior results to the comparison school; one class in the intervention school consistently outperformed all other classes in word spelling and dictation assessments with moderate to large effects. Many of the teachers demonstrated an increase in morpheme knowledge, but not in word structure. In this study the EI spelling Lesson elements were reinforced by teaching strategies that included contextualised editing tasks and daily sentence dictations. These tasks were embedded in the term science theme of Insects, which was chosen in collaboration with the intervention teachers. The dictation component, a previously underutilised tool, involved students writing two lines from a contextualised poem, each day. In Australia, current methods of teaching spelling remain varied and contentious. Teachers who are engaged in improving spelling knowledge may find that using EI strategies reinforced by contextualised dictation can improve outcomes for all students.
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Holz, Heiko [Verfasser]. « Design, Development, and Evaluation of Research Tools for Evidence-Based Learning : A Digital Game-Based Spelling Training for German Primary School Children / Heiko Holz ». Tübingen : Universitätsbibliothek Tübingen, 2020. http://d-nb.info/1223451437/34.

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Laarmann-Quante, Ronja Maria [Verfasser], Stefanie [Gutachter] Dipper et Eva [Gutachter] Belke. « Prediction of spelling errors in freely-written texts of German primary school children / Ronja Maria Laarmann-Quante ; Gutachter : Stefanie Dipper, Eva Belke ; Fakultät für Philologie ». Bochum : Ruhr-Universität Bochum, 2021. http://d-nb.info/1239418841/34.

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Xu, Ying. « The use of romanized Chinese by first- and second-grade pupils : challenges in learning pinyin ». Thesis, University of Oxford, 2016. https://ora.ox.ac.uk/objects/uuid:dce6195c-f7b4-4988-a95d-79fbb822e593.

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The challenges in learning pinyin, the romanized Chinese orthography, faced by 5-to-7-year-olds, have received little attention. This study represents an attempt to better understand learning an alphabetic writing system from the viewpoint of the alphabetic principle, in the context of the Chinese language, by examining both reading aloud and spelling, with a particular focus on spelling. To detect the challenges, a pinyin syllable-type test (STT) was developed, in which syllables were classified into seven spelling types guided by the alphabetic principle, where there is a letter-sound correspondence. Syllables of all the lengths under each type of spelling pattern were given to two age groups, 6-year-old first-grade pupils and 7-year-old second-grade pupils, at the start of their school year. The sample consists of a total of 192 pupils. In spelling, the STT reveals that challenges appear when the spelling type departs from the alphabetic principle. The results show that the hardest type of spelling is not the type containing the longest syllables, but a type one-half of that length, for which the correspondence between letters and sounds is abridged, but explicitly taught. In contrast, the latter type poses no problem in the reading-aloud test, where the results show little variation between the spelling types. Comparing the students' performance on the STT shows an order of challenges among the seven types emerging in the first grade. This order is confirmed in the second grade in some types but not others. The pupils' raw data reveal not only what is challenging but also why it is so. Along with an indication of the influence from the local speech, the data also point to the effect of the teaching method, which is more or less uniform all over China. Thus, there is a possible application of the findings to a larger population.
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FARINA, ELISA. « Il dettato nella scuola primaria. Analisi di una pratica di insegnamento ». Doctoral thesis, Università degli Studi di Milano-Bicocca, 2012. http://hdl.handle.net/10281/39279.

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The study, which examines the practice of dictation in the first classes of primary schools, is divided into two parts. The first, which is purely historical, investigates the presence of dictation, as an educational practice, in ministerial programmes and scholastic journals from the Unification of Italy through to the present day. The second presents an empirical research carried out in the first classes of thirteen primary schools in order to describe, analyze and understand how and why teachers dictate. Data collected and analysed for psychogenetic research into the acquisition of written language, and research into dictation carried out by Emilia Ferreiro in Mexico in the 1980s, show how dictation is a practice that is perpetuated in schools without the teachers really being able to justify its use. Examination of the data gathered has made it possible to detect a number of limitations in the practice of dictation as observed. First of all, there is no apparent consistency between the purpose for which teachers use dictation and the methods of dictation analysed: the continual instructions that the teachers give their pupils during dictation are hard to reconcile with the aim of verifying their acquisition of the relationship between phonemes and graphemes. Secondly, the texts used for dictation are poor in terms of lexicon, syntax and morphology: this limitation is even more evident when the content used by the teachers is compared with what the children write spontaneously. Lastly, this practice, which the teachers consider as useful for “teaching how to write” – in other words, indispensable for conveying the relationship between phonemes and graphemes – proves to be of little effectiveness for children in difficulty who, at the start of the year, still have not grasped this relationship.
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Livres sur le sujet "Spelling in primary schools"

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Judith, Rivalland, et Dewsbury Alison, dir. Spelling : Developmental continuum. Portsmouth, NH : Heinemann, 1997.

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Sheahan, Mary. A study of the teaching of spelling in a selected number of primary schools in the Republic of Ireland. Dublin : University College Dublin, 1998.

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Woollacott-Brown, Julia Louise. Working towards a consistent and effective spelling policy within the primary school. Oxford : Oxford Brookes University, 1999.

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Biba, Anna, et Galina Razumova. Teaching Russian and developing meta-subject skills of students in inclusive primary education classes. ru : INFRA-M Academic Publishing LLC., 2022. http://dx.doi.org/10.12737/1871394.

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The monograph attempts to identify and substantiate the content and complex of spelling teaching tools for younger schoolchildren with a pronounced general underdevelopment of speech with the simultaneous development of their academic independence. To solve the problem, both theoretical research methods (analysis of psychological and pedagogical literature, generalization of scientific data) and empirical (observation, conversation, testing, analysis of student activity products) were used. The theoretical basis of teaching and development of students with mild speech underdevelopment in inclusive education classes is information about the cognitive, regulatory and speech features of this category of children; ideas of the development of younger schoolchildren in the learning process; the provisions of linguistics and psycholinguistics on the structure of spelling skills and the patterns of its formation, including in children with speech pathologies. It can be in demand in the professional training of future primary school teachers, in the practice of primary school teachers of inclusive education and speech therapists who assist primary school students with speech underdevelopment in mastering the school curriculum.
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1954-, Richardson Judy, et Berry Gaynor, dir. Supporting phonics and spelling for ages 5-6. London : A. & C. Black, 2006.

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Augur, Jean. The place of spelling in the primary school curriculum : An investigation into current attitudes, methods materials. [Guildford] : [University of Surrey], 1987.

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Julia, Rowlandson, dir. Primary dictionary of perfect spelling. Edinburgh : Barrington Stoke, 2006.

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David, Keast, et University of Exeter. School of Education., dir. Small schools (primary). Exeter : University of Exeter, School of Education, 1987.

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(1988), National Primary Conference. Supporting primary schools. Leamington Spa : Scholastic Publications, 1988.

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Peter, Griffin. Primary organiser : Proformas for primary schools. Birmingham : Questions, 1993.

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Chapitres de livres sur le sujet "Spelling in primary schools"

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Cornips, Leonie, Jetske Klatter-Folmer, Trudie Schils et Romy Roumans. « A Longitudinal Comparison of Spelling and Reading Comprehension of Bidialectal and Monolingual Dutch Speaking Children in Primary School ». Dans Literacy Studies, 219–45. Cham : Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-80072-7_11.

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Selby, Louise. « Spelling ». Dans All About Dyslexia : A Practical Guide for Primary Teachers, 59–71. London : Routledge, 2024. http://dx.doi.org/10.4324/9781003401544-7.

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Bearne, Eve, David Reedy, Paul Gardner et Yvonne Sawers. « Spelling and handwriting ». Dans Teaching Primary English in Australia, 375–98. London : Routledge, 2023. http://dx.doi.org/10.4324/9781003265016-20.

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Hawkridge, David. « In Primary Schools ». Dans New Information Technology in Education, 83–98. London : Routledge, 2022. http://dx.doi.org/10.4324/9781003312826-10.

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Espinoza, G. Antonio. « Inside Primary Schools ». Dans Education and the State in Modern Peru, 119–57. New York : Palgrave Macmillan US, 2013. http://dx.doi.org/10.1057/9781137333032_5.

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Hyvärinen, Reetta, Marjaana Kangas et Leena Krokfors. « Primary Schools Crossing Boundaries ». Dans Learning across Contexts in the Knowledge Society, 131–44. Rotterdam : SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-414-5_7.

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Borooah, Vani K., et Colin Knox. « Post-Primary Schools’ Performance ». Dans The Economics of Schooling in a Divided Society, 62–83. London : Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137461872_4.

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Bonner, Stanley F. « Primary schools and ‘pedagogues’ ». Dans Education in Ancient Rome, 34–46. London : Routledge, 2024. http://dx.doi.org/10.4324/9781003483540-5.

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Clarke, Emma. « Behaviour in primary schools ». Dans Behaviour Management and the Role of the Teaching Assistant, 17–24. 1. | New York, NY : Routledge, 2020. : Routledge, 2020. http://dx.doi.org/10.4324/9780429057434-2.

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Murphy, Victoria. « Multilingualism in primary schools ». Dans The Routledge Handbook of Teaching English to Young Learners, 110–24. Milton Park, Abingdon, Oxon ; New York, NY : Routledge, 2018. | Series : Routledge handbooks in applied linguistics : Routledge, 2018. http://dx.doi.org/10.4324/9781315623672-8.

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Actes de conférences sur le sujet "Spelling in primary schools"

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Hung, Tran, Tran Hoang et Tran Phong. « MEASURES TO ORGANISE EDUCATIONAL ACTIVITIES FOR PRIMARY SCHOOLS AND SECONDARY SCHOOLS IN HANOI ». Dans 17th annual International Conference of Education, Research and Innovation, 8620–29. IATED, 2024. https://doi.org/10.21125/iceri.2024.2151.

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Széll, Krisztián. « RESILIENT AND VULNERABLE PRIMARY SCHOOLS AS DIFFERENT SCHOOL CONTEXTS ». Dans 17th annual International Conference of Education, Research and Innovation, 2773. IATED, 2024. https://doi.org/10.21125/iceri.2024.0729.

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Pavlova, Nataliia Pavlovna. « Formation of spelling competence among students – future primary school teachers ». Dans II Сollection of articles, 261–62. Publishing house Sreda, 2024. https://doi.org/10.31483/r-114927.

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Laarmann-Quante, Ronja, Lisa Prepens et Torsten Zesch. « Evaluating Automatic Spelling Correction Tools on German Primary School Children’s Misspellings ». Dans 11th Workshop on Natural Language Processing for Computer-Assisted Language Learning (NLP4CALL 2022). Linköping University Electronic Press, 2022. http://dx.doi.org/10.3384/ecp190010.

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Most existing spellcheckers have been developed for adults and it is yet understudied how well children’s texts can be automatically spellchecked, e.g. to build tools that assist them in spelling acquisition. This paper presents a detailed evaluation of six tools for automatic spelling correction on texts produced by German primary school children between grades 2 and 4. We find that popular off-the-shelf tools only achieve a correction accuracy of up to 46% even when local word context is taken into account. For many misspellings, the desired correction is not even among the suggested candidates. A noisy-channel model that we trained on similar errors, in contrast, achieves a correction accuracy of up to 69%. Further analyses show that this approach is very successful at candidate generation and that a better re-ranking of correction candidates could lead to a correction accuracy of ~90 %. Most of the remaining misspellings are so distorted that they are hard to correct without broader context. Furthermore, we analyze how the tools perform at different grade levels and for misspellings with different edit distances.
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Laarmann-Quante, Ronja, Lukas Knichel, Stefanie Dipper et Carina Betken. « Annotating Spelling Errors in German Texts Produced by Primary School Children ». Dans Proceedings of the 10th Linguistic Annotation Workshop held in conjunction with ACL 2016 (LAW-X 2016). Stroudsburg, PA, USA : Association for Computational Linguistics, 2016. http://dx.doi.org/10.18653/v1/w16-1705.

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Čorboloković, Saša S., et Nataša P. Kljajić. « DIDACTIC GAMES IN TEACHING SERBIAN : A CASE OF YOUNGER GRADES OF PRIMARY SCHOOL ». Dans The International Scientific Conference "Children, culture, education", 217–32. University of Kragujevac, Faculty of Education in Užice, Serbia, 2024. http://dx.doi.org/10.46793/dko24.14sc.

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Contemporary language teaching practices aim to provoke and foster curiosity, interaction, active acquisition, critical and creative thinking thus enabling students to put it all in practice. Didactic games could be very helpful in this regard – and what makes them even more convenient is the fact that they could be used in both online and face-to-face educational scenarios, as many of them can easily go digital, with the support of digital tools, such as Kahoot, Quizziz, Mentimeter, Wordwall, etc. The paper displays some cases, used both in online and face-to-face Serbian classes – that proved to be a success in the activities of practice and/or revision (e.g., Associations, Spelling tree, Matching, etc.). Such activities do not only support the correlation between the courses of Serbian and Digital World, but also result in the increased levels of student motivation, i.e., cognitive and social development and awareness of the acquired concepts.
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Iakubova, Sharipat Magomedovna, et Aleksandr Lvovich Bolkhovskoi. « The formation of the phonetic competence on the lessons of the Russian language in primary school ». Dans 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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Jiang, Miaomiao, et Yang Feng. « An Experimental Study of Promoting Primary School Students' English Speaking Abilities by Natural Spelling Method Based Electronic Micro-Lesson Courseware ». Dans ICBDE'22 : The 2022 5th International Conference on Big Data and Education. New York, NY, USA : ACM, 2022. http://dx.doi.org/10.1145/3524383.3524444.

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Laarmann-Quante, Ronja. « Towards a Tool for Automatic Spelling Error Analysis and Feedback Generation for Freely Written German Texts Produced by Primary School Children ». Dans 7th ISCA Workshop on Speech and Language Technology in Education. ISCA : ISCA, 2017. http://dx.doi.org/10.21437/slate.2017-7.

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Zeljić, Goran. « Kritički pogled na vrste pravopisnih vežbi u nastavi srpskog jezika ». Dans Nauka, nastava, učenje u izmenjenom društvenom kontekstu. University of Kragujevac, Faculty of Education in Uzice, 2021. http://dx.doi.org/10.46793/nnu21.343z.

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The article analyzes orthographic tasks that are part of teaching content in Serbian orthography at the elementary school age. These contents, especially at the younger school age, are an essential part of teaching Serbian. The plan and program cover all major orhographic topics, starting with the use of capital letters, through merged and conquered spelling, punctuation, and abbreviations. The orthographic aspect of voice alternatives is given in the older classes, although the basics of these rules are given at a younger age in changing the form of words (in the writing of nouns of the vrabac – vrapca type, mn. vrapci, zadatak, zadatka, zadaci, etc.) in word formation (eg. in the construction of deminitives such as sveska – sveščica, noga – nožica, etc.), and in highlighting exceptions such as the absence of alternation in loudness in the contact of sound consonants d and đ with silent consonants s and š (e.g., predsednik, predškolski, etc.). The aim of this paper is to examine the types and quality of exercises and tasks in Serbian orthography at primary school age. The analysis covers orthography units presented in textbooks and orthography literature and additional material used in teaching practice (task collections, etc.). Also, the orthographic tasks given in the Serbian language tests at different levels of competitions were examined.
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Rapports d'organisations sur le sujet "Spelling in primary schools"

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Emmerson, Carl, Christine Frayne, Sandra McNally et P. Pelkonen. Evaluation of Excellence in Cities Primary Schools Extension. The IFS, janvier 2003. http://dx.doi.org/10.1920/re.ifs.2024.0886.

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Gilligan, Daniel, Naureen Karachiwalla, Ibrahim Kasirye, Adrienne Lucas et Derek Neal. Educator Incentives and Educational Triage in Rural Primary Schools. Cambridge, MA : National Bureau of Economic Research, août 2018. http://dx.doi.org/10.3386/w24911.

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Ammermueller, Andreas, et Jörn-Steffen Pischke. Peer Effects in European Primary Schools : Evidence from PIRLS. Cambridge, MA : National Bureau of Economic Research, mai 2006. http://dx.doi.org/10.3386/w12180.

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Punjabi, Maitri, Julianne Norman, Lauren Edwards et Peter Muyingo. Using ACASI to Measure Gender-Based Violence in Ugandan Primary Schools. RTI Press, mars 2021. http://dx.doi.org/10.3768/rtipress.2021.rb.0025.2104.

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School-related gender-based violence (SRGBV) remains difficult to measure because of high sensitivity and response bias. However, most SRGBV measurement relies on face-to-face (FTF) survey administration, which is susceptible to increased social desirability bias. Widely used in research on sensitive topics, Audio Computer-Assisted Self-Interview (ACASI) allows subjects to respond to pre-recorded questions on a computerized device, providing respondents with privacy and confidentiality. This brief contains the findings from a large-scale study conducted in Uganda in 2019 where primary grade 3 students were randomly selected to complete surveys using either ACASI or FTF administration. The surveys covered school climate, gender attitudes, social-emotional learning, and experiences of SRGBV. Through this study, we find that although most survey responses were comparable between ACASI and FTF groups, the reporting of experiences of sexual violence differed drastically: 43% of students in the FTF group versus 77% of students in the ACASI group reported experiencing sexual violence in the past school term. We also find that factor structures are similar for data collected with ACASI compared with data collected FTF, though there is weaker evidence for construct validity for both administration modes. We conclude that ACASI is a valuable tool in measuring sensitive sub-topics of SRGBV and should be utilized over FTF administration, although further psychometric testing of these surveys is recommended.
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Endale, Kefyalew, Mesele Araya, Tassew Woldehanna et Ricardo Sabates. GEQIP-E Implementation Practices and Value-Added Learning at Primary Schools in Ethiopia. Research on Improving Systems of Education (RISE), mars 2023. http://dx.doi.org/10.35489/bsg-rise-wp_2023/132.

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This paper focuses on research from the RISE Ethiopia team and addresses two major objectives: analysing the progress made towards achieving key goals under the four focus areas of GEQIP-E (internal efficiency, quality, equity, and system strengthening for policy formulation and reform) and whether the indicators of GEQIP-E implementation have been associated with estimated improvements in numeracy over one academic year. The analysis is based on longitudinal data collected as part of the RISE Ethiopia programme during the academic years 2018/19 and 2021/22, as they coincide with the implementation of GEQIP-E (GEQIP-E was disrupted by the dual shocks of COVID-19 and the violent civil conflicts that erupted in November 2020). Findings are presented under the four areas of intervention (school internal efficiency, quality, equity and system strengthening) and the final section links these areas of intervention with learning outcomes.
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Yeo, Lay See, Maureen Neihart, Wan Har Chong et Vivien Swee Leng Huan. Inclusive education in Singapore primary school classrooms. National Institute of Education, Nanyang Technological University, Singapore, 2024. https://doi.org/10.32658/10497/27405.

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The purpose of the research is to examine the perceptions of primary school educators toward inclusive education in Singapore. The research study seeks to provide an understanding of inclusion as it is practiced in Singapore primary schools. It examines the features of inclusion and its implementation, the experience of primary school teachers, perceived barriers and facilitators of inclusion, and the benefits and disadvantages of inclusion.
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Duflo, Esther, Pascaline Dupas et Michael Kremer. School Governance, Teacher Incentives, and Pupil-Teacher Ratios : Experimental Evidence from Kenyan Primary Schools. Cambridge, MA : National Bureau of Economic Research, mars 2012. http://dx.doi.org/10.3386/w17939.

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Van Der Zant, Tamara, Katherine Dix et Toby Carslake. Evaluation of the Smiling Mind Primary School Program 2023. Australian Council for Educational Research, juin 2024. http://dx.doi.org/10.37517/978-1-74286-745-8.

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In its various forms, the Smiling Mind Primary School Program (the Program) has been delivered in Australian schools since 2016. The Program is a mindfulness-based social and emotional learning (SEL) program designed for primary school students in Years 1 to 6. It aims to support the mental wellbeing and emotional resilience of students. The Program offers an online, digital, curriculum, delivered by trained classroom educators, that incorporates practices and techniques to help students develop skills for managing stress, building resilience, and enhancing their overall mental health. The Program was delivered to 733 schools in 2023, and due to the ongoing implementation of the Program across multiple years, the study draws comparisons across different cohorts – including new and continuing schools. The evaluation is based on 2,654 surveys completed by educators, and 8,981 surveys completed by students in years 3 to 6. Results indicate that most students and educators reported positive sentiment toward the Program, with educators and students identifying a range of improvements to student wellbeing. Students who showed greater enjoyment of the program, or took elements of the program home, yielded significantly higher wellbeing outcomes than comparative students. In addition, students reporting the greatest wellbeing benefits, also believed their educator effectively communicated the Program's purpose, delivered it enthusiastically, and fostered strong student bonds. The implications surrounding the relationship between program engagement, and educator delivery were discussed, including methodological considerations for future program evaluation.
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Berlinski, Samuel. Helping Struggling Students and Benefiting All : Peer Effects in Primary Education. Inter-American Development Bank, mai 2022. http://dx.doi.org/10.18235/0004268.

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We exploit the randomized evaluation of a remedying education intervention that improved the reading skills of low-performing third grade students in Colombia, to study whether providing educational support to low-achieving students affects the academic performance of their higher-achieving classmates. We find that the test scores of non-treated children in treatment schools increased by 0.108 of a standard deviation compared to similar children in control schools. We interpret the reduced-form effect on higher-achieving students as a spillover effect within treated schools. We then estimate a linear-in-means model of peer effects, finding that a one-standard-deviation increase in peers' contemporaneous achievement increases individual test scores by 0.679 of a standard deviation. We rule out alternative explanations coming from a reduction in class size. We explore several mechanisms, including teachers' effort, students' misbehavior, and peer-to-peer interactions. Our findings show that policies aimed at improving the bottom of the achievement distribution have the potential to generate social-multiplier effects that benefit all.
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Solomon, Samuel, et Andrew Zeitlin. What Do Tanzanian Parents Want from Primary Schools—and What Can Be Done about It ? Research on Improving Systems of Education (RISE), mai 2019. http://dx.doi.org/10.35489/bsg-rise-ri_2019/009.

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