Relevant bibliographies by topics / Orthography and spelling

Academic literature on the topic 'Orthography and spelling'

Author: Grafiati
Published: 4 June 2021
Last updated: 31 July 2024

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Journal articles on the topic "Orthography and spelling"

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Zuidema, Johan, and Anneke Neijt. "The BasisSpellingBank." Written Language and Literacy 20, no. 1 (October 6, 2017): 52–79. http://dx.doi.org/10.1075/wll.20.1.04zui.

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Abstract The BasisSpellingBank is the first lexicon where the spellings and pronunciations of words are documented explicitly and separately for all relevant word parts. Unlike earlier descriptions of Dutch orthography in terms of rules and underlying forms, the BasisSpellingBank departs from the concept of storage and the way spelling is taught in schools. At its core are triplets of phoneme(s), grapheme(s), and the spelling category(s) which describe the correspondences between them. The triplet notation provides a detailed, exhaustive description of Dutch orthography. It is a formal system that could be used to describe other alphabetic writing systems as well. By integrating information about orthographic rules and lexical storage, the triplet notation more adequately describes the knowledge possessed by fluent users. The triplets unlock exact measures of both forward and backward consistency, which opens up detailed analyses of spelling performance. The database provides new insights into spelling education and spelling complexity.
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Smejkalova, Anezka, and Fabienne Chetail. "Learning Spelling From Meaning." Experimental Psychology 70, no. 3 (May 2023): 145–54. http://dx.doi.org/10.1027/1618-3169/a000587.

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Abstract. According to the instance-based approach, each novel word encounter is encoded as an episodic trace, including different aspects of word knowledge (orthography, semantics, phonology) and context. Experiencing the novel word again leads to reactivating the previous instances to support word identification. Accordingly, once a link between orthography and meaning is established through several instances of co-occurrence, presenting the novel word form enhances semantic learning even if the contexts are uninformative about the meaning ( Eskenazi et al., 2018 ). Here, we investigated whether informative contexts enhance orthographic learning in the absence of the novel word form. Participants read pseudowords in three definition-like sentences, followed by three unrelated filler sentences (baseline condition), three uninformative sentences (orthographic condition), or three informative sentences with synonyms replacing the pseudoword (semantic condition). After reading, participants were better at spelling pseudowords exposed in the semantic than in the baseline condition and recalled more definitions of the pseudowords exposed in the orthographic than in the baseline condition. Such results indicate that both semantic and orthographic learning benefit from the contexts where the target information is absent. Overall, this supports the instance-based approach and contributes to the understanding of the interplay between orthography and semantics in contextual word learning.
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Arab-Moghaddam, Narges, and Monique Senechal. "Orthographic and phonological processing skills in reading and spelling in Persian/English bilinguals." International Journal of Behavioral Development 25, no. 2 (March 2001): 140–47. http://dx.doi.org/10.1080/01650250042000320.

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The concurrent development of reading and spelling in English and Persian were examined in a sample of bilingual children. The objective was to compare how phonological and orthographic processing skills contribute to reading and spelling for two alphabetic languages that differ drastically. English orthography is characterised by both polyphony (i.e., a grapheme representing more than one phoneme) and polygraphy (i.e., a phoneme represented by more than one grapheme) which results in a complex script to read and write. In contrast, vowelised-Persian orthography is characterised by polygraphy only, which results in a simple script to read but more complex to write. Fifty-five Iranian children in grades 2 and 3, who had lived in English-speaking Canada for an average of 4 years, were tested on word reading and spelling in English and Persian. We found that the predictors of reading performance were similar across languages: Phonological and orthographic processing skills each predicted unique variance in word reading in English and in Persian once we had controlled for grade level, vocabulary, and reading experience. As expected, the predictors of spelling performance differed across language: Spelling in English was predicted similarly by phonological and orthographic processing skills, whereas spelling in Persian was predicted by orthographic processing skills only. It is possible that the nature of the Persian orthography encourages children to adopt different strategies when reading and spelling words. Spelling Persian words might be particularly conducive to using an analytic strategy which, in turn, promotes the development of and reliance on orthographic skills.
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Choi, Jungsook. "Analysis of cases of orthographic misuse in college student writing and education on orthography." Research Society for the Korean Language Education 21 (April 30, 2024): 141–61. http://dx.doi.org/10.25022/jkler.2024.21.141.

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The purpose of this paper was to analyze cases of orthographic errors in texts written by students and discuss orthographic education methods. We examined the most frequent cases of students’ orthographic errors by dividing them into ‘spacing, spelling, and punctuation’. And it was confirmed through the secondary school curriculum that students' errors in orthography were due to insufficient education on orthography. In this paper, the writings written by students were analyzed by dividing them into 'spacing errors', 'spelling errors', and 'punctuation errors'. In addition, the secondary school curriculum was reviewed, and guidance measures for each case were presented for education on orthographic errors. Although this paper does not represent all of the writings of college students, it is expected that it will be able to provide the content of orthography education necessary for some students.
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Richardson, Kay. "Spelling-gate." Journal of Language and Politics 17, no. 6 (December 14, 2018): 812–30. http://dx.doi.org/10.1075/jlp.17072.ric.

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Abstract Back in 2009, the Labour British Prime Minister Gordon Brown was attacked for “bad spelling” in a condolence letter written personally by him to the mother of a soldier who died in combat, and publicised by The Sun newspaper. “Spelling” here acts as a leveller of hierarchical differences in the national political culture, with ruler and subject both publicly disciplined by the same standard language ideology. Previous research on orthography as social practice has tended to focus on deliberate manipulation of fixed spellings; this article extends the approach to unconventional spellings that have come about ‘by mistake’, and also widens it, to consider aspects of orthography other than spelling, focusing on the look of the Prime Minister’s handwriting. At issue, semiotically, are meanings such as ‘the personal touch’ and ‘respect’.
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Kiselev, Michael Yu. "«Орфография нового калмыцкого литературного языка»: позиция Ц.-Д. Номинханова." Монголоведение (Монгол судлал) 12, no. 2 (August 25, 2020): 326–37. http://dx.doi.org/10.22162/2500-1523-2020-2-326-337.

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Goals. The paper studies a manuscript monograph by Ts.-D. Nominkhanov titled ‘Orthography of the New Kalmyk Literary Language’ (December 25, 1932) and contained in the Archive of the Russian Academy of Sciences. Materials. The work investigates sections and subsections of the monograph, namely: ‘Preface’ narrating about areas of residence and dialects of Kalmyk ethnic groups; ‘Old Script Orthography’ supplemented with a Latinized Jangar epic excerpt (alphabet of the 1930s) illustrating Zaya Pandita’s spelling patterns; ‘Spelling of Russified Kalmyk Script’ providing an excerpt from the Latinized spelling-book (Russ. Светлый путь), and reviews decisions of the February 1928 Kalmyk transcription and orthography development meeting; ‘Latinized Script Orthography’ introduces spelling patterns adopted by 1931 Moscow and Elista-based scientific conferences. Results. Prof. Ts. Nominkhanov concluded that the Latinized alphabet of the 1930s based on Zaya Pandita’s spelling could not meet the then needs of orthography. According to him, a scientifically unified Kalmyk literary language was to be based on the development of all Kalmyk dialects through their free interaction towards foundations of the Torghut dialect for further assimilation of different spelling subtleties and final enrichment the Kalmyk language proper. To facilitate this, he proposed that certain measures be undertaken, such as publication of a scientifically reasoned spelling book, organization of consistent academic studies in Kalmyk orthography and existing Kalmyk dialects at large, establishment of a central body that would check all manuscripts against orthographic, grammatical and other regulations introduced prior to publication. Conclusions. The study shall expand the source base on the history of the Kalmyk language and Prof. Ts.-D. Nominkhanov’s scientific heritage, and can be used for further research and educational purposes.
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HAN, JEONG-IM, and TAE-HWAN CHOI. "The influence of spelling on the production and storage of words with allophonic variants of /h/ in Korean." Applied Psycholinguistics 37, no. 4 (July 21, 2015): 757–80. http://dx.doi.org/10.1017/s0142716415000235.

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ABSTRACTThis study examined the role of orthography in the production and storage of spoken words. Korean speakers learned novel Korean words with potential variants of /h/, including [ɦ] and ø. They were provided with the same auditory stimuli but with varying exposure to spelling. One group was presented with the letter for ø (<ㅇ>), the second group, the letter for [ɦ] (<ㅎ>), and the third group, auditory input only. In picture-naming tasks, the participants presented with <ㅇ> produced fewer words with [ɦ] than those presented with <ㅎ>. In a spelling recall task, the participants who were not exposed to spelling displayed various types of spellings for variants, but after exposure to spelling, they began to produce spellings as provided in the task. These results suggest that orthographic information influences the production of words via an offline restructuring of the phonological representation.
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DEACON, S. H., D. LEBLANC, and C. SABOURIN. "When cues collide: children's sensitivity to letter- and meaning-patterns in spelling words in English." Journal of Child Language 38, no. 4 (October 18, 2010): 809–27. http://dx.doi.org/10.1017/s0305000910000322.

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ABSTRACTIn many learning situations, we need to determine to which cues to attend, particularly in cases when these cues conflict. These conflicts appear often in English orthography. In two experiments, we asked children to spell two-syllable words that varied on two dimensions: morphological and orthographic structure. In one set of these words, the two sources of information conflicted. Results of Experiment 1 suggest that seven- to nine-year-old children are sensitive to both orthographic and morphological dimensions of words, and that this dual sensitivity sometimes leads to correct spelling and sometimes to incorrect spelling. Results of Experiment 2 suggest that orthographic information dominates young (six-year-old) children's spelling, at least in a case when there is a strong orthographic regularity. Taken together, these experiments suggest that children are sensitive to the multiple dimensions of regularity in English orthography and that this sensitivity can lead to mistakes.
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Golovaneva, T. A. "Publication of Koryak folklore texts: causes of orthography variability." Languages and Folklore of Indigenous Peoples of Siberia, no. 41 (2021): 79–94. http://dx.doi.org/10.25205/2312-6337-2021-1-79-94.

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This work is motivated by graphic and orthographic difficulties in preparing Koryak texts for publication in the “Monuments of Folklore of the Peoples of Siberia and the Far East.” Koryak language spelling difficulties are analyzed for the first time, particularly non-trivial cases of ambiguous spelling requiring comprehension and codification. For example, the spelling of equivocal vowel sound [ә] proves a problem. The normative spelling not allowing two conso- nants at the beginning of a word is due to the historical reconstruction of the Koryak phonological system. However, the indefinite vowel [ә] sometimes is reduced so as not to be identified by the modern Koryak speakers, with its designation with the letter ы [ә] causing reading mistakes. Also, the spelling of йи [ji] or йы [jә] is complicated, with the choice between these two variants based on morphologic principle and defined by this syllable position in the word: root morpheme, affix or in between two morphemes. The spelling of soft consonant followed by equivocal sound [ә], designated in writing by ы [ә], remains to be identified. This combination provokes orthographic variability observed in th-ɣe publications in Koryak. Variability appears in spellings of word forms with -гыйӈ [-ɣәjŋ], -ӈыйт [-ŋәjt] and in spellings of double consonants between two morphemes. The orthographic variability in Koryak publications is due to the conflict in phonemic and morphologic principles relevant for Koryak spelling. Moreover, given the dominant bilingualism, Koryak writing is strongly influenced by the Russian spelling, making the possibility of developing a national writing culture questionable.
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van Putten, Marijn. "The Development of the Hijazi Orthography." Millennium 20, no. 1 (January 1, 2023): 107–28. http://dx.doi.org/10.1515/mill-2023-0007.

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Abstract This paper examines the main orthographic innovations of the early Islamic orthography in comparison to the Nabataean orthography and traces through new epigraphic evidence when and where these innovations came to be used. It is shown that a number of them clearly develop already in the pre-Islamic period. Besides this, the paper looks at the complexities of Arabic orthography and morphophonological spelling as it is reflected in the Quranic orthography as well as pre-Islamic inscriptions and argues that the early Islamic orthography represents the continuation of a developed Hijazi scribal tradition.
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Dissertations / Theses on the topic "Orthography and spelling"

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Rollings, Andrew G. "The spelling patterns of English." Thesis, University of Essex, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.296167.

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Chliounaki, Kalliopi. "The development of morphological spelling strategies in Greek orthography." Thesis, University of Oxford, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.400055.

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Mahlangu, Katjie Sponono. "The growth and development of isiNdebele orthography and spelling (1921-2010)." Thesis, University of Pretoria, 2015. http://hdl.handle.net/2263/53429.

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This thesis examines Southern Ndebele (not Northern Ndebele or Zimbabwean Ndebele), its history, standardisation and controversies in isiNdebele orthography and spelling from 1921 to 2010. In the late 1970s, the amaNala and amaNzunza united politically to strive for recognition as a fourth and separate Nguni ethnic group in South Africa. They were granted their own homeland (KwaNdebele) and this allowed them to develop their own language, isiNdebele. In 1980, the South-Ndebele language Board was formed, with the specific aim of standardising isiNdebele and establishing it as a written language. This campaign has been successful, and on 1 January 1985, isiNdebele became the official language of tuition in all primary schools of the KwaNdebele region. Until 1982, isiNdebele was not standardised, and several different isiNdebele orthographies were in use. In 1982, the first preliminary outline of the Southern Ndebele orthography and spelling rules was finalised. It was published in a school circular magazine known as Educamus in 1982 by the then Department of Education and Training. This guideline is a decisive document containing the official spelling rules of standard isiNdebele, and was accepted as an authentic orthographic and spelling document. Several problems are associated with the formulation of rules and other inconsistencies in isiNdebele orthographies of 1982, 1995, 2001, 2005 and 2008. Although the 2008 orthography has been revised and adapted to the latest accepted spelling rules, there are still some controversies. This thesis therefore examines the growth and development of isiNdebele orthography and spelling from 1921 to 2010, focusing on the formulation of rules and other inconsistencies accruing from this key document and related texts in the literature. This thesis provides some input on amendments regarding the aspects of the set of rules that tend to cause controversy in the orthography and the spelling rules of isiNdebele. The input contributes to the development of isiNdebele as one of the official languages of South Africa.
Thesis (DLitt)--University of Pretoria, 2015.
African Languages
DLitt
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Jones, Angela C. "Why do we mipsell the middle of words? Exploring the role of orthographic texture in the serial position effect." [Kent, Ohio] : Kent State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=kent1246891489.

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Thesis (Ph.D.)--Kent State University, 2009.
Title from PDF t.p. (viewed Jan. 26, 2010). Advisor: Jocelyn R. Folk. Keywords: spelling; orthography; serial position. Includes bibliographical references (p. 53-60)
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Wiggins, Khalyn I. "Spelling Errors in Children with Autism." Scholar Commons, 2010. http://scholarcommons.usf.edu/etd/3475.

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The goal of this study was to examine the spelling errors of children with Autism Spectrum Disorder (ASD) when asked to spell morphologically complex words. Specifically, this study sought to determine if percent accuracy across morphological areas would be similar to patterns noted in typical developing children, correlate with participant age, and correlate to performance on standardized measures of achievement. Additionally, the study wanted to highlight the types of errors made by children with ASD on homonyms and the specific linguistic patterns noted when spelling derivational and inflectional word types. Participants included 29 children diagnosed with Autism, PDD-NOS, and Asperger’s Disorder, ages 8-15 years. The spelling protocol consisted of 36 words differing in morphological complexity, including homonyms, inflections and derivations. The derivational categories included: no shift, orthographic shift, phonologic shift, and orthographic + phonologic shift words (Carlisle, 2000). Spelling errors were analyzed both quantitatively and qualitatively. The qualitative analysis used a unique coding system, the Phonological, Orthographic, and Morphological Analysis of Spelling (POMAS; Silliman et al., 2006), which identified both the linguistic category of an error, as well as the specific linguistic feature in error. Results indicated that the spelling errors of children with ASD seemed to follow a developmental pattern that was similar to typically developing children (Carlisle, 1988; 2000). To be specific, phonologic and orthographic+phonologic shift categories evidenced significantly more errors than the no shift, orthographic shift, and inflections categories, which were not significantly different from each other. As expected, academic achievement, as measured by letter-word decoding, spelling, and age, were correlated with morphological spelling ability. Findings supported the use of the POMAS as a coding measure sensitive to spelling error patterns found in children with ASD. Several common feature errors emerged including: 1) vowel errors, 2) consonant deletions, 3) letter doubling, 4) derivational suffix errors, and 5) whole word substitutions. Overall, this heterogeneous group of spellers fit into three profiles of spelling ability: 1) competent spelling ability, 2) morphologically challenged spellers, and 3) generally challenged spellers. Hence, qualitative investigations of spelling errors play a crucial part in the characterization of spelling skill in children with ASD.
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Fawcett, Kelly M. "Spelling Development in Young School Age Children." Scholar Commons, 2006. http://scholarcommons.usf.edu/etd/3873.

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Previous research investigations in the area of spelling development have adopted two approaches, the broad approach and the narrow approach. The broad approach suggests that spelling develops in sequential stages whereas the narrow approach focuses on individual linguistic patterns. However, research findings have revealed that children’s spellings do not exhibit errors pertaining to specifically one stage or reflecting one linguistic element, yet a research void exists in resolving how these two approaches might intermix. This study examined the spelling errors of typically developing children in first through fourth grades (N = 400) to determine the quantitative and qualitative differences in misspellings among grade levels. Each grade level had an equal representation of children (N = 100) and male and female participants. The spelling errors were extracted from two writing samples completed by the children, a narrative and expository sample. In an attempt to combine the broad and narrow approaches, a coding system was designed to evaluate the linguistic category (phonological, orthographic, morphological) and specific features (letter name spelling, vowel error, digraph, etc.) of the spelling errors. The findings revealed a significant interaction between grade level and error type for phonologically-based spelling errors (1 st graders made more errors than 2nd and 4th graders) and a greater number of morphological errors was noted in 4 th vs. 2nd grade. No significant effects were noted for writing genre or gender. Analysis of performance patterns for specific linguistic category errors within and across grade levels revealed that all four grade levels committed the most phonological errors in the PSE (phonological – silent /e/) and PSON (phonological – sonorant clusters) categories. The OLN (orthographic – letter name) and ODI (orthographic – digraph) errors also occurred frequently in all four grades with first graders demonstrating significantly more occurrences of the OLN than ODI error. Morphological findings revealed that first graders made significantly more MINF (morphological – inflection) than MHOM (morphological – homonym) errors and all four grades had significantly more MINF than MCON (morphological – contraction) errors. A qualitative analysis regarding the most frequently misspelled words and most frequently encountered codes was also performed. The clinical and educational implications of these findings are discussed.
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Stacy, Catherine Ann. "Applying mixed-effects receiver operating characteristic (ROC) curve analysis to diagnostic evaluations of human learning." Access restricted to users with UT Austin EID Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3035981.

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Nugent, Mary E. "An alternative approach to spelling instruction." CSUSB ScholarWorks, 1986. https://scholarworks.lib.csusb.edu/etd-project/375.

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Mossing, Courtney R. "The morphological complexity of spelling, ages 8 to 15 years." [Tampa, Fla] : University of South Florida, 2009. http://purl.fcla.edu/usf/dc/et/SFE0003075.

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Strange, Mandy Lea. "The most effective way to teach spelling." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2825.

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The research in this project shows that spelling needs to be taught through patterns, rhymes and the use of analogies. Weekly spelling tests are effective to assess spelling patterns, instead of useing a pre-determined collection of random words. Additionally, spelling needs to be taught within writing, not as a completely separate subject.
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Books on the topic "Orthography and spelling"

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Nunn, Anneke M. Dutch orthography. The Hague: Holland Academic Graphics, 1998.

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Capo, Hounkpati B. C. The new Ewe orthography: Based on the GBE uniform standard orthography. Cape Town: Centre for Advanced Studies of African Society, 2000.

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Luelsdorff, Philip. Developmental orthography. Amsterdam: J. Benjamins Pub. Co., 1991.

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Aye, Efiong U. Modern Efịk orthography. Calabar, Cross River State, Nigeria: Wusen Publishers, 2004.

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Pescosolido, John R. Spelling. Austin, Tex: Steck-Vaughn Co., 1990.

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Patti, Tasko, and Canadian Press, eds. Caps and spelling. Toronto: Canadian Press, 2007.

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Rebecca, Treiman, ed. Spelling. Dordrecht: Kluwer Academic Publishers, 1997.

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Smith, John. Spelling. London: Cassell, 1986.

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Smith, John. Spelling. London: Cassell, 1986.

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Boer, Theo de, and Ludo Permentier. Spelling. Utrecht: Van Dale Lexicografie, 2005.

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Book chapters on the topic "Orthography and spelling"

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Melchers, Gunnel. "Spelling and Dialect." In Orthography and Phonology, 187. Amsterdam: John Benjamins Publishing Company, 1987. http://dx.doi.org/10.1075/z.29.10mel.

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Barry, Christopher, and Pierluigi De Bastiani. "Lexical priming of nonword spelling in the regular orthography of Italian." In Spelling, 185–203. Dordrecht: Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-94-017-3054-9_10.

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Booij, Geert. "The Reflection of Linguistic Structure in Dutch Spelling." In Orthography and Phonology, 215. Amsterdam: John Benjamins Publishing Company, 1987. http://dx.doi.org/10.1075/z.29.11boo.

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Derwing, Bruce L., Tom M. S. Priestly, and Bernard L. Rochet. "The Description of Spelling-to-Sound Relationships in English, French, and Russian." In Orthography and Phonology, 31. Amsterdam: John Benjamins Publishing Company, 1987. http://dx.doi.org/10.1075/z.29.04der.

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Jacobsen, Birgitte. "A Preliminary Report on a Pilot Investigation of Greenlandic School Children’s Spelling Errors." In Orthography and Phonology, 101. Amsterdam: John Benjamins Publishing Company, 1987. http://dx.doi.org/10.1075/z.29.08jac.

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Valtin, Renate. "Strategies of Spelling and Reading of Young Children Learning German Orthography." In Cross-Language Studies of Learning to Read and Spell, 175–93. Dordrecht: Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-94-017-1197-5_10.

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Pietras, Izabela, and Marta Łockiewicz. "The Development of Reading and Spelling in Polish: A Semi-transparent Orthography." In Literacy Studies, 203–22. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-38811-9_13.

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Wise Berninger, Virginia. "Conceptual Understanding, Assessment, and Instruction for Word Spelling in English, a Morphophonemic Orthography." In Routledge International Handbook of Visual-motor skills, Handwriting, and Spelling, 235–48. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003284048-21.

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Johnson, Sally. "Language Ideology and Spelling Reform: Discourses of Orthography in the Debate over German." In The New Sociolinguistics Reader, 378–89. London: Macmillan Education UK, 2009. http://dx.doi.org/10.1007/978-1-349-92299-4_27.

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Stone, Lyn. "Orthographic mapping." In Spelling for Life, 1–5. 2nd ed. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003125686-1.

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Conference papers on the topic "Orthography and spelling"

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Zeljić, Goran. "Kritički pogled na vrste pravopisnih vežbi u nastavi srpskog jezika." In 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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Straupeniece, Daiga, and Normunds Dzintars. "Pupils’ Written Language in the Latvian Language and History State Examinations in Riga in 2021." In 81th International Scientific Conference of the University of Latvia. University of Latvia Press, 2023. http://dx.doi.org/10.22364/htqe.2023.50.

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The research examines pupils’ text creation skills in the Latvian language and history state examinations in 2021. It compares the quality of written language in two examination papers by 15 pupils. The statistical method has been used to evaluate the types of errors in orthography and syntax and establish the frequency of the use of the language means. Pupils’ skills in orthography vary. Only 4 examination papers in Latvian and history do not contain orthographic errors. Writing complex proper names and the use of macrons cause problems for pupils. Similarly, the skills of separate spelling of some words have been underdeveloped. Also, an unjustified lack of a letter or unjustified use of it can be observed. Pupils pay more attention to orthography in the Latvian language examination. Pupils’ skills in syntax are also varied. Syntactical means used in text creation are uniform. In the Latvian language examination papers, 143 instances when coordinated parts of sentence were used have been registered; 78 such instances have been registered in the history examination. In both examinations, a connection of two coordinated parts with the conjunction un ‘and’ was used most frequently, with 78 cases in Latvian and 32 in history. Also, the participial clause, including the undeclinable participle with the suffix -ot and auslaut -oties, was dominant (60% in history, 40% in Latvian). In the third part of the Latvian language examination, insertions were used more often than in the history examination, 63% and 37%, respectively. Other syntactic means were rarely used. It can be concluded that there are no significant differences in the types of orthographic and punctuation errors in the Latvian language and history examination papers; the differences are visible in the choice of language means and their quantity.
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Rastle, Kathy. "How do writing systems shape reading and reading acquisition?" In 11th International Conference of Experimental Linguistics. ExLing Society, 2020. http://dx.doi.org/10.36505/exling-2020/11/0001/000416.

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Writing is a relatively recent cultural invention, and reading is a skill that requires years of instruction, dedication, and practice. My talk will consider how the nature of a writing system influences reading acquisition and skilled reading. I consider the nature of statistical regularities that characterize English orthography and show across several experiments that knowledge encoded in the skilled reading system mirrors these regularities. This analysis reveals that weaknesses in the relationship between spelling and sound give rise to powerful regularities between spelling and meaning that are critical for text comprehension. I conclude by thinking about how written language differs from spoken language and argue that these differences may be at the heart of human capacity for rapid, skilled reading.
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Chernova, D. A., S. V. Alexeeva, and N. A. Slioussar. "WHAT DO WE LEARN FROM MISTAKES: PROCESSING DIFFICULTIES WITH FREQUENTLY MISSPELLED WORDS." In International Conference on Computational Linguistics and Intellectual Technologies "Dialogue". Russian State University for the Humanities, 2020. http://dx.doi.org/10.28995/2075-7182-2020-19-147-159.

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Even if we know how to spell, we often see words misspelled by other people — especially nowadays when we constantly read unedited texts on social media and in personal messages. In this paper, we present two experiments showing that the incidence of orthographic errors reduces the quality of lexical representations in the mental lexicon—even if one knows how to spell a word, repeated exposure to incorrect spellings blurs its orthographical representation and weakens the connection between form and meaning. As a result, it is more difficult to judge whether the word is spelled correctly, and — more surprisingly — it takes more time to read the word even when there are no errors. We show that when all other factors are balanced the effect of misspellings is more pronounced for the words with lower frequency. We compare our results with the only previous study addressing the problem of misspellings’ influence on the processing of correctly spelled words — it was conducted on the English data. It may be interesting to explore this issue in a cross-linguistic perspective. In this study, we turn to Russian, which differs from English by a more transparent orthography. Much larger corpora of unedited texts are available for English than for Russian, but, using a different way to estimate the incidence of misspellings, we obtained similar results and could also make some novel generalizations. In Experiment 1 we selected 44 words that are frequently misspelled and presented in two conditions (with or without spelling errors) and were distributed across two experimental lists. For every word, participants were asked to determine whether it is spelled correctly or not. The frequency of the word and the relative frequency of its misspelled occurrences significantly influenced the number of incorrect responses: not only it takes longer to read frequently misspelled words, it is also more difficult to decide whether they are spelled correctly. In Experiment 2 we selected 30 words from the materials of Experiment 1 and for every selected word, we found a pair that is matched for length and frequency, but is rarely misspelled due to its orthographic transparency. We used a lexical decision task, presenting these 60 words in the correct spelling, as well as 60 nonwords. We used LMMs for statistics. Firstly, the word type factor was significant: it takes more time to recognize a frequently misspelled word, which replicates the results obtained for English. Secondly, the interaction between the word type factor and the frequency factor was significant: the effect of misspellings was more pronounced for the words of lower frequency. We can conclude that high frequency words have more robust representations that resist blurring more efficiently than low frequency ones. Finally, we conducted a separate analysis showing that the number of incorrect responses in Experiment 1 correlates with RTs in Experiment 2. Thus, whether we consciously try to find an error or simply read words orthographic representations blurred due to exposure to frequent misspellings make the task more difficult.
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VÎLCU, Marcela. "The problem of spelling loans: binding / undivining by hyphen of the definite article and the desinence, reflected in DOOM 3." In Probleme ale ştiinţelor socioumanistice şi ale modernizării învăţământului. "Ion Creanga" State Pedagogical University, 2022. http://dx.doi.org/10.46728/c.v3.25-03-2022.p50-54.

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This article addresses the issue of the correct spelling of recent lexical loans, the timeliness of which is determined primarily by some changes made by the new edition of the "Orthographic, Orthoepic, Morphological Dictionary of the Romanian Language" (DOOM 3). Moreover, the problem is even more acute, as recent loans, still non-adapted, cause multiple spelling mistakes. In order to clear up some confusions and difficulties, a list of words that includes several examples of spelling of some recent borrowings, frequently used, is presented.
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van Staden, Annalene, and E. Vorster. "UTILIZING ORTHOGRAPHIC PATHWAYS TO IMPROVE SPELLING: A QUALITATIVE ANALYSES OF L2 SPELLING ATTEMPTS." In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.2267.

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Slioussar, Natalia, Ivan Gurkov, and Daria Chernova. "Some errors are more harmful than others: the role of type and frequency of orthographic errors in word processing." In Dialogue. RSUH, 2022. http://dx.doi.org/10.28995/2075-7182-2022-21-1149-1157.

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In the modern world of social media, we constantly read texts that were not subject to professional proof-reading and editing. As a result, we see misspelled words more often than the previous generations. The effects are interesting for several scientific disciplines, including psycholinguistics. Several experiments on different languages have recently demonstrated that the incidence of orthographic errors for a particular word reduces the quality of its lexical representation in the mental lexicon. As a result, it is more difficult to judge whether the word is spelled correctly, and — more surprisingly — it takes more time to read the word even when there are no errors. In the present study, our goal was to find out whether the type of orthographic errors (the orthogram) plays a role in addition to their incidence. We selected six orthograms forming two groups: more and less difficult ones. Two experiments were conducted. In Experiment 1, participants were asked to judge whether stimulus words are spelled correctly. In Experiment 2, all stimulus words were presented in the correct spelling in a lexical decision task, i.e. we measured how fast they are processed. In Experiment 1, the type of the orthogram played a significant role, being more important than any other factor. In Experiment 2, the influence of this factor could be reduced to the incidence of incorrect spellings. In other words, when we consciously decide how to spell, the type of orthogram plays a crucial role. As a result, some errors are more frequent than others (although it is obvious that the incidence of errors can be only partially predicted by the type of orthogram). However, when we simply read words, only the incidence of errors matters, i.e. the type of orthogram affects the reading speed only indirectly.
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"IMPROVING SPELLING SKILLS FOR BLIND LANGUAGE LEARNERS - Orthographic Feedback in an Auditory Vocabulary Trainer." In Special Session on Enterprise Systems in Higher Education. SciTePress - Science and and Technology Publications, 2010. http://dx.doi.org/10.5220/0002860605010506.

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Laarmann-Quante, Ronja. "Automating Multi-Level Annotations of Orthographic Properties of German Words and Children’s Spelling Errors." In Language Teaching, Learning and Technology. ISCA, 2016. http://dx.doi.org/10.21437/ltlt.2016-3.

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