Thematische Bibliographien / Spelling pedagogy

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Auswahl der wissenschaftlichen Literatur zum Thema „Spelling pedagogy“

Autor: Grafiati

Veröffentlicht am 20. März 2025

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Zeitschriftenartikel zum Thema "Spelling pedagogy"

Ogren, Christine A. „Complexities of Efficiency Reform: The Case of Simplified Spelling, 1876–1921“. History of Education Quarterly 57, Nr. 3 (19.07.2017): 333–68. http://dx.doi.org/10.1017/heq.2017.15.

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Progressive Era advocates of spelling reform argued that adopting “simplified” word forms would increase the efficiency of American schools. National education leaders and administrators sustained the movement as they discussed simplified spelling extensively in meetings of the National Education Association and state teachers’ associations as well as in education journals. While emphasizing saving money and time, their arguments for spelling reform also infused social justice into social efficiency, and efficiency into child-centered pedagogy. Although leaders saw schoolteachers as the torchbearers for simplified spelling, teachers’ subtle resistance undermined the movement. Teachers and the few administrators who opposed spelling reform occasionally voiced objections to efficiency itself, but their concerns about public scrutiny most influenced their opposition and thus the movement's ultimate demise. This examination of the public education sector's relationship to the simplified spelling movement illustrates the complexity of education leaders’ relationship with efficiency as well as their vulnerability to teacher resistance and public censure.

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Prokopenko, Anastasia Viktorovna, und Alla Anatolyevna Gontar. „Socio-psychological adaptation of children with mental disabilities by means of orph-pedagogy“. KANT 40, Nr. 3 (März 2021): 272–79. http://dx.doi.org/10.24923/2222-243x.2021-40.52.

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The article outlines the problem of social and psychological adaptation of children with mental disabilities in institutions of additional education (on the example of music education) as a consequence of the predominance of the informative-logical approach in pedagogy, which is poorly combined with the principles of inclusion. The purpose of the study is to offer, as an alternative, an introduction to academic education of K. Orff's pedagogical principles. The article discusses their key features and benefits. The scientific novelty lies in the fact that in domestic education the issue of using spelling techniques for the socio-psychological adaptation of children with disabilities is raised for the first time. The study revealed: a contradiction between the legal framework that guarantees inclusion for children with mental disabilities and difficulties on the part of educational organizations that provide it; the advantages of the humanistic approach, one of which is the pedagogical concept of Karl Orff; the possibility of using spelling techniques in the socio-psychological adaptation of children with mental disabilities.

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Ivanova, Nelly. „THE PEDAGOGY STUDENTS’ LEVEL OF LANGUAGE CULTURE“. Education and Technologies Journal 13, Nr. 1 (01.08.2022): 189–93. http://dx.doi.org/10.26883/2010.221.4215.

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The problems related with the level of the language culture of the regular and part time students in pedagogy degree course of the Faculty of Education of Sofia university ‘’St. Kliment Ohridski’’ as potential future primary teachers are discussed in the article. The analysis is based on test study data from a research made in February–May 2022 in the context of the optional discipline Contemporary Bulgarian Language. The test items cover basic language concepts and grammar categories, as well as spelling peculiarities in order the level of the knowledge of contemporary Bulgarian language and the constructs from the different language branches – phonetics, morphology, syntax, lexicology, stylistics – to be revealed. The test study results are interpretedon the basis of comparative analysis. The conclusions and generalizations from the analysis determine the proposed recommendations for the further improvement of the students’ language preparation. The main focus is on the importance of the language preparation and culture of the students in pedagogy as potential primary teachers. The study has been carried out as a part of a project supported by The Scientific Research Fund of Sofia University „St. Kliment Ohridski“ for 2022 under the scientific guidance of Prof. Dr. Habil. Nelly Ivanova.

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Amrullah, Afif. „تحليل مواد الكتب الدراسية لدرس اللغة العربية بالمدرسة الثانوية الإسلامية من منظور البيداغوجيا الإنتقادية“. Taqdir 7, Nr. 1 (28.06.2021): 1–14. http://dx.doi.org/10.19109/taqdir.v7i1.6709.

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This research assumes that textbooks contribute to forming students' attitudes and behavior towards the realities that occurred around them. The discussion in this research is formulated interrogatively as follows: 1) How are textbooks considered from a critical pedagogical point of view? 2) What are the advantages and disadvantages of textbooks from the perspective of critical pedagogy? This research is of the type of library research whose analysis is based on a critical pedagogy perspective. In order to facilitate the data analysis process, this research uses the technique of critical discourse analysis. As for writing this research, it is presented in a descriptive and narrative form. This research concludes with the following results: 1) Textbooks do not reach students with low economic levels. 2) No questions in composition and spelling formats 3) The multiple choices exercise was very controlling 4) The textbooks contain many Islamic subjects; 5) The topic in the textbooks did not yet discuss issues around: capitalism, liberalism, secularism, gender equality and other major humanitarian themes.

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Rebreikina, A. B., E. V. Larionova und O. V. Martynova. „Event-related potentials during literacy acquisition“. Современная зарубежная психология 9, Nr. 2 (2020): 21–33. http://dx.doi.org/10.17759/jmfp.2020090202.

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Literacy is a complex and multidimensional phenomenon that has been well studied in psychology and pedagogy. Neurophysiologists try to understand the mechanisms of writing and reading acquisition by analyzing different linguistic processes. In this paper, we review the data that were revealed by using the event-related potentials (ERPs) method in the light of spelling, lexical, semantic and syntactic aspects of literacy, as well as changes in the components of ERPs in children and adults during language acquisition and in dyslexia, the most studied reading disorder. The ERPs method can help to understand both the general, universal neural underpinnings of literacy development and the unique features of different languages.

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Ogunyemi, Kehinde Olufemi. „Comparative Analysis of English Language Learners' Errors across Different Linguistic Backgrounds“. American International Journal of Social Science Research 4, Nr. 2 (15.07.2019): 94–101. http://dx.doi.org/10.46281/aijssr.v4i2.353.

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The focus of the study is the comparative analysis of English as a second language learners’ errors across different linguistic backgrounds in Nigeria. The study adopted the descriptive research design. The population for the study consisted of senior secondary school students in Ondo State. A simple random sampling technique was employed to select four secondary schools and 26 students from four schools in Akoko Ondo State(12 male, 14 female). The sample consisted students from three linguistic backgrounds (Igbo, Yoruba, and Hausa). The instrument used to gather data was a verbal ability test. The reliability of the instrument was determined through the test- retest method (r = 0.83). Four research questions were answered. The findings revealed that there was a significant difference in the scores of students from different linguistic backgrounds in their use of tenses, pronouns, spellings and pronunciation. On the basis of these findings it was recommended that students are to be given time to pay attention to their use of English tenses, pronoun, spelling and pronunciation so as to maximize their academic potentials and possibilities. There is need to give teachers chance to experience in-service training and seminars. This will make them conversant with current development in pedagogy and language itself.

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Wah, Francesca, und Tick Ngee Sim. „Effects of reward pedagogy on spelling scores and prosocial behaviors in primary school students in Singapore“. Educational Psychology 40, Nr. 3 (02.10.2019): 349–66. http://dx.doi.org/10.1080/01443410.2019.1662888.

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Файзуллина, Г. Ч., Г. А. Яркова und Н. Е. Молдук. „Formation of spelling vigilance of junior schoolchildren through graphic illustrations (at the regional component)“. Review of pedagogical research 6, Nr. 1 (09.02.2024): 132–37. http://dx.doi.org/10.58224/2687-0428-2024-6-1-132-137.

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Аннотация: в статье актуализируется проблема повышения уровня орфографической грамотности младших школьников. Актуальность темы обосновывается применением нетрадиционных методов в практической деятельности учителя и включением регионального компонента в учебный процесс. Целью исследования является рассмотрение особенностей формирования орфографической зоркости младших школьников посредством графических иллюстраций. При формировании орфографической зоркости обучающихся наиболее продуктивным является использование метода графических иллюстраций, что способствует активизации познавательных процессов: мышления, восприятия, воображения, памяти, внимания. Внедрение регионального компонента в учебно-воспитательный процесс способствует формированию интереса и уважения к историческому прошлому Родины, любви к ней. В рамках научной статьи дидактически обосновываются особенности формирования орфографической зоркости младших школьников посредством создания графических иллюстраций (на региональном компоненте Тюменской области и г. Тобольска). Представлены фрагменты занятий с использованием метода графических иллюстраций. Практическая значимость исследования заключается в использовании результатов для решения практических задач в области педагогики с целью формирования орфографической зоркости младших школьников как в рамках урочной, так и внеурочной (проектной) деятельности. Автор приходит к выводу о том, что формирование орфографической зоркости младших школьников посредством графических иллюстраций способствует повышению уровня грамотности учащихся, совершенствованию навыков творческой деятельности, развитию познавательных процессов, формированию патриотических качеств личности: любви и уважения в Родине, интереса к изучению истории Отечества. Abstract: the article actualizes the problem of increasing the level of spelling literacy of primary schoolchildren. The relevance of the topic is justified by the use of non-traditional methods in the practical activities of the teacher and the inclusion of a regional component in the educational process. The purpose of the study is to consider the features of the formation of spelling vigilance in primary schoolchildren through graphic illustrations. When developing students' spelling vigilance, the most productive is to use the method of graphic illustrations, which helps to activate cognitive processes: thinking, perception, imagination, memory, attention. The introduction of a regional component into the educational process contributes to the formation of interest and respect for the historical past of the Motherland and love for it. Within the framework of the scientific article, the features of the formation of spelling vigilance of primary schoolchildren through the creation of graphic illustrations (on the regional component of the Tyumen region and the city of Tobolsk) are didactically substantiated. Fragments of lessons are presented using the method of graphic illustrations. The practical significance of the study lies in the use of the results to solve practical problems in the field of pedagogy in order to develop the spelling vigilance of primary schoolchildren both within the framework of class and extracurricular (project) activities. The author comes to the conclusion that the formation of spelling vigilance in junior schoolchildren through graphic illustrations helps to increase the level of students' literacy, improve creative skills, develop cognitive processes, and form patriotic personality traits: love and respect in the Motherland, interest in studying the history of the Fatherland.

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Pasa, Laurence, und Jacques Fijalkow. „Didactique de l’écrit: simplifier la langue ou la présenter dans sa complexité?“ Travaux neuchâtelois de linguistique, Nr. 33 (01.12.2000): 45–66. http://dx.doi.org/10.26034/tranel.2000.2680.

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This study compares first-graders acquisition of literacy in two different instructional settings. One teacher used a traditional approach based on a systematic presentation of the grapheme-phoneme correspondences while the other one was identified as a whole language teacher using literature and writing experiences, with incidental attention to phonics. During the school-year, documentation collection about the pedagogy included questionnaires, field notes of monthly observations of reading and writing lessons, systematic collections of the activities and analysis of the linguistic structures contained in the texts used in both classrooms. Data collection was conducted longitudinally and involved three tasks: invented spelling, oral reading and reading content recall. Differences between the two groups were in the difficulties encountered in the three tasks and in children’s representations of the written language. The influence of the way the teacher presents the written language on first-graders difficulties and representations is discussed.

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Vozniuk, A., und T. Guzhanova. „New Paradigm of Language Development and Reading Instruction of the Preschool and Primary School Children“. Zhytomyr Ivan Franko state university journal. Рedagogical sciences, Nr. 4(86) (21.12.2016): 46–50. http://dx.doi.org/10.35433/pedagogy.4(86).2016.46-50.

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The article, based on the interdisciplinary approach, consider a new paradigm of language development and reading instruction of the children of preschool and primary school. In this regard, we can speak about the pedagogical problem of spelling achievement and verbal literacy, which can be understood as literacy in the narrow sense. From this type of literacy the literacy in a broad sense, id est. social competence stems. The latter is interpreted as a person's ability to access information and to analyze it consciously, to understand and use various types of information that allows an individual to be involved in economic, cultural, and political practices of the society. This, in turn, expands the life opportunities of the person. It is concluded that a person's success in life depends on literacy, which is deteriorating, and one of the reasons for this trend is a phonematic opposition linguodidactics paradigm of contemporary school. Under such conditions the urgent need arises to build a holistic methodological system of teaching children to read based on effective methods and technologies (a global method, N. A. Zaitsev's method for early and intensive literacy, probabilistic technology education of A. M. Lobok, pedagogical system of P. V. Tulienev, the system-information approach to the organization of educational environment), which are built on psycho-physiological characteristics of child's development in the early stages of its evolution, who perceives the world holistically, at the level of right hemispheric mechanisms of cognition and understanding the reality.

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Dissertationen zum Thema "Spelling pedagogy"

Netterström, Jonna, und Amanda Persson. „“Do we rely need tradisional spelling instruction when their are spell checkers?” : The correlation between spell checkers and spelling acquisition of the L2 learner“. Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-42332.

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This study aimed to investigate in which ways spell checkers affect L2 learners’ spelling acquisition and whether or not they are suitable for educational purposes. A systematic literature review and a survey were conducted to retrieve data. Further, a phenomenographic approach was applied throughout the study. The results of the study showed that in order forspell checkers to function as an aid for the L2 learners’ spelling acquisition, the learner needs to consciously engage in explicit learning to be able to utilize the aid. Therefore, spell checkers require learners to use individual responsibility. The results also showed that spell checkers need improvements in order to fully function in educational purposes since current spell checkers have limitations as far as detecting errors.

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Karlsson, Mollner Susanna. „En studie om skrivutveckling med fokus på stavning“. Thesis, Karlstads universitet, Estetisk-filosofiska fakulteten, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-26111.

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The aim of this study is to examine how some teachers in the classes 1, 3 and 6 look on the reasons of difficulties in spelling, how they work with the formal side of writing development with focus on spelling and what they think about information- and communication technology influencing the writing development of pupils. The following questions are answered in the study: How is the teaching in to-day´s school regarding the development of writing and spelling? What can the reasons be why pupils spell badly according to the teachers? How can information- and communication technology influence the writing development of pupils? The study is a qualitative study based on half-structured interviews with six teachers from two schools in the classes 1, 3 and 6. In the survey of literature in my study a summary of earlier research concerning writing development is given. A comparison is made with the produced results in this study. The result shows that the teaching is in keeping with the writing pedagogics which is recommended in literature. The teachers are well aware of the importance of phonology for spelling development but they say nothing about the morphological spelling strategies. The opinions amongst the teachers differ regarding the importance of teaching spelling rules. This study does not verify that the information- and communication technology influences the writing ability of the pupils in a negative way.
Syftet med den här studien är att undersöka hur några lärare i årskurserna 1, 3 och 6 ser på orsaker till stavningssvårigheter, hur de arbetar med skrivutvecklingens formella sida med fokus på stavningen samt hur de anser att informations- och kommunikationstekniken påverkar elevers skrivutveckling. Följande frågeställningar besvaras i studien: Hur kan undervisningen se ut i dagens skola beträffande skrivutveckling och stavning? Vilka orsaker kan det finnas till att elever har brister i stavningen enligt lärarna? Hur kan informations- och kommunikationstekniken påverka elevers skrivutveckling? Studien är en kvalitativ studie baserad på halvstrukturerade intervjuer med sex lärare i årskurserna 1, 3 och 6 fördelade på två skolor. I studiens litteraturgenomgång ges en överblick av tidigare forskning inom skrivutvecklingsområdet. En jämförelse görs med de framkomna resultaten i denna studie. Resultatet visar att den undervisning som lärarna bedriver stämmer väl överens med den skrivpedagogik som förespråkas i litteraturen. Lärarna är väl medvetna om fonologins betydelse för stavningsutvecklingen men nämner inget om de morfologiska stavningsstrategierna. Uppfattningen bland lärarna går isär beträffande vikten av att undervisa i stavningsregler. Denna studie ger inga belägg för att informations- och kommunikationstekniken påverkar elevers skrivförmåga på ett negativt sätt.

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Bjerges, Veronica, und Åsa Haglund. „När, hur och varför? : En studie om synen på stavning“. Thesis, Stockholm University, The Stockholm Institute of Education, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-7857.

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Stavning handlar ej enbart om att stava rätt! Att lära sig stava kan vara en hjälp i en individs läs- och skrivutveckling. Genom att lära sig stava kan det bli lättare att lära sig läsa, samtidigt som läsningen kan bidra till att lära sig stava. Genom att skriva kan en elev lära sig stava bättre samtidigt som goda stavningskunskaper kan skapa en känsla av trygghet och säkerhet i skriftspråket som gör att han/hon vill skriva. Syftet med studien är att ta reda på när, hur och varför lärare arbetar med stavning i de tidiga skolåren och att skapa en överblick över olika synsätt på stavning samt hur dessa kan påverka undervisningen. Studien tar upp stavning ur olika perspektiv, från det teoretiska till det praktiska samt hur elever uppfattar stavning. Studien har en tvärsnittsdesign med både kvalitativa och kvantitativa inslag. Datainsamlingsmetoder som använts har bestått av intervjuer, enkätförfrågningar samt dokumentstudier. Studien har visat att synen på stavning delvis har förändrats de senaste decennierna. Gemensamt för lärare och elever är att det är viktigt att kunna stava rätt. Skillnader mellan lärarna framkom genom att de har olika syn på hur den bästa vägen till korrekt stavning går. Trots dessa skillnader har eleverna väldigt lika uppfattningar i synen på stavning. Dessutom har studien visat ett samband mellan lärares arbetssätt, deras respektive lärarutbildning och styrdokumenten för grundskolan. Synen på stavning har förändrats både inom styrdokument samt lärarutbildning. Gemensamt för lärarna är att de verkar behålla grunden de får med sig från sin utbildning. Äldre lärare fick enligt vår studie lära sig mer om metoder för stavning medan detta uteblivit hos de yngre lärarna. I studien har också berörts vilka konsekvenser lärares olika syn på hur de bäst lär elever stava kan få för det praktiska arbetet och eleverna. Nyckelord stavning, stavningsutveckling, stavfel, stavningsundervisning, läs- och skrivutveckling, läsning, skrivning, styrdokument, lärarutbildning, elevers tankar

Spelling involves more than spelling correctly! Learning to spell could be useful for an individual’s reading and writing development. The ability to spell could facilitate learning to read, as well as reading could facilitate learning to spell. By writing children become better spellers, at the same time as good spelling ability can create a feeling of confidence in written language that impels children’s will to write. The purpose with our study is to investigate when, how and why teachers work with spelling in the early grades. Different views on spelling and how these can effect the teaching are also examined. Our study includes spelling in different perspectives, from the theoretical to the practical and also pupils’ thoughts on spelling. The study has a cross-sectional design with both qualitative and quantitative parts. The methods that have been used are interviews, questionnaire and document studies. The study has shown that the views on spelling have changed the last decades. The ability to spell correctly is considered to be important by both teachers and pupils. The teachers have different views on what the best way of learning correct spelling looks like. Despite these differences their pupils share common views. This study has also shown a connection between ways of teaching, different periods within the Swedish teachers’ education system and curriculum standards for compulsory grades. The views on spelling have changed both within curriculum standards and teachers education. The teachers seem to keep the foundation from their education. The older teachers learned, according to our study, more teaching methods in relation to spelling while this was not the case regarding the younger teachers. This study has also shown what consequences different views on spelling and teaching techniques may lead to when learning pupils to spell. Keywords spelling, spelling development, spelling mistakes, teaching spelling, reading and writing development, reading, writing, curriculum standards, teacher education, pupils’ thoughts

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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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Kilian, Dean. „The pedagogy of spelling and reading in a grade two class : a case study at an independent school“. Thesis, 2012. http://hdl.handle.net/10210/6651.

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M.Ed.
This case study focuses on the pedagogy of spelling and reading in a grade two class at an independent school. It has set out to investigate and understand the roles of the teacher and learner at the initial phases of this school activity. A pilot study, conducted through observation in the class that was used for the case study, indicated not only the possibility of there being roles for the teacher and learner, but also that definite problems arise at this stage of reading instruction. The case study continued from the pilot investigation and sought to understand the pedagogy of reading with special reference to the role of spelling in this. While reading and spelling are the focus of the study at hand, two further issues formed part of the investigation: the role of Piagetian development served as a framework in which the pedagogy of initial spelling and reading was examined; and, the popular South African perception, that independent schools offer a better education to children than other schools, was challenged. An essential part of this case study is the literature review. This review investigates a theory of reading, Piagetian theory of cognitive development, theories of language, semiotic theory and various issues surrounding spelling. Suggested within the review are a more comprehensive model of language and a more adequate model of semiotics. These models, specifically intended to be of use to teachers, form part of the conceptual framework and eventually of the suggested model of reading that is proposed on the basis of the research. The literature review indicates that reading is a complex activity of which spelling is only a small part. The traditional inclusion of phonemic awareness in the pedagogy of initial reading is questioned throughout the conceptual framework and research, thus leading to the arguments for a revised model of language. The cognitive aspects of reading are explored within the theory of cognitive development advanced by Jean Piaget, because of its common application in South African schools. The literature reviewed with regard to this theory indicates a place for the theory within educational settings. Furthermore, the semiotic aspect of language and reading is explored; this investigation shows that present models of semiotics are inadequate, not only with respect to written language, but to all language. This review was followed by an intense investigation in which the researcher was a 'participant'. A great deal of data was collected by various methods in the course of three months. These data were processed, both quantitatively and qualitatively, and analyzed, yielding results that differed from the indications given in the conceptual framework. The role of Piagetian development and the value of independent school education is questioned. The pedagogy of reading is challenged, specifically with respect to the use of oral reading in the classroom and with respect to the teaching of reading skills. The investigation suggested certain recommendations to the research school, which can be extended beyond the confines of that specific setting. Most of the suggestions are aimed at teacher education and call for liberal uniformity in schools and the education' system which might bring about more learner-centred approaches to teaching initial reading.

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Kennedy, CE. „Learning to spell: An examination of Year 4 teachers’ beliefs, knowledge and practices for the teaching of spelling“. Thesis, 2014. https://eprints.utas.edu.au/19411/1/Kennedy_Caitlin_EPF420_AT1_FINALVERSION.pdf.

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This research explored the pedagogical practices of Year 4 teachers for the teaching of spelling. Currently, a gap exists between the recommended teaching pedagogies within the research literature, such as the development of four types of spelling knowledge (phonological, visual, morphemic and etymological), and the practices implemented by teachers within the classroom, particularly in the middle primary years. This study therefore aimed to understand this gap through two research questions, focusing on the types of pedagogical practices Year 4 teachers use to teach spelling, and if and how, Year 4 teachers incorporate the four types of spelling knowledge into their teaching practices. Three Year 3/4 teachers from a Catholic school in Tasmania were selected as participants. The research involved a mixed-method approach for data collection, involving the observation of three spelling lessons and a focus-group interview. The qualitative data were analysed using thematic analysis, with three key themes revealed. The results found that the participants predominantly used traditional teaching approaches that implied emphasis on rote learning and memorisation. In addition, evidence of a significant absence of the four types of spelling knowledge was found within the participants’ pedagogical practices, with etymological knowledge in particular virtually non-existent within the teaching of spelling in Year 4. The study concludes that more attention must be given to the teaching of spelling in the middle primary years. Both pre-service and in-service education needs to provide teachers with instruction on up-to-date pedagogical practices, particularly regarding the four types of spelling knowledge, in order to give students the greatest opportunities to become successful spellers.

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Bücher zum Thema "Spelling pedagogy"

L, Venezky Richard, und Massaro Dominic W, Hrsg. From orthography to pedagogy: Essays in honor of Richard L. Venezky. Mahwah, N.J: Lawrence Erlbaum, 2005.

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R, Eckman Fred, und Linguistics Symposium of the University of Wisconsin-Milwaukee (22nd : 1993), Hrsg. Second language acquisition: Theory and pedagogy. Mahwah, N.J: L. Erlbaum Associates, 1995.

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Massaro, Dominic W., John P. Sabatini, Robert Calfee und Thomas R. Trabasso. From Orthography to Pedagogy: Essays in Honor of Richard L. Venezky. Taylor & Francis Group, 2014.

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Massaro, Dominic W., John P. Sabatini, Robert Calfee und Thomas R. Trabasso. From Orthography to Pedagogy: Essays in Honor of Richard L. Venezky. Taylor & Francis Group, 2014.

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Massaro, Dominic W., John P. Sabatini, Robert Calfee und Thomas R. Trabasso. From Orthography to Pedagogy: Essays in Honor of Richard L. Venezky. Taylor & Francis Group, 2014.

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Massaro, Dominic W., John P. Sabatini, Robert Calfee und Thomas R. Trabasso. From Orthography to Pedagogy: Essays in Honor of Richard L. Venezky. Taylor & Francis Group, 2013.

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Massaro, Dominic W., John P. Sabatini, Robert Calfee und Thomas R. Trabasso. From Orthography to Pedagogy: Essays in Honor of Richard L. Venezky. Taylor & Francis Group, 2014.

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Massaro, Dominic W., John P. Sabatini, Robert Calfee und Thomas R. Trabasso. From Orthography to Pedagogy: Essays in Honor of Richard L. Venezky. Taylor & Francis Group, 2014.

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Lee, Peter W., Fred R. Eckman, Jean Mileham, Rita Rutkowski Weber und Diane Highland. Second Language Acquisition Theory and Pedagogy. Taylor & Francis Group, 2013.

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Lee, Peter W., Fred R. Eckman, Jean Mileham, Rita Rutkowski Weber und Diane Highland. Second Language Acquisition Theory and Pedagogy. Taylor & Francis Group, 2013.

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Buchteile zum Thema "Spelling pedagogy"

„Great Expectations and Dickens’s Spelling Book Predicament“. In Novel Pedagogy, 71–94. State University of New York Press, 2024. http://dx.doi.org/10.2307/jj.19755275.7.

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Templeton, Shane. „Spelling: theory, assessment, and pedagogy“. In International Encyclopedia of Education(Fourth Edition), 374–87. Elsevier, 2023. http://dx.doi.org/10.1016/b978-0-12-818630-5.07053-6.

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„Chapter Three. Great Expectations and Dickens’s Spelling Book Predicament“. In Novel Pedagogy, 71–94. SUNY Press, 2024. http://dx.doi.org/10.1515/9781438499758-005.

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Konferenzberichte zum Thema "Spelling pedagogy"

Marchis, Iuliana, und Paraschiva Demeny. „USE OF SCIENTIFIC LANGUAGE AND CLARITY OF EXPLANATIONS AND INSTRUCTIONS IN ELECTRONIC LESSONS MADE BY PRE-SERVICE TEACHERS“. In eLSE 2013. Carol I National Defence University Publishing House, 2013. http://dx.doi.org/10.12753/2066-026x-13-005.

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Good communication, correct use of scientific language, clarity of explanations and instructions are all important in an effective teaching/learning process. During frontal or group activity pupils have the opportunity to clarify with the teacher or with their peers the questions arisen from lack of clarity in communication. But as educational software is usually studied individually by each pupil, in this case it is more important that all the texts in these programs are clear and correct, as pupils many times don't have the opportunity to ask questions in case they don't understand something. The main goal of this research is to study the correctness of the language, the use of the scientific language and clarity of explanations and instructions in electronic lessons made by pre-service teachers. The research was carried out during Computer Assisted Learning (CAL) classes for students with Special Pedagogy and Psychology specialization. These students studied Pedagogy before this course and they have already planned and carried out lessons during their pedagogical practice. In CAL course students have been asked to choose a school discipline and a topic from this discipline's curriculum, and then develop a short electronic lesson for the chosen topic. The electronic lessons made by them were then analyzed based on a criteria system developed by the researchers. These criteria are focusing on the correctness of the language, the systematic use of the scientific language, the clearness of the explanations and task formulation, the comprehension processes which are evaluated with the questions. The results show that students make spelling and grammatical mistakes, but they are more careful with the scientific language; half of the questions evaluating only how pupils retrieve explicitly stated information; and there is a correlation between students correct language use and which process of comprehension they evaluate with the questions.

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