Journal articles on the topic 'Orthography and spelling'
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1
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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Ruy, Sung-Yong, Eun-Jung Kim, Jeung-Ryeul Cho, and Soon-Gil Park. "Effect of Spelling Awareness Program on the Spelling Recognition, Reading and Writing of Underachievement Children." Korean Association For Learner-Centered Curriculum And Instruction 23, no. 21 (November 15, 2023): 651–63. http://dx.doi.org/10.22251/jlcci.2023.23.21.651.
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Objectives The purpose of this study is to examine the effect of the orthographic awareness program on the or-thography, Reading and Writing of underachieving children.
Methods The subjects include underachieving children enrolled in the third grade in an elementary school. Among them, a total of four children participated in this study. The orthographic awareness program task consisted of six learning goals, which were divided into 20 sessions of learning contents, given the subjects’ age. This study sys-tematically applied 40-minute interventions at two sessions a week. It measured the orthography, Reading and Writing through pre- and post-testing, and verified whether the learning effect was maintained, even after the end of the program.
Results The underachieving children’s orthographic awareness was improved at each step and session, after ap-plying the orthographic awareness program, and it could be found from the post-test that the orthographic awareness and the Reading and Writing were also greatly enhanced. The children who participated in the program could be even aware of orthography which does not included in the learning goals and contents, by generalizing it, and such an effect was maintained, even after the end of the program. The findings show that the orthographic awareness program is effective in enhancing the orthographic awareness, Reading and Writing of underachieving children.
Conclusions They also suggest that the intervention in the orthographic awareness is required for underachieving children, and that the orthographic awareness program provided by this study can be usefully applied.
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Hilte, Maartje, Mieke Bos, and Pieter Reitsma. "Effects of spelling pronunciations during spelling practice in Dutch." Written Language and Literacy 8, no. 2 (December 31, 2005): 61–77. http://dx.doi.org/10.1075/wll.8.2.06hil.
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Because it is often assumed that difficulties in spelling are of phonological origin, the aim of this study was to examine whether emphasis on the pronunciation of individual graphemes is beneficial for learning to spell words in poor spellers. In the first experiment Dutch children with a spelling deficit had to practice words in two types of exercises: (1) full production after memorizing the orthographic pattern, and (2) a special pronunciation, so-called spelling pronunciation, accompanied by full production after memorizing. Spelling pronunciation showed to have no additional effect on spelling. The orthographic information might have overruled the effect of spelling pronunciation. Therefore, in Experiment 2 orthographic information was excluded from the comparison between training with spelling pronunciation and training with normal pronunciation. Spelling pronunciation appeared to be more effective than normal pronunciation. However, spelling pronunciation was as effective as priming the orthography in memorization training, which may indicate that the common process of uncovering orthographic details is the main driving force for accelerated learning.
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Putra, Rizky Anugrah, and Sulis Triyono. "Outlandish Spelling System Invented by Indonesian Internet Society: The Case of Language Usage in Social Networking Site." International Journal of Applied Linguistics and English Literature 7, no. 7 (December 1, 2018): 66. http://dx.doi.org/10.7575/aiac.ijalel.v.7n.7p.66.
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Before having consistent alphabetic writing system, Bahasa Indonesia had encountered several developments in orthographic enhancement. Bahasa Indonesia need to be enhanced for several reasons such as to create national identity and also to provide an ideal spelling system. Orthography system helps the language user to associate the symbol, sound, and meaning. For those reasons, the spelling system is important in written language since most of information and knowledge are preserved in written form. As time passes, there is almost no barrier in human interaction since the distance is narrowed by the technology. To use it efficiently, the language users utilize their language to be shorter but it is easier to understand. However, it creates discrepancy in the orthography system which hinders the interlocutor to get the actual meaning of the written language. This article reveals an issue about orthography system which is made by internet society in which has unusual alphabetic spelling system. The peculiarity is caused by psychological and social factor which revert the spelling model to be identical to children (immature speech).
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Jaroszewicz, Henryk. "Ortografie współczesnego piśmiennictwa śląskojęzycznego." Slavia Occidentalis, no. 78/1-79/1 (January 24, 2023): 67–83. http://dx.doi.org/10.14746/so.2021/2022.78-79.6.
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Over the past two decades, Silesian literature has been written in eleven different types of orthography, the most important of which are the classical, neo-Steuer and “slabikŏrzowa” orthographies. Other orthographic proposals, e.g. by D. Dyrda, B. Kallus, P. Kalinowski, H. Kaluza, R. Wencel, did not become popular and were abandoned rather quickly. As a result, contemporary Silesian literature was dominated by the “ślabikŏrzowa” spelling, gaining popularity due to its conservative form and the support of the most essential Silesian publishing houses. However, an obstacle to the complete stabilisation of Silesian orthography is the variant spelling of “ślabikŏrzowa” (“full “ślabikorz” and simplified “ślabikŏrz”) and no detailed, explicative normative works (i.e. orthographic dictionary, grammar).
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Disbray, Samantha, and Deborah Loakes. "Writing Aboriginal English & Creoles." Australian Review of Applied Linguistics 36, no. 3 (January 1, 2013): 285–301. http://dx.doi.org/10.1075/aral.36.3.04dis.
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Texts in Aboriginal English (AE) and creole varieties have been created by Indigenous and non-Indigenous writers for a range of purposes. In this paper, we focus on materials created in and for five educational contexts, and investigate the orthographic or spelling systems developed in each setting. Choices about orthography are guided by linguistic and non-linguistic considerations. They are sensitive to matters of prestige and identity, and new orthographic conventions are subject to comparison with ‘correct’, ‘standard’ spellings. We explore the processes, motivations and rationale that drive choices for the orthographic conventions and the diverse outcomes in the five settings.
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Bahr, Ruth Huntley, Elaine R. Silliman, and Virginia W. Berninger. "Derivational Morphology Bridges Phonology and Orthography: Insights Into the Development of Word-Specific Spellings by Superior, Average, and Poor Spellers." Language, Speech, and Hearing Services in Schools 51, no. 3 (July 15, 2020): 640–54. http://dx.doi.org/10.1044/2020_lshss-19-00090.
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Purpose Morphology, which is a bridge between phonology and orthography, plays an important role in the development of word-specific spellings. This study, which employed longitudinal sampling of typically developing students in Grades 3, 4, and 5, explored how the misspellings of words with derivational suffixes shed light on the interplay of phonological, orthographic, and morphological (POM) linguistic features as students learn to integrate POM features appropriately to generate correct spellings. Method Sixty typically developing Grade 3 students were tested using the Spelling subtest from the Wechsler Individual Achievement Test–Second Edition (Wechsler, 2001) and were divided into superior, average, and poor spellers. Students' spelling skill was then assessed using the Wechsler Individual Achievement Test–Second Edition annually for another 2 years. Misspelled derivations from these three testing sessions were analyzed for linguistic feature errors and error complexity/severity. Differences in the integration of POM features across spelling ability levels at Grades 3–5 were analyzed with Kruskal–Wallis analyses of variance. Results Longitudinal results demonstrated POM integration for the development of word-specific spellings involving derivational morphology was in its initial stages over Grades 3–5 and was influenced by spelling ability level. Information from a qualitative analysis revealed considerable variability in how students applied their POM knowledge to spell complex derivations. Conclusions Word-specific spellings draw on multiple linguistic codes—P, O, and M—and their interconnections. It involves more than an understanding of orthographic rules. Rather, accurate spelling develops through an increased understanding of the phoneme–grapheme relationships as facilitated by the identification of word parts (base + or − affixes) in written language. Educational and clinical implications are discussed.
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Horodenska, Kateryna. "Principles and methodology of “Ukrainian spelling”." Ukrainska mova, no. 1 (2023): 32–49. http://dx.doi.org/10.15407/ukrmova2023.01.032.
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This article addresses the methodology of creating a new, national “Ukrainian Spelling” free from foreign spelling influence. The author substantiates the need to use such methodological principles as scientificity, Ukrainian-centricity, consistency, logic, orien ta tion to the needs of language practice and stability. The essence of each of these prin ciples and the peculiarities of their implementation are clarified, and typical metho do logical violations in the spellings of the Soviet and post-Soviet periods are determined. Based on a comparison of spelling codes of the 20th—21st centuries the author concludes the most complete observance of the specified methodological principles in the “Ukrainian Spelling” of 1928 and the complete disregard of Ukrainian-centricity, scientificity, logic and consistency in the “Ukrainian Spelling” of 1933. The spelling codes of 1990 and 1993 are recognized as the first attempts to return some specific spelling rules, which became possible as a result of the change in the political system in Ukraine and the expansion of the sphere of use of the Ukrainian language. The author notes partial corrections and numerous variant additions to the rules for transferring words of foreign origin in the “Ukrainian Spelling” of 2019, which did not contribute to the restoration of those spelling norms that are part of the Ukrainian orthographic tradition. The author emphasizes that the national basis of Ukrainian orthography should be a complex of principles, the main of which should be phonetic (phonemic), which is determined by the history of the formation of orthographic systems of the Ukrainian language. The paper substantiates the «broad» (and not purely orthographic) format of the Ukrainian spelling code. Keywords: Ukrainian spelling, methodology, basis of spelling, principles of spelling, orthographic norms.
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DICH, NADYA. "Individual differences in the size of orthographic effects in spoken word recognition: The role of listeners' orthographic skills." Applied Psycholinguistics 32, no. 1 (October 7, 2010): 169–86. http://dx.doi.org/10.1017/s0142716410000330.
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ABSTRACTThe goal of this study was to test the hypothesis that the extent to which orthography affects spoken word recognition in literate adults is related to their spelling proficiency. The study included two components: an auditory lexical decision task manipulating orthographic consistency of the stimuli and a spelling test. The results replicated previously found effects of orthographic consistency on the accuracy and latency of lexical decisions. The size of the orthographic effect in the auditory task was estimated for each participant. The variability in the orthographic effect size among participants was partially explained by their spelling skills. Possible interpretations of this finding and methodological implications for future research are discussed.
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Joseph Ottenheimer, Harriet. "Spelling Shinzwani." Written Language and Literacy 4, no. 1 (March 19, 2001): 15–29. http://dx.doi.org/10.1075/wll.4.1.03jos.
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This paper surveys the history of dictionary construction and orthographic choice in the Comoros — a former French colony in the Indian Ocean — with special reference to issues of literacy, identity, and politics. Evidence ranging from 16th century wordlists to contemporary bilingual/bidirectional dictionaries, as well as colonial, missionary, and scholarly approaches to lexicography and orthography in the Comoros, are examined and compared. While Arabic-influenced writing systems have a long history in the Comoros, the experiences of colonialism and independence in the 20th century introduced French- and phonemically-influenced systems. As the Comoros move into the 21st century, linguists and ethnographers are attempting to assist with questions of standardization, literacy, and dictionary construction. The situation remains fluid, with considerations of tradition, modernity, nationalism, and representation to be taken into account. This paper seeks to address the complex interrelationships between orthographic choice and ethnic identity in the Comoros, with special reference to the development of the first bilingual/bidirectional Shinzwani-English dictionary.
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YEUNG, PUI-SZE, CONNIE SUK-HAN HO, YAU-KAI WONG, DAVID WAI-OCK CHAN, KEVIN KIEN-HOA CHUNG, and LAP-YAN LO. "Longitudinal predictors of Chinese word reading and spelling among elementary grade students." Applied Psycholinguistics 34, no. 6 (August 10, 2012): 1245–77. http://dx.doi.org/10.1017/s0142716412000239.
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ABSTRACTThe longitudinal predictive power of four important reading-related skills (phonological skills, rapid naming, orthographic skills, and morphological awareness) to Chinese word reading and writing to dictation (i.e., spelling) was examined in a 3-year longitudinal study among 251 Chinese elementary students. Rapid naming, orthographic skills, and morphological awareness assessed in Grade 1 were significant longitudinal predictors of Chinese word reading in Grades 1 to 4. As for word spelling, rapid naming was the only significant predictor across grades. Morphological awareness was a robust predictor of word spelling in Grade 1 only. Phonological skills and orthographic skills significantly predicted word spelling in Grades 2 and 4. After controlling for autoregressive effects, morphological awareness and orthographic skills were the significant longitudinal predictors of Chinese word reading and word spelling, respectively. These findings reflected the impacts of the Chinese orthography on children's reading and spelling development.
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Tancheva, Zornitsa. "Law, Spelling and Orthography." Balkanistic Forum, SOCIAL ANXIETY AND SOURCES OF MOBILISATION 31, no. 3 (September 15, 2022): 292–97. http://dx.doi.org/10.37708/bf.swu.v31i3.21.
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Law, Spelling and Orthography" is a modern textbook, presenting the norms of the Bulgarian literary language. It is aimed mainly at professionals in the judiciary, but can be successfully used by anyone who wants to consolidate their knowledge of spelling, punctuation and orthography. In addition to theoretical developments on the most important topics, there are also exercises to consolidate the acquired knowledge. At the end of the book there is a short dictionary of words that create spelling problems for professionals. Undoubtedly, this is a modern textbook that will make it easier for anyone who wants to write competently and express themselves more than convincingly.
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Gerginova, Margarita. "Law, Spelling and Orthography." Chuzhdoezikovo Obuchenie-Foreign Language Teaching 48, no. 5 (October 27, 2021): 547–48. http://dx.doi.org/10.53656/for21.512pra.
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Kaverina, Valeriia, and Yiming Wang. "Criteria for writing compound nouns (contact-hyphen) in modern Russian orthography." Litera, no. 7 (July 2023): 126–38. http://dx.doi.org/10.25136/2409-8698.2023.7.43527.
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The subject of the study is the regularities of the distribution of merged and hyphenated spellings of complex nouns in modern rules. Special attention is paid to identifying the main criteria for the design of the words of the studied group in the "Rules of Russian spelling and punctuation" of 1956, which still have the status of a set of spelling norms of the state language. Since the current rules are outdated, the work also considers the prescriptions of updated, but not having an official status, academic rulebooks: the complete academic handbook of 2006 and the newest electronic resource of OROSS "Spelling commentary of the Russian Dictionary" by E. V. Beshenkova, O. E. Ivanova, E. V. Tenkova. The novelty of the study lies in the fact that for the first time it analyzes the modern rules of spelling of complex nouns and the criteria underlying them. The established inconsistency of codification of these norms originates in the "Rules of Russian Spelling and Punctuation" of 1956 and is further developed in modern reference and educational literature, in particular in the complete academic handbook of 2006. As a result, it is concluded that it is necessary to include in the basic set of spelling rules a section containing the basic rules for distinguishing between merged and hyphenated spellings, set out briefly, simply and clearly.
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Horodenska, Kateryna. "PROBLEMS OF UKRAINIAN TERMINOLOGY IN THE CONTEXT OF CHANGES TO THE NEW «UKRAINIAN ORTHOGRAPHY»." Terminological Bulletin, no. 6 (2021): 5–18. http://dx.doi.org/10.37919/2221-8807-2021-6-1.
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This article focuses on the systematization of new rules and partial corrections of the rules made in the «Ukrainian orthography» of 2019, they are valuated in terms of expediency and need to solve urgent spelling problems of Ukrainian terminology. The author indicates orthographic norms that have given consistency to the Ukrainian orthography and eliminated long-standing contradictions. The article shows the ignored or illogically interpreted spelling problems, primarily related to the transfer of terms of foreign origin. Special attention was paid to numerous variant additions to the spelling of case endings of nouns, to the transfer of sounds, sound combinations and letter combinations in common and proper foreign names, the possible ways of eliminating variance are emphasized. The author analyzes the main changes to the use of punctuation marks (quotation marks, parentheses, commas, periods, slashes, etc.), which should be taken into account in scientific texts. The paper suggests main tasks for Ukrainian terminologists, which arose in connection with the changes made to the new edition of the “Ukrainian orthography”
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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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Anderson, John, and Derek Britton. "The orthography and phonology of the Ormulum." English Language and Linguistics 3, no. 2 (November 1999): 299–334. http://dx.doi.org/10.1017/s1360674399000258.
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This paper investigates all aspects of the orthography of the Ormulum in relation to the phonology of the late twelfth-century south Lincolnshire dialect which Orm's spelling system was designed to reflect. We show that Orm's adaptations of what he found in existing orthographic systems provided a set of graphic symbols that was fully capable of representing phonological contrasts in the vocabulary of the dialect and which thus in many respects resembled the inventory that an analysis on phonemic principles might provide. However, Orm's system has more orthographic symbols than an analysis of distinctive oppositions in speech would have required. All of these additions are in some measure attributable to following precedent. In this aspect of his spelling system, as in his innovations, nearly all of which also have parallels within the English orthographic tradition, we discern a spelling reformer who, in due consideration of transparency of the system as perceived by the reader, took pains to depart as little as possible from the familiar.
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Palomino Gonzales, Niel Agripino. "Técnica Lecretexor para dinamizar la enseñanza y aprendizaje de la ortografía." Revista Investigación Universitaria 11, no. 2 (December 30, 2021): 571–82. http://dx.doi.org/10.53470/riu.v11i2.23.
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The principal objective of investigation serves to be the determination of the form in than the application of the technique LECRETEXOR (reading and creation of orthographic texts) influences the learning of orthography. The methodology used was the cuasiexperimental. The subjects of the cross - section constituted the schoolgirls of the first grade of secondary (First A, Experimental group) and (First B, Control group) of private school of misses Juan Landázuri of Cusco. The principal conclusion of investigation are: Than applying the technique LECRETEXOR in several learning sessions, it turns out well that schoolgirls learn the orthography in effective form and use her, in the same measure, the schoolgirls become addicted to the autocorrection; That they infer the orthographic rules as from the orthographic texts read by them. These results coincide with the research of Quiñones (2010) who, applying a reading method, found that 100% of the students improved their bad spelling problems, after reading specially selected texts.
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Öney, Banu, and Aydin Yücesan Durgunoğlu. "Beginning to read in Turkish: A phonologically transparent orthography." Applied Psycholinguistics 18, no. 1 (January 1997): 1–15. http://dx.doi.org/10.1017/s014271640000984x.
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AbstractThe purpose of this study was to investigate early literacy acquisition in a phonologically transparent orthography with regular letter-sound correspondences. It was considered that Turkish, with its systematic phonological and orthographic structure, would make different demands on the beginning reader than the languages used in many of the previous studies of literacy acquisition. First grade children were assessed using tests of phonological awareness, letter recognition, word and pseudoword recognition, spelling, syntactic awareness, and listening comprehension at the beginning of the school year. The impact of these factors on the development of word recognition, spelling, and reading comprehension was examined. The results strongly suggest that a phonologically transparent orthography fosters the early development of word recognition skills, and that phonological awareness contributes to word recognition in the early stages of reading acquisition. Once the children's word recognition performance is high, listening comprehension ability distinguishes the different levels of reading comprehension among children. These patterns of results were interpreted as reflecting the phonological and orthographic characteristics of the Turkish language and orthography.
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Salas, Naymé. "Concurrent predictors of spelling accuracy in secondary education in a semi-consistent orthography." Written Language and Literacy 25, no. 1 (June 7, 2022): 40–66. http://dx.doi.org/10.1075/wll.00060.sal.
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Abstract Spelling is a complex skill that requires mobilizing various levels of linguistic and orthographic representation. While there is substantial evidence of the impact of phonological skills in its development, less is known about the explanatory value of non-phonological (e.g., morphological, orthographic) strategies in conventional spelling scores. This study assessed the unique impact of non-phonological spelling strategies after accounting for a large set of linguistic and cognitive predictors, as well as contextual variables (e.g., SES) in a language with a semi-consistent orthography: Catalan. Participants were 328 eighth-grade students from low-income households. Results showed that non-phonological spelling skills explained a substantial proportion of the variance in conventional spelling, over and above the rest of predictor variables, including phonographic skills, with the final model explaining more than 80% of the variance. Theoretical and educational implications are discussed.
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Yule, Valerie. "English Spelling and Pidgin." English Today 4, no. 3 (July 1988): 29–35. http://dx.doi.org/10.1017/s0266078400003503.
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English has had centuries of ‘traditional orthography’, but novel varieties of English have no orthography at all until it is created for them. How are these spelling systems developed and how close to, or distant from, ‘real’ spelling need they be?
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Yefymenko, Іryna. "Some notes on transferring proper names in “Ukrainian orthography” of 2019." Ukrainska mova, no. 3 (2023): 68–83. http://dx.doi.org/10.15407/ukrmova2023.03.068.
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The article analyzes the state of codification of proper names in the latest edition of the “Ukrainian orthography” (2019). Our task was to identify and analyze the main changes in the spelling rules for personal and geographical names, as well as to pay attention to certain problems in their codification, answering primarily the following questions: what complex issues of the spelling of proper names are not fully resolved or are not reflected in the current spelling and what spelling points require correction or addition? The analysis revealed inconsistencies and sometimes contradictions in some of the recommendations on the spelling of proper names given in the analyzed section of the current “Ukrainian orthography”. In particular, one of the problematic issues is the transmission of non-Ukrainian proper names from Slavonic (primarily closely related) languages into Ukrainian. The issues that should have been reflected in the analyzed section also include the formation and spelling of detoponymic adjectives. In addition to these problematic issues, the study also revealed so-called formal shortcomings in the coverage and presentation of material in the section “Orthography of proper names”, namely: not always clear structure of the section, cumbersome wording of some rules, incorrect use of linguistic terms, etc. There are many comments about the illustrative material: the presence of irrelevant examples for the rules, cases of illustratin different rules with the same example, insufficient or absent examples for some spelling rules. The analysis made it possible to make certain corrections and additions to the current spelling rules, as well as to formulate a number of recommendations for spelling proper names that have not been covered by the spelling rules to date. The recommendations provided in the course of the study will hopefully expand the range of rules presented in the current “Ukrainian orthography” and will contribute to further improvement of the section Spelling of proper names” of the current spelling, which requires further careful study and discussion in a narrow circle of specialists in the theory and practice of teaching orthography. Keywords: orthography, orthography norm, proper names, personal names, geographical names, place names, toponymic adjectives.
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Vətən qızı Camali, Dilbər. "ORTHOGRAPHY OF COMPOUND NAMES IN TURKISH AND AZERBAIJANI LANGUAGES." SCIENTIFIC RESEARCH 08, no. 4 (April 27, 2022): 170–73. http://dx.doi.org/10.36719/2789-6919/08/170-173.
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Məqalədə müasir Azərbaycan dilindəki mürəkkəb adların yazılış qaydaları təhlil olunmuş, müasir kitab və saytlardan nümunələrlə əsaslandırılmışdır. Müasir türk dilindəki mürəkkəb adların orfoqrafiya normaları tədqiqata cəlb edilmiş, Azərbaycan dili ilə oxşar və fərqli cəhətlər üzə çıxarılmışdır. Məqalədə bütün dil faktları “Azərbaycan dilinin Orfoqrafiya Normaları” ilə bağlı Azərbaycan Respublikası Nazirlər Kabinetinin qərarlarına istinadən verilmişdir. Açar sözlər: orfoqrafiya, dil, azərbaycan dili, türk dili, yazılış Dilber Vatan Jamali ORTHOGRAPHY OF COMPOUND NAMES IN TURKISH AND AZERBAIJANI LANGUAGES Abstarct In the article, orthographic norms and changes in the spelling of complex names in the Azerbaijani language have been written under the guidance of spelling norms of the Azerbaijani language approved by the Resolution No. 174 of the Cabinet of Ministers of the Republic of Azerbaijan dated April 16, 2019, and by the Resolution No. 438 of certain amendments dated November 3, 2020, and substantiated on examples from contemporary books and sites. At the same time, similarities and distinctions in the spelling of compound nouns with modern Turkish have been revealed comparatively. Key words: orthography, language, Azerbaijani, Turkish, spelling.
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Haisma, Joyce. "Dyslexic Subtypes and Literacy Skills in L2 Opaque English." Toegepaste Taalwetenschap in Artikelen 81 (January 1, 2009): 65–74. http://dx.doi.org/10.1075/ttwia.81.07hai.
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In theory, opaque orthographies should pose more difficulties for people with developmental dyslexia than transparent ones. (Frost, 2005). However, studies (Miller-Guron & Lundberg, 2000; Van der Leij & Morfidi, 2006) show that some people with dyslexia are better at reading L2 English than their L1 transparent orthography. The current study suggests that they have a form of dyslexia known as phonological dyslexia. On the basis of the dual-route model (Coltheart, 2005), it is proposed that membership of a dyslexic subtype - phonological or surface - influences success in dealing with orthographic depth. To test this, Dutch teenagers with phonological and surface dyslexia performed Dutch and English orthographic competence and spelling tasks. The results seem to indicate that people with phonological dyslexia are more successful in reading English as an L2 opaque than Dutch as an L1 transparent orthography; however, in the case of spelling, the reverse pattern is observed.
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Karmacsi, Zoltán, Alexandra Nagy, and Anikó Csurman-Puskás. "Changes in the orthographic principles of the Hungarian language based on the last three spelling rules." Philological Review, no. 2 (December 10, 2022): 44–50. http://dx.doi.org/10.31499/2415-8828.2.2022.268653.
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Twelve editions of the publication entitled The Rules of Hungarian Orthography have been published so far. In each new edition there was an attempt to update the rules according to era and language use.
The principles of Hungarian orthography had already appeared in the first stage of academic unification, as the edition entitled The Principles and Rules of Hungarian Orthography, published in 1877, containing the four principles of spelling: following pronunciation (writing in accordance with pronounciation), word analysis, traditional spelling and simplification. In this study, the spelling principles that form the basis of Hungarian orthography is compared with the three most recent regulations The Rules of Hungarian Orthography.
In this study, the trends of Hungarian spelling principles have been surveyed from the regulations published in the first edition in 1832 to the present day. It has been presented how long the principles of Hungarian orthography have determined the rules of Hungarian orthography. These principles were present from the very beginning and guided the Hungarian orthography and its development. The changes were not significant, they only tried to bring closer the regulations to the language use adjusted to the language use of the given era. The principles of Hungarian orthography did not change radically at the beginning of the 20th century, despite the fact that relevant efforts were taken in the rules of Hungarian orthography. In the last three editions the principles have remained in their original forms, only minor changes have been taken.
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Appelt, Annalen, Miriam Balestra, and Martin Neef. "Orthographic constraints on the spelling of German a-sounds." Written Language and Literacy 18, no. 1 (February 12, 2015): 153–74. http://dx.doi.org/10.1075/wll.18.1.07app.
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In the framework of the Modular Writing System Theory (Neef 2005a), two levels of representation are distinguished that are relevant for the analysis of phonographic writing systems. These levels are called graphematics and systematic orthography, respectively. In this text, we focus on the latter module. As a case study, we take into account the spelling potential of the German vowels [a] (lax) and [ɑ] (tense). For this purpose, we first discuss the graphematic properties of these two vowels which allows deriving their graphematic solution spaces that capture such spelling variants that are theoretically given in the writing system of German. Subsequently, we use the spelling potential of [a] and [ɑ] to investigate their distribution in the systematic orthography of German. In doing so, we formulate orthographic constraints that regulate the appearance of the spelling variants. These constraints are sensitive for different levels of the German vocabulary. Some of the constraints have already been found relevant for the spelling of other phonemes as well, while others are specific to the two sounds under consideration. This theoretical approach allows analyzing a much broader part of the vocabulary compared to other theories.
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Geva, Esther, Lesly Wade-Woolley, and Michal Shany. "The Concurrent Development of Spelling and Decoding in Two Different Orthographies." Journal of Reading Behavior 25, no. 4 (December 1993): 383–406. http://dx.doi.org/10.1080/10862969309547827.
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The hypothesis that differences between first language (L1) and second language (L2) reading and spelling profiles could be accounted for by lack of proficiency in the L2 or differences in orthographic complexity was explored in a longitudinal study of 45 children acquiring reading and spelling skills concurrently in English (L1) and Hebrew (L2). The children were tested in Grades 1 and 2 on literacy measures in both languages. Neither of these explanations alone sufficed to explain the development of reading and spelling in the two languages. The less complex Hebrew orthography facilitated subjects' decoding performance, but failed to maintain that facilitation in spelling. Depressed second language effects were apparent in spelling but not in decoding, which actually favoured the subjects' L2. Developmental findings showed that, despite L1-L2 differences in orthographic complexity and language proficiency, the profiles of emergent spelling in both languages are strikingly similar. The rate of acquisition of conventional spelling, however, differentiates L1 from L2 performance.
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Manolitsis, George, and George K. Georgiou. "The Cognitive Profiles of Poor Readers/Good Spellers and Good Readers/Poor Spellers in a Consistent Orthography: A Retrospective Analysis." Preschool and Primary Education 3, no. 2 (November 25, 2015): 103. http://dx.doi.org/10.12681/ppej.178.
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Reading and spelling are closely related to each other, but empirical evidence shows that they can also dissociate. The purpose of this study was to examine the cognitive profiles of good readers/poor spellers and poor readers/good spellers in a relatively consistent orthography (Greek). One hundred forty children were administered measures of phonological awareness, rapid automatized naming, phonological short-term memory, and orthographic knowledge in grades 1 and 2. Their performance in reading and spelling was assessed in grade 4. Two small groups of children exhibited dissociation between reading and spelling: seven children were identified as poor readers/good spellers and 11 children as good readers/poor spellers. The former group experienced severe deficits in both rapid naming and phonological awareness. The latter group experienced only mild deficits in orthographic knowledge. Although inefficient orthographic knowledge affects their spelling accuracy (Greek is inconsistent in the direction of spelling), it does not impact their reading fluency because they can recognize words by relying on partial cues.
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Luelsdorff, Philip A. "The abstractness hypothesis and morphemic spelling." Interlanguage studies bulletin (Utrecht) 3, no. 1 (June 1987): 76–87. http://dx.doi.org/10.1177/026765838700300106.
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The acquisition of orthography in spelling and reading has seldom been the object of linguistic inquiry due to the common misperception that orthography has no place in grammar. Orthography should be accorded the status of a com ponent of grammar, however, since its units are linguistic signs and the con straints on errors in spelling and reading are similar to those in phonology, syntax, and semantics (Luelsdorff, 1986). Systemic deviation from phoneme-grapheme biuniqueness is the major source of error in the acquisition of a native or foreign alphabetic script. Such deviation is graphemically ambiguous if the relation between grapheme and phoneme is many-to-one and phonetically ambiguous if the relation between grapheme and phoneme is one-to-many. A special case of phonetic ambiguity is morphemic spelling. In this paper we study the acquisition of the uniform <ed> morphemic spell ing of the regular allomorphs of the English past tense morpheme, / Id/, /d/, and /t/, in a large sample of German school children in all the grades of the secondary system of education, the Hauptschule, the Realschule, and the Gymnasium. First, whereas we do find consistent improvement from school system to school system, we reject the view that pupils' performance necessarily improves from grade to grade. Secondly, we find fairly consistently better per formance on / Id/ than /d/ and on /d/ than /t/. This distribution we explain by the Abstractness Hypothesis according to which orthographic representa tions which are less abstract are acquired earlier than those which are more abstract, where abstractness is measured in terms of the number of rules relat ing the orthographic representations to the phonetic ones. Thirdly, the Abstractness Hypothesis also predicts the relative frequencies with which these allomorphs are misspelled and the actual major misspelling types of the regular allomorphs of the past tense morpheme themselves. The Abstractness Hypothesis on the acquisition of morphemic spelling invites testing in other areas of morphemic and partially morphemic spelling, such as derivationally related pairs, the possessive, the regular past participle, the third person singular, and the plural.
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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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Serna, Celia Esteban. "Understanding Developmental Dyslexia Towards A Causal Model." Psych-Talk 1, no. 98 (January 2021): 24–29. http://dx.doi.org/10.53841/bpstalk.2021.1.98.24.
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WHAT IS DYSLEXIA?LEARNING TO READ INVOLVES CREATING ASSOCIATIONS BETWEEN (I) ORTHOGRAPHY AND PHONOLOGY (I.E. SPELLING AND SOUNDS) VIA THE PHONOLOGICAL ROUTE, AND (II) ORTHOGRAPHY AND SEMANTICS (I.E. SPELLING AND MEANING) VIA THE SEMANTIC ROUTE (PLAUT, MCCLELLAND & SEIDENBERG, 1996).
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Saletta, Meredith. "Orthography and speech production in children with good or poor reading skills." Applied Psycholinguistics 40, no. 4 (April 22, 2019): 905–31. http://dx.doi.org/10.1017/s0142716419000055.
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AbstractSpeech production is influenced by the orthographic representation of the spoken word. Although previous work has shown that inconsistencies between the word’s sound and spelling may facilitate or disrupt processing (e.g., Alario, Perre, Castel, & Ziegler, 2007; Saletta, Goffman, & Brentari, 2015; Saletta, Goffman, & Hogan, 2016; Ventura, Morais, Pattamadilok, & Kolinsky, 2004), the developmental course of this effect on new readers remains unclear. The current study examines how children’s production of nonwords changes as a function of exposure to the nonwords’ orthography. We tested nonword repetition in 17 children with typical reading skills and 17 children with poor reading skills. Participants heard and repeated nonword stimuli, or read them aloud when the stimuli were written in either a relatively transparent or an opaque spelling. We quantified participants’ segmental accuracy and speech movement stability both before and after their exposure to the nonwords’ orthography. The children improved only in segmental accuracy (and not speech movement stability) and only as a consequence of practice (and not because of exposure to the nonwords’ spellings). Children with poorer reading skills demonstrated a greater change in accuracy from pretest to posttest than children with stronger reading skills. Thus, one’s automaticity in reading and the reorganization of his/her literacy skills throughout development influence speech production.
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Jiang, Xiangying. "Lower-Level Processing Skills in English-as-a-Second-Language Reading Comprehension: Possible Influence of First Language Orthography." Studies in English Language Teaching 5, no. 3 (July 1, 2017): 448. http://dx.doi.org/10.22158/selt.v5n3p448.
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<em>Cross-linguistic studies on second language (L2) reading reveal that component skills of reading such as word recognition, phonemic decoding, spelling, and oral text reading are prone to the influence of first language (L1) orthography but few empirical studies have examined the possible influence of L1 orthography on these skills. This study investigates how adult ESL learners of two different L1 backgrounds (Spanish and Chinese) compare in their performances on word recognition efficiency, phonemic decoding efficiency, spelling, and oral text reading fluency and how these skills are related to their overall ability in reading comprehension. The differences in the learners’ performances on the component skills and the variations in the role of these skills in ESL reading comprehension indicated possible influence of the orthographic features of learners’ first language.</em>
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Amirzhanova, N., and D. Sadyk. "SCIENTIFIC AND PRACTICAL PROBLEMS OF AUTOMATION OF THE KAZAKH ORTHOGRAPHY THROUGH THE METHOD OF MODELING." Tiltanym, no. 2 (July 17, 2024): 172–81. http://dx.doi.org/10.55491/2411-6076-2024-2-172-181.
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The rapid development of digital technologies, including the emergence of the Internet, led to a radical change in the communicative landscape of the 20th century. The possibility of constant access to the Internet, as well as the use of applications for the exchange of instant messages online gave an impetus to the formation of a new digital language, the development of a new language environment. Currently, the Kazakh language entered the digital space and the life force of the Kazakh language was formed in the virtual space. In this regard, an inventory of knowledge related to the Kazakh language was carried out and the development of Kazakh language resources in the virtual space was put on the agenda.Automation of orthography is the process of using computer programs and tools to check the spelling of words in a text. This allows one to automatically correct spelling errors and reduce the time spent on text editing. Innovative functions require the development of a formal language model. And for formal modeling of orthography, first of all, it is necessary to conduct an inventory of knowledge related to orthography, to identify difficulties in spelling. Currently, scientists of the Institute of Linguistics named after A. Baitursynuly are conducting research within the framework of the program-targeted financing project “Automatic recognition of Kazakh text: development of linguistic modules and IT solutions”. As a part of the research, linguistic resources are differentiated and analyzed, allowing to automatically correct errors in word spelling.The article analyzes in detail the automation of knowledge related to orthography, scientific and practical problems of its automatic representation, modeling of knowledge related to Kazakh orthography, definition of model concepts, common types of modeling, types of modeling used in automation. Also, for the automation of Kazakh orthography, types of modeling using phonetic-phonological and orthographic distinctive signs are proposed, the stages of automation of Kazakh orthography are described.
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Templeton, Shane, and Linda Scarborough-Franks. "The spelling's the thing: Knowledge of derivational morphology in orthography and phonology among older students." Applied Psycholinguistics 6, no. 4 (December 1985): 371–89. http://dx.doi.org/10.1017/s0142716400006317.
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ABSTRACTThis study examines the ability of good and poor spellers at grades six and ten to generate orthographic and phonetic derivatives for three predominant vowel alternation patterns characteristic of internal derivational morphology. Results support the hypothesis that a productive knowledge of these patterns in orthography precedes a productive knowledge of these patterns in phonology. Further, orthographic (visual) information was found to be superior to phonetic (aural) information in accessing the appropriate derivational morphological rules. An order is identified for the acquisition of a productive knowledge of the three vowel alternation patterns in both orthography and phonology. Based on these results and analyses, instructional implications for both spelling and vocabulary are offered.
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Vuković, Bojana, and Mirela Duranović. "SPELLING ERRORS OF DYSLEXIC CHILDREN IN TRANSPARENT ORTHOGRAPHY: SPECIFIC DEFICIT OR DEVELOPMENTAL DEALY?" Research in Education and Rehabilitation 5, no. 2 (December 2022): 80–90. http://dx.doi.org/10.51558/2744-1555.2022.5.2.80.
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The aim of this paper was to analyze the spelling errors of children with dyslexia, in order to determine whether they have a specific pattern of spelling errors or are simply late in acquiring spelling skills. The sample included 30 children with dyslexiaand 30 spelling-level-matched younger children. The research was conducted in the area of Sarajevo Canton and Tuzla Canton in the period from March to May 2022. The results showed that children with dyslexia make similar patterns of errors as spelling-level-matched group. The obtained results show that children with dyslexia in transparent orthography do not have a specific deficit in spelling, but rather delay in acquiring spelling skills. Key words:dyslexia, transparent orthography, spelling errors, specific deficit, delay.
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Harsanti, HG Retno. "The Use of Orthography to Increase Young Learners’ Basic Literacy: Spelling Ability." ELT Worldwide: Journal of English Language Teaching 7, no. 2 (October 31, 2020): 89. http://dx.doi.org/10.26858/eltww.v7i2.13859.
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The mastery of literacy skills of young learners is essential and fundamental which include reading and writing. Literacy skills are closely related to cognitive abilities that provide knowledge, information, and meaning. Spelling ability is one of the essential skills in reading that must be considered. This study aims to examine the use of orthography to improve the ability to spell in reading. This study was conducted with a qualitative approach through a systematical review method with meta-synthesis as the analysis tool. Data obtained from 4 previous research articles with criteria Q1 Scopus index. The results showed that orthography could improve young learners’ spelling ability.Keywords: orthography, literacy, spelling, reading
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Sudaryanto, Sudaryanto, and Hermanto Hermanto. "The Use of Indonesian/Malay Orthography in Tempo Doeloe Advertisement and Its Implication for Indonesian Learning." TRANSFORMATIKA: JURNAL BAHASA, SASTRA, DAN PENGAJARANNYA 2, no. 1 (April 18, 2018): 58. http://dx.doi.org/10.31002/transformatika.v2i1.553.
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<p>In terms of the history of its compilation, the Indonesian language has applied two of the four existing spellings, the Spelling van Ophuijsen and Spelling Suwandi or Spelling Republican. The Spelling of van Ophuijsen was coined by Charles Adriaan van Ophuijsen, a Dutch scholar of Malay, who compiled the book <em>Kitab Logat Melajoe</em> (1901). After Independence in 1945, the next two years, the Spelling Suwandi or Republican Spelling, based on Surat Keputusan No. 264/Bhg.A, date 19 March 1947, signed by Menteri Pengajaran, Pendidikan, dan Kebudayaan Mr. Soewandi. This research uses a qualitative-descriptive method. The data analyzed in the form of advertising <em>tempo doeloe</em> from the website www.wajibbaca.com. These advertisings, once analyzed, use a lot of Spelling van Ophuijsen and Spelling Suwandi or Spelling Republican. The result of this research is Spelling van Ophuijsen marked font <em>oe</em>, <em>dj</em>, and diacritic marks. Meanwhile, the Spelling of Suwandi has marked the font <em>u</em> substitute <em>oe</em> and the repeated word with number <em>2</em>. Spelling in an advertisement can be used in lecture Indonesian (Bahasa Indonesia).</p>
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Viebahn, Malte C., James M. McQueen, Mirjam Ernestus, Ulrich H. Frauenfelder, and Audrey Bürki. "How much does orthography influence the processing of reduced word forms? Evidence from novel-word learning about French schwa deletion." Quarterly Journal of Experimental Psychology 71, no. 11 (January 1, 2018): 2378–94. http://dx.doi.org/10.1177/1747021817741859.
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This study examines the influence of orthography on the processing of reduced word forms. For this purpose, we compared the impact of phonological variation with the impact of spelling-sound consistency on the processing of words that may be produced with or without the vowel schwa. Participants learnt novel French words in which the vowel schwa was present or absent in the first syllable. In Experiment 1, the words were consistently produced without schwa or produced in a variable manner (i.e., sometimes produced with and sometimes produced without schwa). In Experiment 2, words were always produced in a consistent manner, but an orthographic exposure phase was included in which words that were produced without schwa were either spelled with or without the letter <e>. Results from naming and eye-tracking tasks suggest that both phonological variation and spelling-sound consistency influence the processing of spoken novel words. However, the influence of phonological variation outweighs the effect of spelling-sound consistency. Our findings therefore suggest that the influence of orthography on the processing of reduced word forms is relatively small.
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Booth, James R., Douglas D. Burman, Joel R. Meyer, Darren R. Gitelman, Todd B. Parrish, and M. Marsel Mesulam. "Development of Brain Mechanisms for Processing Orthographic and Phonologic Representations." Journal of Cognitive Neuroscience 16, no. 7 (September 2004): 1234–49. http://dx.doi.org/10.1162/0898929041920496.
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Developmental differences in the neurocognitive networks for lexical processing were examined in 15 adults and 15 children (9-to 12-year-olds) using functional magnetic resonance imaging (fMRI). The lexical tasks involved spelling and rhyming judgments in either the visual or auditory modality. These lexical tasks were compared with nonlinguistic control tasks involving judgments of line patterns or tone sequences. The first main finding was that adults showed greater activation than children during the cross-modal lexical tasks in a region proposed to be involved in mapping between orthographic and phonologic representations. The visual rhyming task, which required conversion from orthography to phonology, produced greater activation for adults in the angular gyrus. The auditory spelling task, which required the conversion from phonology to orthography, also produced greater activation for adults in the angular gyrus. The greater activation for adults suggests they may have a more elaborated posterior heteromodal system for mapping between representational systems. The second main finding was that adults showed greater activation than children during the intra-modal lexical tasks in the angular gyrus. The visual spelling and auditory rhyming did not require conversion between orthography and phonology for correct performance but the adults showed greater activation in a system implicated for this mapping. The greater activation for adults suggests that they have more interactive convergence between representational systems during lexical processing.
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Kisselev, Olesya, Irina Dubinina, and Galina Paquette. "A Corpus-Based Study on Orthographic Errors of Russian Heritage Learners and Their Implications for Linguistic Research and Language Teaching." Languages 9, no. 4 (April 1, 2024): 126. http://dx.doi.org/10.3390/languages9040126.
Full textAbstract:
The challenges faced by heritage language (HL) learners in mastering spelling and orthography are well-documented. Despite these documented difficulties, this aspect of HL linguistic knowledge has received limited attention from HL researchers. Beyond instructional implications, the study of spelling and orthography in HL speakers holds significance to building a finer understanding of the nature of heritage languages, since the development of orthographic skills is intricately linked to the knowledge of phonology and morphology as well as to metalinguistic awareness in these two areas. The study presented in this paper attempts to contribute to this area of research by turning its attention to orthographic skills of Russian heritage learners with English as their dominant language. The corpus-based research presented here categorizes orthographic errors in adjectival endings in hand-written essays produced by college-age HL learners of Russian of various writing proficiency levels and attempts to provide preliminary explanations for the source of these errors. While this paper is exploratory in nature and limited in scope by focusing only on adjectival endings, our results emphasize the need for further exploration in this underrepresented area to enhance our understanding of heritage language development and improve instructional strategies.