Academic literature on the topic 'Orthography and spelling – Sudy and teaching'
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Journal articles on the topic "Orthography and spelling – Sudy and teaching"
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Gaspar, Catarina. "Orthography as Described in Latin Grammars and Spelling in Latin Epigraphic Texts." Acta Classica Universitatis Scientiarum Debreceniensis 56 (September 1, 2020): 61–72. http://dx.doi.org/10.22315/acd/2020/4.
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This paper examines writing and orthography in the work of Latin grammarians and spelling variants in epigraphic texts. It focuses on the uses of the letter H and the spelling of the word sepulchrum. The word’s spelling seems to be connected to the spelling of other words through the adjective pulcher, pulchra, pulchrum. The analysis indicates that the teaching and learning of orthography had a limited influence on epigraphic texts, but there is evidence of the consistently high frequency of the spelling sepulcrum. The paper also shows how data on Latin orthography can help in understanding the chronology of the evolution of spelling in epigraphic texts.
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Larionova, L. G. "Topical Issues of Methodology in Teaching Spelling on the Pages of the Russian Language at School Journal (1979–2019)." Russian language at school 81, no. 1 (January 22, 2020): 36–44. http://dx.doi.org/10.30515/0131-6141-2020-81-1-36-44.
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This article reviews works devoted to the methodology of teaching orthography (spelling) published in the Russian Language at School journal from 1979 to 2019. The reviewed works cover the following aspects: theoretical (linguistic, didactic, psychological and psycholinguistic) foundations of teaching orthography in secondary school; study techniques and methods for explaining spelling rules; essential characteristics of the various methodological systems for a phased process in studying complex spelling rules; types of developmental spelling exercises; lesson plan description, repetition of spelling topics and systematization of the lessons studied at different levels of secondary education from grades 5 to 11 in accordance with changing requirements of Federal State Educational Standards and respective textbooks for teaching Russian as a native language. The article focuses on the aspect of spelling training and preparing students for mandatory written exams in the Russian (native) language in grades 9 and 11, including the final essay in grade 11. In addition, the article provides a general overview of reviews of textbooks and spelling exercise workbooks for pedagogues and pupils published by methodologists. The research methodology was based on the theoretical analysis of scientific knowledge (problematic, comparative, aspective, recapitulative) and practice-based experience of pedagogues. It is concluded that the reviewed publications (in the indicated period) are relevant for modern readers.
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Bredikhina, S. V. "Methodological Tasks as a Means of Preparing Future Teachers for Teaching Orthography to Younger Students." Prepodavatel XXI vek, no. 1, 2020 (2020): 142–53. http://dx.doi.org/10.31862/2073-9613-2020-1-142-153.
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The article considers the problem of methodological preparation of students for professional activities in elementary school. Indicator of the development of professional competence of future primary school teachers is the ability to correctly draw orthographically written words, to master spelling skills. The spelling aspect of the training is seen as an essential component of the qualification characteristics of future teachers. It is defined that an effective means of forming the methodological skills of future teachers for teaching spelling to younger students is a methodological challenge. The author identifies the following kinds of teaching tasks: analysis of didactic material; selection of the correct option from a range offered; resolution of the pedagogical situations; development of a fragment of the lesson; making of methodological decisions. Examples of different types of teaching objectives are given. The article defines that in a generalized form, the spelling skills that a future primary school teacher should master are the following: the ability to detect an orfogramm; the ability to determine its type; the ability to choose the appropriate rule; the ability to act according to an algorithm based on the rule; the ability to solve a spelling problem. The article de-scribes the theoretical prerequisites for the formation of conscious spelling skills using methodological problems, presents the operation logic from developing students ’ ability to find and classify orfogramms to performing exercises aimed at using rules in solving spelling problems.
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Murphy, Kimberly A., and Emily A. Diehm. "Collecting Words: A Clinical Example of a Morphology-Focused Orthographic Intervention." Language, Speech, and Hearing Services in Schools 51, no. 3 (July 15, 2020): 544–60. http://dx.doi.org/10.1044/2020_lshss-19-00050.
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Purpose Morphological interventions promote gains in morphological knowledge and in other oral and written language skills (e.g., phonological awareness, vocabulary, reading, and spelling), yet we have a limited understanding of critical intervention features. In this clinical focus article, we describe a relatively novel approach to teaching morphology that considers its role as the key organizing principle of English orthography. We also present a clinical example of such an intervention delivered during a summer camp at a university speech and hearing clinic. Method Graduate speech-language pathology students provided a 6-week morphology-focused orthographic intervention to children in first through fourth grade ( n = 10) who demonstrated word-level reading and spelling difficulties. The intervention focused children's attention on morphological families, teaching how morphology is interrelated with phonology and etymology in English orthography. Results Comparing pre- and posttest scores, children demonstrated improvement in reading and/or spelling abilities, with the largest gains observed in spelling affixes within polymorphemic words. Children and their caregivers reacted positively to the intervention. Therefore, data from the camp offer preliminary support for teaching morphology within the context of written words, and the intervention appears to be a feasible approach for simultaneously increasing morphological knowledge, reading, and spelling. Conclusion Children with word-level reading and spelling difficulties may benefit from a morphology-focused orthographic intervention, such as the one described here. Research on the approach is warranted, and clinicians are encouraged to explore its possible effectiveness in their practice. Supplemental Material https://doi.org/10.23641/asha.12290687
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Kornilov, N. V. "From the History of Teaching Spelling at School: Method of «Сacography» in the Methodological Heritage of P. M. Perevlessky." Russian language at school 81, no. 1 (January 22, 2020): 45–52. http://dx.doi.org/10.30515/0131-6141-2020-81-1-45-52.
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In this article, the author refers to the methodological heritage of a Russian philologist of the 19th century P. M. Perevlessky. In his book «Practical orthography with preliminary comments» (1842), P. M. Perevlessky proposed a “proofreading exercises” (carefully checking a text for errors) as practice techniques for learning orthography for schoolchildren. He emphasized the close relationship between spelling and grammar. After the publication of his book, the term «cacography» was introduced into scientific parlance, which is also used in modern methodology of teaching the Russian language. The author notes that there are still supporters and opponents of “proofreading practice”.
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DeMaster, Vicki K., Cathy L. Crossland, and Ted S. Hasselbring. "Consistency of Learning Disabled Students' Spelling Performance." Learning Disability Quarterly 9, no. 1 (February 1986): 89–96. http://dx.doi.org/10.2307/1510406.
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Spelling accuracy and error patterns were assessed to determine the consistency of learning disabled subjects' spelling performance on varying forms of word presentations. A dictated word list assessment and a dictated paragraph assessment were administered to 20 learning disabled students in third through sixth grade. A detailed error analysis, based on phonetic principles and predictable generalizations, was performed on all misspelled words. Results indicated that the learning disabled subjects' spelling accuracy was consistent across the two dictation formats. This consistency did not vary greatly between good and poor spellers. Comparisons of the two forms of dictated presentations revealed that the specific types of spelling errors demonstrated also were quite consistent. Such error-pattern consistency indicates that the learning disabled subjects utilized systematic approaches to spelling dictated words. Hence, the findings support the use of diagnostic error-analysis techniques with learning disabled students, as well as a structured approach to the teaching of spelling related to orthography patterns.
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Novika, Marina, and Anna Ščuka. "Pareizrakstības kļūdas krievu valodā kā svešvalodā pamatskolā." Valodu apguve: problēmas un perspektīva : zinātnisko rakstu krājums = Language Acquisition: Problems and Perspective : conference proceedings, no. 16 (May 6, 2020): 128–45. http://dx.doi.org/10.37384/va.2020.16.128.
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The purpose of the paper is to determine the most typical and frequently used orthograms to pay attention to, when teaching Russian as a foreign language in a primary school. Our practical experience of teaching and our observation of the process of learning Russian as a foreign language allows us to state and suggest that schools lack systematic and focused teaching of Russian orthography. Pupils make a lot of mistakes because they do not understand the reason why such mistakes occur, they lack orthographic vigilance, i.e., the ability and skills to determine an orthographically “dangerous place”. Most teachers do not include practices and spelling skills of forming orthographic literacy into the context of their class activities and do not know practices of working on orthograms of different types and origin. It is considered that pupils learn Russian orthography through listening comprehension and through books and, thus, remember and memorize the spelling of different words well enough. It is believed that the pupil’s first step in the creation of a system of exercises to form orthographic literacy is the development of a classification of orthograms that are topical and frequent in teaching Russian as a foreign language in a primary school (forms 6–9). Similar research was conducted several decades ago, therefore, it is now necessary to develop and determine the methodology as well as technology for conducting an experiment and revealing the currently most typical orthographic and spelling mistakes. The classification of orthograms has been made with account of a comparative analysis of phonetic, orthographic and graphic systems of the Russian and Latvian languages. For the Latvian audience, it is expedient to single out phonetic and non-phonetic orthograms. Phonetic orthograms are those caused by underdeveloped phonemic awareness, interference of Latvian pronunciation and incorrect articulation of Russian sounds (seven types have been singled out). Non-phonetic orthograms (morphologic and traditional) are true orthograms and their spelling causes difficulties for both Latvian and Russian pupils. To determine the frequency and quality of mistakes in the Russian language, we have performed a diagnostic assessment. The data of our practical research can be used in forecasting mistakes of pupils who study Russian as a foreign language, creating a system of monitoring skills and abilities in writing, developing tests and exercises to contribute to the improvement of orthographic literacy of pupils.
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Assink, Egbert, and Jan Van Der Linden. "Computer Controlled Spelling Instruction: A Case Study in Courseware Design." Journal of Educational Computing Research 9, no. 1 (February 1993): 17–28. http://dx.doi.org/10.2190/ct2y-q5c9-02h5-vw7q.
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The research project “Feedback Processes in Computer Managed Spelling Instruction” was aimed at developing and testing an instructional software program for teaching the orthography of Dutch verbs. The main focus of this article is on how to design an optimal learning environment. The design of human-computer interaction is highlighted from a number of respects: the sequencing of the learning content, the presentation of information on the screen, and the format of student input and feedback. The program consists of seven instructional modules. In each module, a specific grammatical operation, such as grammatical tense, person, number or voice, is highlighted. The effectiveness of the courseware was tested in a field experiment. Two versions of the program, a Standard Version and a Flexible Version, were compared, taking account of individual differences in spelling ability and motivation variables. Results with both versions are reported.
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Kim, Soohee. "When Keeping Up Means Falling Behind: The Dear Price of Stressing “Correct” Orthography in Teaching Korean as a Heritage Language." Korean Language in America 18, no. 1 (January 1, 2013): 71–91. http://dx.doi.org/10.2307/42922377.
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ABSTRACT Spelling and spacing in Korean pose great difficulty to learners, those who are acquiring Korean as a foreign or heritage language and native speakers alike. Fanned by its morphophonemic foundation turning increasingly phonetic in common practice and by exceptions to the rules, the wildfire of orthography has swiftly fallen into an uncontainable convention whereby mastery is practically unattainable. The highly technical nature of the guidelines, constant minor adjustments, and conflicting principles are all culpable. In this paper, I identify and detail major problematic factors (e.g., inconsistencies in rules, nominal and verbal compounds, dependent nouns and verbal endings) to demonstrate how unrealistic a goal it is to become “proficient” under the current orthographic system. Noting the many grammar professionals dispatched to train weekend school teachers in the U.S. mainly on spelling conventions, I suggest that the current system be tidied up and made accessible and that more resources be available for and attention paid to content in the teaching of heritage learners.
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Kim, Soohee. "When Keeping Up Means Falling Behind: The Dear Price of Stressing “Correct” Orthography in Teaching Korean as a Heritage Language." Korean Language in America 18, no. 1 (January 1, 2013): 71–91. http://dx.doi.org/10.2307/korelangamer.18.2013.0071.
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ABSTRACT Spelling and spacing in Korean pose great difficulty to learners, those who are acquiring Korean as a foreign or heritage language and native speakers alike. Fanned by its morphophonemic foundation turning increasingly phonetic in common practice and by exceptions to the rules, the wildfire of orthography has swiftly fallen into an uncontainable convention whereby mastery is practically unattainable. The highly technical nature of the guidelines, constant minor adjustments, and conflicting principles are all culpable. In this paper, I identify and detail major problematic factors (e.g., inconsistencies in rules, nominal and verbal compounds, dependent nouns and verbal endings) to demonstrate how unrealistic a goal it is to become “proficient” under the current orthographic system. Noting the many grammar professionals dispatched to train weekend school teachers in the U.S. mainly on spelling conventions, I suggest that the current system be tidied up and made accessible and that more resources be available for and attention paid to content in the teaching of heritage learners.
Dissertations / Theses on the topic "Orthography and spelling – Sudy and teaching"
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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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James, Casie Dawn. "Strategic spelling instruction." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/2993.
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The study proposes an alternative way for elementary school educators to instruct students in spelling. It suggests that spelling instruction should allow ample time for students to manipulate letters and patterns in their spelling words and provide time for writing. It also offers a two-week lesson plan of spelling instruction backed by research. The study was conducted using a mixed design with a predominantly Hispanic 6th grade class at a Title I school, with 60% of the students classified as English Language Learners. The study design consisted of observations of the students manipulating the spelling words, anecdotal notes taken while observing the students, and the collection of writing samples across time. Data was collected by four formal language arts tests and bimonthly spelling assessments.
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Chow, Ka Po Winnie. "The learning of spelling among Hong Kong secondary students." HKBU Institutional Repository, 2003. http://repository.hkbu.edu.hk/etd_ra/491.
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Peck, Greg L. "The effects of cooperative learning on the spelling achievement of intermediate elementary students." Virtual Press, 1991. http://liblink.bsu.edu/uhtbin/catkey/776723.
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This study compared differences in spelling achievement among groups of students who were high, average, and low achievers. The study attempted to determine, over 7 weeks, any treatment effects resulting from students being cooperatively grouped for spelling instruction. A student's level of achievement and type of grouping for spelling instruction were variables contrasted between intact treatment and control classes of students.This study used six intact classes of intermediate grade elementary children. Three classes were grouped cooperatively for spelling instruction and three classes were not grouped cooperatively for spelling instruction. The study included the scores of 135 students, 68 in the control group and 67 in the treatment group. Normal curve equivalent scores from an existing standardized achievement test were used to classify students as high, average, or low achievers.A student's level of achievement was an attribute variable that yielded proportional cell sizes in order to conduct an analysis of variance. The dependent variable was the total number of words that each student spelled correctly on seven weekly spelling tests. A t-test was used to examine the NCE scores of the treatment and control groups to verify that no significant differences existed between the groups prior to the study.Teachers were trained in a series of four sessions to implement cooperative learning using Student Teams Achievement Divisions. The sessions provided activities designed to encourage the development of collaborative skills prior to initiating treatment. A bonus point system was used to reinforce the collaborative skills.The analysis of variance tested four null hypotheses at the .05 level of confidence. None of the null hypotheses were rejected. The following results were suggested:1. Intermediate children achieve equally well regardless of how they are grouped for spelling instruction.2. High, average, and low achieving students achieve equally well regardless of how they are grouped for spelling instruction.3. Low achieving students achieve significantly different from high and average achieving students.The findings of the study suggest that cooperative grouping for spelling instruction is as effective as spelling instruction without cooperative grouping regardless of student level of achievement.Department of Elementary Education
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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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Hambly, Everett E. III. "Kinesthetic teaching methods in the traditional classroom comparative spelling and vocabulary techniques." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1281.
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Spelling and vocabulary performance as measured by pre-tests and post-intervention performance for the two strategies showed that average overall improvements resulted from the use of kinesthetic teaching methodologies when compared with visual (only) methods.
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Bristor, Valerie Jayne. "A quasi-experimental comparison of the test-study and study-test methods in fourth grade spelling." Virtual Press, 1988. http://liblink.bsu.edu/uhtbin/catkey/536295.
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The purpose of this study was to compare two methods of spelling instruction, the test-study method and study-test method, with the spelling achievement of selected fourth grade students. The effects of gender and spelling ability level on the spelling method were also studied. The participants were 80 fourth grade students from four intact classrooms in two elementary schools in a small suburban midwestern school district.Third grade standardized test scores were collected from students' permanent record cards and used for grouping students into spelling ability levels. A Spelling Criterion-Referenced Test was used as a pretest (covariate) and a posttest (dependent variable). An analysis of covariance was used to test three null hypotheses at the .05 level of significance. The three null hypotheses were not rejected. The following results were suggested:1. Both fourth grade boys and girls achieve equally well in spelling whether they use the test-study method or the study-test method of spelling instruction.2. Fourth grade students achieve equally well in spelling whether they use the test-study method or the study-test method of spelling instruction.3. Fourth grade girls and boys achieve equally well in spelling.Teachers should consider integrating spelling into all areas of the language arts by supplementing the spelling textbook with words the children are using in their writing.Department of Elementary Education
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MacDougall, Lisa Kathryn Denham. "Building spelling concepts through word study." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1518.
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WILDE, SANDRA JEAN. "AN ANALYSIS OF THE DEVELOPMENT OF SPELLING AND PUNCTUATION IN SELECTED THIRD AND FOURTH GRADE CHILDREN (ORTHOGRAPHY, PAPAGO, O'ODHAM)." Diss., The University of Arizona, 1986. http://hdl.handle.net/10150/183876.
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This study explores various aspects of the spelling and punctuation development of six Tohono O'odham (Papago) children during their third and fourth grade years. The data used, which was collected in a prior study, consisted of 215 texts (13,793 words) written in natural classroom settings as part of the teacher's ongoing writing curriculum. Field notes decribing what the subjects did as they wrote, as well as written interviews, supplemented the texts themselves. A number of specific features were examined to explore the subjects' use of various level of linguistic information about spelling. Those features included: initial letters, vowel phonemes, consonant digraphs, the letters C and G, consonant gemination, bound morphemes, and homophones. Spellings involving permutation (changes in letter order) and the letters E and Y as final markers, as well as those spellings which were real words, were also examined. Finally, differences between spellers, the subjects' use of punctuation and capitalization, and orthography in the classroom context were analyzed. A number of conclusions were drawn from the analysis. The subjects spelled most words conventionally. The more frequently a word appeared in the subjects' writing, the more likely it was to be spelled conventionally. Selected orthographic features varied widely in how conventionally they were spelled, with those which were less predictable or more abstract tending to be more difficult. Almost every spelling feature examined showed growth from third to fourth grade. The invented spellings of particular features tended to reflect understandable, logical processes. Invented spellings which were either real words or permutations of the intended word were common. There were differences between children not only in how conventionally they spelled but in the types of invented spellings they produced. Punctuation was more difficult than spelling for the subjects, and its use varied greatly between subjects. Capitalization was comparable to spelling in how conventionally it was used. Children used a variety of linguistic information and spelling strategies as they wrote. There was evidence that punctuation usage was driven (at least in some cases) by conscious hypotheses about how it works. Children's metalinguistic knowledge about orthography may or may not parallel their use of it.
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Yeung, Pui-sze, and 楊佩詩. "Learning to read and spell in English among Chinese English-as-a-second-language learners in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B35726787.
Full textBooks on the topic "Orthography and spelling – Sudy and teaching"
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Teaching spelling. Boston: Houghton Mifflin, 1985.
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Teaching spelling. 2nd ed. Boston: Houghton Mifflin, 1990.
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Greene, Victoria E. Spelling guide. [Bloomington, MN: Language Circle Enterprise], 1988.
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Bolton, Faye. Teaching spelling: A practical resource. Portsmouth, NH: Nelson Heinemann, 1993.
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Peters, Margaret L. Catchwords: Ideas for teaching spelling. 3rd ed. London: Harcourt Brace Jovanovich, 1988.
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Cripps, Charles C. Catchwords: Ideas for teaching spelling. London: Collins Educational, 1993.
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Cripps, Charles C. Catchwords: Ideas for teaching spelling. London: Harcourt Brace Jovanovich, 1990.
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Bird, Sharon. Spelling. Colorado Springs, CO: Association of Christian Schools International, 1994.
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Spelling. New York: McGraw-Hill School Division, 1998.
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Strickland, Dorothy S. Integrated Spelling. Orlando: Harcourt Brace Jovanovich, 1990.
Find full textBook chapters on the topic "Orthography and spelling – Sudy and teaching"
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Anspoka, Zenta. "Latviešu mācībvalodas un mazākumtautību izglītības iestāžu vidusskolēnu latviešu valodas kompetence: salīdzinošais pētījums." In Latviešu valodas apguve. XIII Starptautiskais baltistu kongress : rakstu krājums, 119–41. Liepājas Universitāte, 2021. http://dx.doi.org/10.37384/lva.2021.119.
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The topicality of the research is related to the State policy of education to strengthen the role of the Latvian language as a national language by enabling the integration of society and intercultural dialogue. The aim of the study is to analyse the level of language competence of Grade 12 students of Latvian language of instruction in comparison with minority schools. The results of the empirical research are obtained from 468 texts written by students with the Latvian language of instruction and minority secondary education institutions in different regions of Latvia. The texts used are systematised in the balanced corpus of modern Latvian language. The research was conducted within the framework of the National Research Programme “Latvian Language” (No VPP-IZM-2018/2-0002). An analysis of essays’ content, sentences, contextual binding of their sets, language style, orthography, and punctuation has been carried out. Data from the study shows no significant difference between the skills of Latvian language of instruction and minority secondary education institutions’ students to form text according to the topic. Approximately 57% of respondents follow the proportions among different parts of the text, the binding of sentences to create the text as a whole, the principle of completion of the text; 29% of respondents use language features exactly according to language style. The most common language errors in the self-created texts of students from both types of schools are punctuation errors, the spelling of short and long vowels and consonants in words, words written together and separately, and the spelling of foreign names. Students from minority secondary schools make simpler sentence syntactic structures and by 9% fewer punctuation errors. Still, they have 32% more errors in spelling words and the use of words in sentences. In the didactic of the Latvian language, we have to think more about learning of language based on discourse, in which the text has a social context at first, only then a linguistic form. We have to develop a sense of language for students, improve a methodology for learning linguistics terminology, cooperation between teachers of all subjects, and the attitude of each teacher to their own language and speech in the learning and teaching process.
Conference papers on the topic "Orthography and spelling – Sudy and teaching"
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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.