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Artykuły w czasopismach na temat „Spelling in primary schools”

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Data publikacji: 20 marca 2025

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1

Brann, Barbara. "Spelling Instruction In Primary Schools." Set: Research Information for Teachers, no. 1 (June 1, 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 (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 st

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Morina Bytytçi, Shyhrete, and Nexhmije Kastrati. "Some Language Problems in the Spelling of Primary School Students." Journal of Educational and Social Research 14, no. 1 (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 g

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Tang, Swee Gek, Julia Ai Cheng Lee, and Jecky Misieng. "Spelling Scoring Metrics in Malay Language: An Investigation among Young Spellers." Theory and Practice in Language Studies 8, no. 12 (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

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Li, Liping, Ruiying Li, and Xinchun Wu. "The reciprocal relation between morphological awareness and spelling in Chinese: A longitudinal study of primary school students." PLOS ONE 15, no. 12 (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 re

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Algamal, Ameen Ali Mohammed, and 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 (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 b

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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 (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 gene

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8

Waugh, David. "Improving Spelling in the Primary School." Reading 29, no. 2 (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 (December 20, 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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10

Tangel, Darlene M., and Benita A. Blachman. "Effect of Phoneme Awareness Instruction on Kindergarten Children's Invented Spelling." Journal of Reading Behavior 24, no. 2 (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

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11

Čičirkaitė, Ramunė. "How much does spoken language affect spelling among primary school pupils? Quantitative research on spelling over the period of 1950–2021." Taikomoji kalbotyra, no. 19 (December 28, 2023): 122–42. http://dx.doi.org/10.15388/taikalbot.2023.19.8.

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Quantitative analysis of spelling among primary school pupils revealed that the spelling of primary school pupils was highly variable, but not chaotic. Despite deviations from norms, primary school pupils, probably based on the internal consistency of spelling, attempted to establish uniformity in their spelling by writing the same sounds or their combinations with the same orthographic codes. The theoretical consistency, grounded in spelling conventions, was statistically significantly higher in the essays of older primary school pupils compared to their younger counterparts, suggesting a pot

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12

Lazarus, Kelechi Uchemadu, and Gabriel Ogundiya Ogunsola. "Effects Of Metacognition And Direct Instruction On Spelling Abilities Of Pupils With Learning Disabilities In Primary Schools In Ibadan, Oyo State, Nigeria." European Scientific Journal, ESJ 12, no. 1 (2016): 227. http://dx.doi.org/10.19044/esj.2016.v12n1p227.

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This study investigated the effects of metacognition and direct instruction on spelling abilities of pupils with learning disabilities in Ibadan, Oyo State, Nigeria. Pre-test, post -test, control group, quasi-experimental design with 3x2x2 factorial matrix was adopted. Purposive sampling technique was used to select three public primary schools in Ibadan. Sixty primary three pupils with spelling disabilities were randomly selected from the sampled schools and randomized into metacognition, direct instruction and control group. Four instruments were utilized: Pupil Rating Scale (r = 0.76), Righ

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Maurer, Michelle N., Lidia Truxius, Judith Sägesser Sägesser Wyss, and Michael Eckhart. "From Scribbles to Script: Graphomotor Skills’ Impact on Spelling in Early Primary School." Children 10, no. 12 (2023): 1886. http://dx.doi.org/10.3390/children10121886.

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The acquisition of handwriting skills is a crucial goal in early primary school. Yet our comprehension of handwriting development, encompassing graphomotor skills and spelling, remains fragmented. The identification of predictors for handwriting skills is essential for providing early support. This longitudinal study aimed to explore the predictive roles of gender, working memory, and motivation to handwrite for graphomotor skills six months later and spelling skills one year later. Paper-and-pencil tasks (graphomotor skills, spelling), a tablet task (working memory), and a questionnaire (teac

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14

Xiaojing, Liu, Junying Zhang, and Huang Jing. "Case Study of Phonics among Primary School Students." International Journal for Innovation Education and Research 4, no. 10 (2016): 11–16. http://dx.doi.org/10.31686/ijier.vol4.iss10.593.

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Phonics is a widely implemented teaching approach in primary schools in many English speaking countries. Through a flexural development, the teaching approach has been proved to be an efficient way of improving children’s decoding, spelling and general reading ability. This paper reports case study of presenting phonics to 10 students in Grade 3 in China. The study shows that phonics teaching can help the students to form a connection between words and their pronunciation, hence help students to acquire the ability to decode and spell new words in their further reading.

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15

Seidlová Málková, Gabriela. "Spelling skills of Czech primary school children in relation to the method of literacy instruction." Journal of Language and Cultural Education 5, no. 1 (2017): 59–77. http://dx.doi.org/10.1515/jolace-2017-0004.

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Abstract This study investigates the importance of having a set reading instruction method for the development of spelling skills among Czech children ranging in age across the four beginning grades of primary school. 238 children learning to read and spell using an analytical-synthetic method and 251 children learning to read and spell using a genetic method participated in this study. The outcomes of word spelling tests were assessed for the different grade and age levels: first, second- third and fourth. Distributional patterns of spelling skills performance for both instruction method subg

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Sardar Babayeva, Ruqayya. "Organization of work on literary pronunciation in primary school." SCIENTIFIC WORK 56, no. 07 (2020): 96–99. http://dx.doi.org/10.36719/2663-4619/56/96-99.

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Pronunciation means speaking in accordance with the general norms of our language. Literature requires adherence to the rules of pronunciation of individual words, even speech sounds. The set of these rules is called orthoepic norms. Spelling normalizes the written branch of our literary language. In our language, the pronunciation of some words is the same: for example, mother, morning, pomegranate, and so on. The basics of Azerbaijani orthoepy should be taught in practice from the first grade. Spelling exercises vary in nature. N.S. Rozhdestvensky shows its three groups: 1) due to the percep

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Harun, Halipah, and Muhammad Kamarul Kabilan. "Errors in writing made by Malaysian rural primary school pupils." Studies in English Language and Education 7, no. 2 (2020): 438–56. http://dx.doi.org/10.24815/siele.v7i2.17009.

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This study is to identify errors made by rural primary school pupils in writing and to get information about the causes or sources of errors that lead to pupils’ writing problems. The conceptual framework concerns four types of errors committed by rural primary school pupils in writing, namely tense, spelling, and vocabulary. The study is based on Corder’s (1971) Error Analysis (EA) and Richards’ (1974) Causes or Sources of Errors as its theoretical framework. It was conducted at two rural schools with 44 pupils of Primary 5, aged 11, as the research sample. A written task was taken as the stu

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Cockerill, Maria, Allen Thurston, and Andy Taylor. "Protocol: An efficacy randomized controlled trial of a spelling program in primary schools." International Journal of Educational Research 97 (2019): 131–38. http://dx.doi.org/10.1016/j.ijer.2019.07.001.

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Awal, Abdul, Mohammad Rezaul Karim, and Wahaj Unnisa Warda. "A Diagnostic Study on English Spelling Errors Among the Elementary School Children in India." Theory and Practice in Language Studies 13, no. 11 (2023): 3049–56. http://dx.doi.org/10.17507/tpls.1311.35.

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Learning the four skills of the English language is a requirement for pupils to utilize the language effectively, given the importance of learning it for both school and profession. Spelling – an important part of writing skill – is considered to be fundamental for written texts. The real meaning of a piece of writing can be changed by spelling mistakes, making it more challenging to understand. In India, teaching spelling is frequently overlooked while teaching English as a second language. The research attempts to determine the current level of spelling proficiency among Indian primary schoo

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Fletcher, Rachel. "Englicious: Teaching English Grammar in Schools." English Today 31, no. 4 (2015): 63–64. http://dx.doi.org/10.1017/s0266078415000437.

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Englicious is a new online library of resources for English language teachers that has been designed by the Survey of English Usage at UCL. It offers not only lesson plans and activities for use in the classroom, but a collection of Continuing Professional Development resources for teachers, all aimed at supporting the teaching of the new National Curriculum in England. There is a particular focus on spelling, punctuation and grammar (SPaG), and especially on preparing pupils for the Year 3 and Year 6 SPaG tests, but users will also find materials covering many other aspects of English Languag

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Janjić, Jovana, Snežana Nikolić, and Danijela Ilić-Stošović. "Orthographic competencies and phonological awareness in children with developmental coordination disorder." Specijalna edukacija i rehabilitacija 20, no. 3 (2021): 171–83. http://dx.doi.org/10.5937/specedreh20-33182.

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Introduction. Developmental coordination disorder is a disorder of planning and coordination of complex movements during action, without previously diagnosed intellectual disability, neurological or any other sensory impairment. Although it is a relatively common disorder in school-age population, the correlation between phonological awareness and spelling in these children has not been sufficiently investigated. Objective. The aim of this study was to determine the relationship between phonological awareness and spelling in children with developmental coordination disorder compared to childre

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McCurdy, Bethany H., Travis Bradley, Ryan Matlow, et al. "Program evaluation of a school-based mental health and wellness curriculum featuring yoga and mindfulness." PLOS ONE 19, no. 4 (2024): e0301028. http://dx.doi.org/10.1371/journal.pone.0301028.

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Background Interest in the effectiveness of mindfulness-based interventions such as yoga in primary schools has grown. Evidence shows promise, as youth who engage in yoga to promote mindfulness show improved coping skills, increased socio-emotional competence and prosocial skills, academic performance, attention span, and ability to deal with stress. Objective This study reports the results of a program evaluation of a universal health and wellness curriculum, Pure Power, designed to teach youth yoga techniques, mindfulness, and emotion regulation. Methods A non-randomized comparison design ex

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Ajayi, Oyedokun Samuel. "Audio-Instructional Strategy as A Panacea to Listening Challenges Among Primary Pupils in Ikere Local Government Area of Ekiti State." international journal of Education, Learning and Development 11, no. 10 (2023): 65–74. http://dx.doi.org/10.37745/ijeld.2013/vol11n106574.

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Listening is one of the language skills that poses challenges to learners most especially second language learners. The study finds out how audio-instructional strategy can be used to help learners: to discriminate English sounds, to improve listening comprehension and spelling abilities of learners. A sample of three hundred and twenty (320) are purposely selected across all public and private primary schools in urban and rural areas of Ikere Local Government of Ekiti State. There are two groups: experimental and control groups that are given pretest and posttest through an instrument tagged.

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Saeed Al-Sobhi, Bandar Mohammad, Sabariah Md Rashid, Ain Nadzimah Abdullah, and Ramiza Darmi. "Arab ESL Secondary School Students’ Spelling Errors." International Journal of Education and Literacy Studies 5, no. 3 (2017): 16. http://dx.doi.org/10.7575/aiac.ijels.v.5n.3p.16.

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English spelling has always been described by many language researchers and teachers as a daunting task especially for learners whose first language is not English. Accordingly, Arab ESL learners commit serious errors when they spell out English words. The primary objective of this paper is to determine the types as well as the causes of spelling errors made by Arab ESL secondary school students. In order to collect the data, a fifty-word standardised spelling test was administered to seventy Arab student participants. The students’ types of spelling errors were detected, analysed and then cat

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Abbas Jawad, Ph.D, Asst Prof Zainab. "Running Dictation Technique for Promoting EFL Primary Pupils’ Spelling, Pronunciation & Vocabulary Retention." ALUSTATH JOURNAL FOR HUMAN AND SOCIAL SCIENCES 59, no. 4 (2020): 75–88. http://dx.doi.org/10.36473/ujhss.v59i4.1208.

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The present study highlights the importance of using running dictation technique in teaching the textbook's songs at the primary schools. Running dictation technique is a classroom activity where the pupils are moving around and working together as groups to handle dictation and raise enjoyment at the same time. This study is an experimental one in which forty eight pupils is taught the textbook's songs by using running dictation technique. The present study aims at finding out the effect of applying this technique on primary pupils' spelling, pronunciation and vocabulary retention. To achieve

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Che kamarudin, Adrina, and Ruslan Abdul Rahim. "A Hermeneutic Approach Utilising Interactive Visual Communication to Enhance Speech and Spelling For Dyslexic Children in Malaysia Primary Schools." Environment-Behaviour Proceedings Journal 6, SI4 (2021): 3–8. http://dx.doi.org/10.21834/ebpj.v6isi4.2894.

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Based on earlier studies on visual communication issues, many have suggested improving "language, syllable, or phonetics" to enhance speech and spelling for dyslexic children. The objectives are: 1) to identify visual communication by integrating the learning through text and voice instructions; 2) to analyse the visual communication in the syllables of Bahasa Melayu. Results and findings from the two objectives in this study will form the latest learning platform for dyslexic children and the other learning language disorders of children as a medium for learning the syllables of Bahasa Melayu

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Baker-Henningham, Helen, Yakeisha Scott, Marsha Bowers, and Taja Francis. "Evaluation of a Violence-Prevention Programme with Jamaican Primary School Teachers: A Cluster Randomised Trial." International Journal of Environmental Research and Public Health 16, no. 15 (2019): 2797. http://dx.doi.org/10.3390/ijerph16152797.

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This study investigated the effect of a school-based violence prevention programme implemented in Grade 1 classrooms in Jamaican primary schools. Fourteen primary schools were randomly assigned to receive training in classroom behaviour management (n = 7 schools, 27 teachers/classrooms) or to a control group (n = 7 schools, 28 teachers/classrooms). Four children from each class were randomly selected to participate in the evaluation (n = 220 children). Teachers were trained through a combination of workshop and in-class support sessions, and received a mean of 11.5 h of training (range = 3–20)

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Balci, Emine, and Aybala Cayir. "Reading Performance Profile of Children with Dyslexia in Primary and Secondary School Students." Journal of Education and Learning 7, no. 1 (2017): 80. http://dx.doi.org/10.5539/jel.v7n1p80.

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The purpose of the present research was to provide information to the community about the reading subskill profiles of children with dyslexia in primary and secondary school students. 175 children (aged 7-15 yrs) were examined on a varied set of phonological coding, spelling and fluent reading tasks. For this purpose, students’ fluent reading were determined using The Informal Reading Inventory. The student’s letter recognition and phonetics were measured by the alphabet test. The syllable test was used to measure the learner’s ability to read syllables. Results have shown that most of the dys

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Gosse, Claire, Laurence Dricot, and Marie Van Reybroeck. "Evidence of Altered Functional Connectivity at Rest in the Writing Network of Children with Dyslexia." Brain Sciences 12, no. 2 (2022): 243. http://dx.doi.org/10.3390/brainsci12020243.

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Aim. Handwriting abilities in children with dyslexia (DYS) are not well documented in the current literature, and the presence of graphomotor impairment in addition to spelling impairment in dyslexia is controversial. Using resting-state functional connectivity (RSFC), the present study aims to answer the following question: are there markers of graphomotor impairment at rest in DYS children? Method. The participants were children with DYS and typically developing (TD) children (n = 32) from French-speaking primary schools (Mage = 9.3 years). The behavioural evaluation consisted of spelling an

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Baljandar Singh, Smita Kaur, Wan Muhammad Hazym Hyqal bin Wan Hashim, and Karthiggeyen Kumaresan. "The Perception of Cursive Writing towards Spelling Accuracy among Year 3 Primary School Students." Journal of Translation, Linguistics and Literature 1, no. 2 (2024): 66–79. https://doi.org/10.26714/translite.v1i2.469.

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Cursive writing has always been a part of our life to write. Its inclusion into the KSSR curriculum of Malaysian English classroom has brought about various positive remarks towards learning competency. However, there is an unexplored issue that worth noting focusing on cursive writing application towards improving spelling accuracy. There is limited research on this issue, thus it is worth to be researched. Hence this study aims to analyze the association between gender with application and motivation to use cursive writing for spelling accuracy. It also investigates the significant differenc

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Haelermans, Carla, Madelon Jacobs, Rolf van der Velden, Lynn van Vugt, and Sanne van Wetten. "Inequality in the Effects of Primary School Closures due to the COVID-19 Pandemic: Evidence from the Netherlands." AEA Papers and Proceedings 112 (May 1, 2022): 303–7. http://dx.doi.org/10.1257/pandp.20221107.

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Using a large dataset of around 500,000 students from about 1,900 schools, this paper shows the effect of two school closures and 1.5 years of the COVID-19 pandemic on standardized learning growth for mathematics, reading, and spelling in Dutch primary education. We find that the school closures have a negative effect on standardized learning growth, amounting to an annual average of 5.5 weeks of learning loss. When analyzing differential effects by socioeconomic status, parental education, household income, household structure, household size, and migration status, we find that the negative e

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Dunsmuir, Sandra, Claire Thomas, Rebecca May, Joyce Monroe, Tamara Roiter, and Simon Wellman. "Developing an intervention for pupils with writing difficulties: Conceptualisation and analysis." Educational and Child Psychology 25, no. 3 (2008): 150–64. http://dx.doi.org/10.53841/bpsecp.2008.25.3.150.

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This study involved evaluating the success of a writing programme that was delivered to 91 pupils in eight urban primary schools. This involved a partial replication of an intervention demonstrated by Berningeret al.(2002) to be effective at improving both spelling and composing. The intervention comprised phonemic awareness training, an element designed to support the development of compositional skills through teacher scaffolding and a cued spelling strategy. Pupils were randomly allocated to an experimental group and a waiting list control group. Sessions of 50 minutes duration were deliver

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Morin, Marie-France, Denis Alamargot, Thierno M. O. Diallo, and Michel Fayol. "Individual differences in lexical and grammar spelling across primary school." Learning and Individual Differences 62 (February 2018): 128–40. http://dx.doi.org/10.1016/j.lindif.2018.02.002.

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Prawira, Ni Nyoman Pradnyani, Luh Putu Artini, Ni Putu Era Marsakawati, Ni Nyoman Padmadewi, Ni Made Ratminingsih, and I. G. A. Lokita Purnamika Utami. "The Implementation of Literacy Activities in Primary School." Jurnal Imiah Pendidikan dan Pembelajaran 7, no. 1 (2023): 150–56. http://dx.doi.org/10.23887/jipp.v7i1.56108.

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School Literacy Movement is a program which has been voiced by the Indonesian Minister of Education and Culture since 2015. This program aimed to promote and support reading culture in school due to consistent unsatisfactory result of Program of International Student Assessment indicate the need for special effort to improve the young generation’s literacy skills. This study aimed at analyzing such efforts in the school level. The study employed a qualitative research design which explored the types of literacy activities implemented in the school to support literacy movement program. Classroo

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Yao, Suifang, and Kornwipa Poonpon. "The Effects of Text-to-Speech Dictation on Chinese Elementary Students’ Listening and Spelling Skills at a Primary School in China." Theory and Practice in Language Studies 15, no. 1 (2025): 294–306. https://doi.org/10.17507/tpls.1501.32.

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The objectives of the study were to investigate the effects of text-to-speech (TTS) dictation on Chinese elementary students’ listening and spelling skills at a primary school and explore Chinese elementary students’ perceptions of TTS dictation on listening and spelling skills. The present study adopted a mixed method. Quantitatively, the two-group pre-test and post-test design were employed. The 74 participants studied in Guangzhou Liwan Puiching Primary School (grade 4). The experimental group of 37 students where the TTS dictation was given as the intervention in the classroom, while the c

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Stevanovic, Jelena, Slavica Maksic, and Lazar Tenjovic. "On written expression of primary school pupils." Zbornik Instituta za pedagoska istrazivanja 41, no. 1 (2009): 147–64. http://dx.doi.org/10.2298/zipi0901147s.

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Normative rules of standard Serbian language are acquired during primary and secondary education through curriculum demands of Serbian language instruction, which takes place in three fields: grammar, orthography and culture of expression. Topic of interest in this paper is the quality of written expression of 6th and 7th grade pupils, in the context of all three fields specified to be mastered by the curriculum of Serbian language. Research comprised 148 primary school pupils from Belgrade. Linguistic analysis of spontaneously created written text was performed, in the conditions where it was

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Colmar, Susan, Kit Double, Nash Davis, et al. "Memory Mates: An Evaluation of a Classroom-Based, Student-Focused Working Memory Intervention." Journal of Psychologists and Counsellors in Schools 30, no. 2 (2020): 159–71. http://dx.doi.org/10.1017/jgc.2020.9.

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AbstractThis applied experimental research tested the effectiveness of a universal, student-focused intervention (‘Memory Mates’), specifically focused on supporting students to use attention and working memory strategies within academic contexts, unlike computer-based programs. Memory Mates is presented in the form of icons and explanations, with the strategies embedded within the classroom. Analyses compared the impact of the intervention over 8 months in three schools with three control schools, comprising 13 Year 4 primary school classes. The intervention group students showed a significan

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Callinan, Carol, and Emile van der Zee. "A comparative study of two methods of synthetic phonics instruction for learning how to read: Jolly Phonics and THRASS." Psychology of Education Review 34, no. 1 (2010): 21–31. http://dx.doi.org/10.53841/bpsper.2010.34.1.21.

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The National Strategy for Primary Schools in England (2006) advocates synthetic phonics as a means for teaching children to read. No studies exist to date comparing the effectiveness of different commercially available synthetic phonics methods. This case study compared two schools at which Jolly Phonics (JP) was taught with one school at which THRASS (Teaching Handwriting, Reading and Spelling Skills) was taught at Reception level (4 to 5 years) over a one-year period. Reading ability for words and non-words as well as short-term memory ability for words and phonemes improved in all schools.

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Gilmore, Linda, Wendy Patton, Andrea McCrindle, and Lee Callum. "Single-sex classes in a Queensland primary school: An evaluation of outcomes." Australian Educational and Developmental Psychologist 19, no. 1 (2002): 49–58. http://dx.doi.org/10.1017/s0816512200028510.

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AbstractAlthough numerous studies have considered the benefits of single-sex schooling for secondary students, the results have open been inconclusive or inconsistent. Very few studies have considered the effects of single-sex schooling at the primary level. This paper reports a trial of single-sex Year 7 classes at a Queensland primary school. Measures of academic achievement (number facts, spelling, reading, and mathematics) and teachers’ reports of children’s classroom involvement and motivation were obtained prior to the formation of classes and again at the end of the trial year. Results

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Aziz, Azza Adel, Elham Ahmed Shaheen, Dalia Mostafa Osman, and Ahmad El Sabagh. "Arabic psycholinguistic screening tool: a preliminary study." Egyptian Journal of Otolaryngology 28, no. 1 (2012): 64–73. http://dx.doi.org/10.7123/01.ejo.0000411080.90712.1c.

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EnAbstract Background Psycholinguistics or the psychology of language refers to the study of the psychological and neurobiological factors that enable humans to acquire, use, and understand language. Objectives This work aimed at designing and applying an Arabic Psycholinguistic Screening Tool on a group of native Egyptian students aged 7 through 9, 11 years old, enrolled in primary grade 1 through primary grade 4, and analyzing the obtained results in order to attain a better understanding of psycholinguistic skills in the studied age range and preliminarily study the constituent items of the

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Осмонов, Б., Дурусалы кызы Айтурган, Т. И. Истамбекова, and Курманжан Cаипова. "THE WORKS ARE DEVOTED TO DIDACTIC MATERIALS IN PRIMARY SCHOOL." Илимий-маалыматтык журналы 23, no. 7 (2023): 54–58. http://dx.doi.org/10.58494/esai.23(7).2023.11.

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The content of the article is devoted to the didactic materials of the famous scientist, candidate of pedagogical sciences, professor Karatay Sartbaev for grade 3. When creating didactic material, the author proposed a curriculum, a system of creativity based on the methodological materials of the textbook. The methodological manual was first created by Karatay Sartabaev and is considered a multiple edition. When disclosing the content of the article, the methods, forms and techniques of using didactic materials were considered, and their practical content was revealed. It is analyzed that the

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Herlina, Herlina, Novin Mayui, Muhammad Fasli, and Nurul Fitria Aras. "IDENTIFICATION OF BEGINNING READING DIFFICULTIES IN CLASS II PRIMARY SCHOOL STUDENTS." Indonesian Journal of Educational Development (IJED) 5, no. 2 (2024): 219–29. http://dx.doi.org/10.59672/ijed.v5i2.3838.

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This research aims to determine: 1) the difficulties faced by students in beginning reading, 2) teachers' efforts to overcome students' beginning reading difficulties, and 3) factors that cause difficulties in beginning reading. This research uses a qualitative approach with a phenomenological design. The research subjects were 14 students in class II of SD Inpres Bumi Sagu. Data was collected using observation, interviews and document study techniques. The data analysis used is data condensation, data presentation and drawing conclusions/verification. The results of this research show that th

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Vitіuk, Valentyna. "METHODS OF FORMING THE SPELLING COMPETENCE OF FUTURE PRIMARY SCHOOL TEACHERS." B U L L E T I N OF OLEKSANDR DOVZHENKO HLUKHIV NATIONAL PEDAGOGICAL UNIVERSITY 42, no. 1 (2020): 28–39. http://dx.doi.org/10.31376/2410-0897-2020-1-42-28-39.

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Johnston, Rhona S., and Joyce Watson. "Developing Reading, Spelling and Phonemic Awareness Skills in Primary School Children." Reading 31, no. 2 (1997): 38–41. http://dx.doi.org/10.1111/1467-9345.00052.

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Angelelli, Paola, Alessandra Notarnicola, Anna Judica, Pierluigi Zoccolotti, and Claudio Luzzatti. "Spelling impairments in Italian dyslexic children: Phenomenological changes in primary school." Cortex 46, no. 10 (2010): 1299–311. http://dx.doi.org/10.1016/j.cortex.2010.06.015.

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Kazi, Saheb, and Dr Jakir Dr. Jakir. "Assessment of English writing skills of minority students at primary level in Murshidabad district." International Journal of Multidisciplinary Research and Growth Evaluation 4, no. 4 (2023): 509–14. http://dx.doi.org/10.54660/.ijmrge.2023.4.4.509-514.

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It is well known that, Majority of learners are very weak in English language of Bengali medium schools. In case of the writing skills of the children, among various components, unfortunately, the spelling error, tense, sentence and punctuation effects on writing expression very much. Although, several times, in service teachers training on English language had been introduced from government, various modern techniques have been implemented, but in reality, the learning outcome of the minority students at primary level of Bengali medium schools in English language is not up to the expectation

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Mavilidi, Myrto F., David R. Lubans, Narelle Eather, Philip J. Morgan, and Nicholas Riley. "Preliminary Efficacy and Feasibility of the “Thinking While Moving in English”: A Program with Integrated Physical Activity into the Primary School English Lessons." Children 5, no. 8 (2018): 109. http://dx.doi.org/10.3390/children5080109.

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Background: The physical, cognitive, and learning benefits of physical activity for children have already been established. However, many schools are failing to provide children with sufficient activity at school due to a crowded school curriculum. Physical activity interventions that integrate physical activity with learning is a way to enhance physical and cognitive benefits without loss of academic time. This study evaluated the preliminary efficacy and feasibility of “Thinking While Moving in English”, a primary school program that integrates physical activity into English lessons. Method:

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Nemeth-Jajić, Jadranka, and Petra Božanić. "Linguistic terms in contemporary textbooks of Croatian language." Školski vjesnik 71, no. 1 (2022): 139–55. http://dx.doi.org/10.38003/sv.71.1.1.

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Since 2019, when the Croatian language subject curriculum was introduced, until today, new textbooks of Croatian have been written, and the aim of this paper is to investigate how consistent they are in the use of linguistic terminology. Previous research has pointed to the lack of uniformity and consistency in the use of linguistic terminology in Croatian language textbooks, which is reflected, among other things, in many pairs and sequences of synonyms, causing difficulties in school practice. In the first phase of the research, which is presented in this paper, all primary school textbooks

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WAN MAT, WAN LISMA. "تحليل الأخطاء الإملائية في كتابة النون عوضًا عن التنوين لدى طلبة قسم الدراسات اللغة العربية بجامعة السلطان زين العابدين". Jurnal Islam dan Masyarakat Kontemporari 25, № 2 (2024): 86–96. https://doi.org/10.37231/jimk.2024.25.2.852.

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Arabic is one of the greatest languages and because it is related to the sciences of the Islamic religion, delving into it is important. However, it is necessary to master the study of spelling. Studying it is considered one of the most important studies among the rules of the Arabic language because it is in mastering the skill of correct writing. Because studying it is important, the researcher aimed in this research to analyze spelling errors in writing the letter “Noon” instead of “Tanween” among students of the Department of Arabic Language Studies in the second semester of the year 202

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Syamsi, Ibnu, and Dwitya Sobat Ady Dharma. "Identification and Academic Assessment Models for Students with Specific Learning Difficulties in Inclusive Elementary Schools." Jurnal Prima Edukasia 11, no. 1 (2023): 16–29. http://dx.doi.org/10.21831/jpe.v11i1.51927.

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This study aims to identify students with special learning difficulties in inclusive primary schools and develop assessment models. The research subjects were inclusive elementary school students in Sleman Regency. Methods of collecting data were observation, tests, interviews, and surveys. The results showed that 85 students (18.27%) were identified as having certain learning difficulties. Male students have more specific learning difficulties than female students (55.3%: 44.7%). Specific learning difficulties were found in reading (26 students or 22.10%); in writing (23 students or 19.55%);

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