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1
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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Porto, Fernando, and Taka Oguisso. "Nome da “Mãe dos Brasileiros”." Enfermagem em Foco 2, SUP (May 16, 2011): 77–80. http://dx.doi.org/10.21675/2357-707x.2011.v2.nsup.87.
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Esta pesquisa tem por objetivo o estudo da ortografia do nome da “Mãe dos Brasileiros”, codinome que Anna Justina Ferreira Nery recebeu ao retornar da Guerra do Paraguai. O objetivo foi apresentar os registros com a ortografia do nome da homenageada, analisá-la e discutir a oscilação do modo como o nome é escrito. Os documentos localizados foram: o registro de batismo e óbito e uma ata extraordinária da Câmara Municipal de Salvador. Esses documentos foram triangulados e analisados nos aspectos legais do Direito Canônico e o Acordo Ortográfico Brasil-Portugal de 1943. Os resultados evidenciaram, pela ortografia, como sendo Anna Justina Ferreira Nery.Descritores: Enfermagem, História, História de Enfermagem, Personagens.Name of "Mother of Brazilians"This research aims to study the spelling of the name "Mother of Brazilians", name that Justina Anna Nery Ferreira received when returned from Paraguayan War. The aim was to present the records with the spelling of the name of the honoree, analyze it and discuss the way how the oscillation of the name is written. The documents located were the record of baptism and death and an extraordinary record of the Municipality of Salvador. These documents were triangulated and analyzed the legal aspects of Canon Law and the Orthographic Agreement of 1943 between Brazil and Portugal. The results showed, by spelling, as Anna Justina Ferreira Nery.Descriptors: Nursing, History, Nursing History, Characters.Nombre de la “Madre de los Brasileños”Esta investigación tiene como objetivo estudiar la ortografía del nombre de "Madre de los brasileños", también conocida como Justina Anna Nery Ferreira, nombre recibido cuando ella volvió de la guerra del Paraguay. El objetivo fue presentar los registros con la ortografía del nombre de la homenajeado, analizar y discutir cómo la oscilación de la manera como el nombre es escrito. Los documentos encontrados fueron el registro del bautismo y la muerte y un registro extraordinario de la Municipalidad de Salvador. Estos documentos fueron triangulados y analizados en los aspectos jurídicos de Derecho Canónico y el Acuerdo Ortográfico de 1943 entre Brasil y Portugal. Los resultados mostraron, por la ortografía, como Anna Nery Justina Ferreira.Descriptores: Enfermería, Historia, Historia de la Enfermería, Personajes.
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Fulgêncio, Lúcia, and Mário Perini. "A dança da ortografia." Revista do Centro de Estudos Portugueses 32, no. 47 (June 30, 2012): 269. http://dx.doi.org/10.17851/2359-0076.32.47.269-281.
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<p> </p> <p>A reforma ortográfica de 2009 apresenta vantagens em relação à ortografia anterior? Houve algum ganho, alguma melhoria do ponto de vista linguístico? O presente artigo procura discutir essas questões, a partir da análise das novas regras impostas pela reforma ortográfica de 2009. A conclusão a que se chega é que andamos para trás – ou seja, o suposto “acordo ortográfico” não existe (uma vez que Brasil e Portugal continuam a grafar distintamente várias palavras) e, <em>grosso modo</em>, o sistema ortográfico aprovado em 2009 é pior do que o que estava anteriormente em vigor.</p> <p>Does the 2009 spelling reform bring any advantage over the previous system, adopted in 1971? Was there any improvement from the linguistic point of view? This article discusses these questions by analyzing the spelling rules established by the 2009 reform, and comes to the conclusion that there was no progress. The so-called “orthographic agreement” (between the Portuguese-speaking countries) does not exist, since the systems used in Brazil and Portugal remain different; and the 2009 spelling system is, on the whole, less adequate than the system previously in use.</p>
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Awramiuk, Elżbieta. "O pożytkach płynących z wiedzy o historii ortografii." Białostockie Archiwum Językowe, no. 7 (2007): 47–54. http://dx.doi.org/10.15290/baj.2007.07.03.
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In this article we are proving that contemporary spelling difficulties experienced by disceming users of the Polish language regard, to a large extent, these rules which have been arousing controversies among linguists for years. The inaccuracy of spelling recommendations concerning the conventional principle and the writing practice of the Poles result from the changeability of spelling recommendations, their ambiguous formulation or application of too difficult cognitive apparatus, whereas fluctuations in the scope of recent borrowings' spelling are temporary.
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Jaroszewicz, Henryk. "Śląska ortografia ślabikŏrzowa – status, forma, funkcjonowanie." Poznańskie Studia Polonistyczne. Seria Językoznawcza 29, no. 2 (December 30, 2022): 107–17. http://dx.doi.org/10.14746/pspsj.2022.29.2.7.
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In the contemporary Silesian-language communicative space, the dominant role is played by the ślabikŏrzowa orthography, i.e. the way of writing developed at the end of the first decade of the twenty-first century. This spelling system is used in most recent Silesian-language publications, advertising language, electronic media, computer software and smartphones. The ślabikŏrzowa orthography owes its privileged position to its conservative form, the presence of clear and straightforward rules of usage and a relatively strong organisational, intellectual, scientific and economic background. However, the further development of ślabikŏrzowy literature is hampered by the lack of detailed normative materials (i.e. spelling dictionary, grammar).
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Gómez-Camacho, Alejandro. "Spanish spelling and electronic writing." Comunicar 15, no. 29 (October 1, 2007): 157–64. http://dx.doi.org/10.3916/c29-2007-22.
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Secondary students´spelling and punctuation mistakes are not affected by electronic writing. Competent Spanish speakers differentiate between disorthographic writing in chats and orthographic writing in other texts. Associating electronic writing with secondary students´ spelling mistakes is not correct. On the contrary, a high competence in electronic writing goes with a positive attitude towards orthographic writing in secondary education. Las faltas de ortografía y de puntuación de algunos estudiantes de secundaria no se ven agravadas por el uso de los géneros electrónicos de escritura. La escritura disortográfica de los chats se entiende por los hablantes competentes como un código independiente que no se utiliza en otros textos. Es contraproducente, por tanto, asociar los géneros electrónicos de escritura a la mala ortografía de los alumnos; por el contrario, una elevada competencia en la escritura electrónica lleva aparejada una actitud positiva hacia la escritura ortográfica en secundaria.
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Rojas-Reyes, Gonzalo. "Estrategia mediada por tecnologías de la información y la comunicación para mejorar la ortografía de estudiantes universitarios." I+D Revista de Investigaciones 18, no. 2 (2023): 50–58. http://dx.doi.org/10.33304/revinv.v18n2-2023005.
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Este artículo se deriva de una investigación cuyo objetivo es comprender e intervenir el fenómeno de los errores ortográficos presentes en los textos que escriben los estudiantes universitarios; a partir de los cuales, se elabora una estrategia didáctica mediada por TIC como forma de mitigar esta situación. El estudio se enmarca en dos presupuestos teóricos: el primero señala que la ortografía de la lengua escrita, al ser un producto cultural, se puede aprender de manera autodidacta si la persona cuenta con los recursos conceptuales y tecnológicos necesarios sistemáticamente dispuestos, y el segundo muestra que, cuando las TIC se incorporan didácticamente en proyectos educativos dirigidos al mejoramiento ortográfico los resultados se incrementan. Esta investigación sugiere implementar como recurso de trabajo el diseño e implementación de un MOOC con temas apropiados para el aprendizaje autodidacta de la ortografía.
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Janjić, Jovana, Snežana Nikolić, and Danijela Ilić-Stošović. "Orthographic competencies and phonological awareness in children with developmental coordination disorder." Specijalna edukacija i rehabilitacija 20, no. 3 (2021): 171–83. http://dx.doi.org/10.5937/specedreh20-33182.
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Introduction. Developmental coordination disorder is a disorder of planning and coordination of complex movements during action, without previously diagnosed intellectual disability, neurological or any other sensory impairment. Although it is a relatively common disorder in school-age population, the correlation between phonological awareness and spelling in these children has not been sufficiently investigated. Objective. The aim of this study was to determine the relationship between phonological awareness and spelling in children with developmental coordination disorder compared to children without coordination difficulty. Methods. The research included 65 children of the third grade of primary schools in Belgrade. Developmental coordination disorder was observed in 29 children, while 36 children did not have this disorder. The Questionnaire for Developmental Coordination Disorder was used to determine its presence. Phonological awareness was assessed by the Test of Phonological Awareness, and spelling by dictation. Results. The results show significant below-average achievements in the assessment of phonological awareness and spelling in children with developmental coordination disorder. Phonemic substitution was the least developed element of phonological awareness. The largest number of errors was observed at the word level, while substitution was the most common error at the syllabic and letter level. A positive correlation between phonemic segments and achievements in spelling indicates a relationship between the sublexical level and spelling development. Conclusion. Poor phonological awareness and spelling ability lead to learning disabilities during the educational process, which results in an overall poorer educational achievement in these children.
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Parisotto, Ana Luzia Videira, and Gladis Massini-Cagliari. "Initial teacher education and teaching of spelling: Required knowledge." Revista Eletrônica de Educação 11, no. 1 (May 31, 2017): 201–16. http://dx.doi.org/10.14244/198271992171.
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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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Hernández, Maribel, and Ana Isabel Morales. "Estrategias Didácticas para mejorar el desempeño ortográfico en palabras de uso frecuente con c/s/z, a través del trabajo con textos expositivos y narrativos, en estudiantes de octavo grado del I.P.T Jeptha B. Duncan, Distrito de Panamá." Revista Lengua y Literatura 5, no. 2 (July 13, 2019): 17–27. http://dx.doi.org/10.5377/rll.v5i2.8979.
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El presente informe da cuenta de los resultados obtenidos en una investigación enfocada en bajar el nivel de errores ortográficos luego de observar en un pretest reiteradas faltas en sus escritos. Se implementó un seminario de ortografía en el que se trabajaron estrategias de lectoescritura y actividades de motivación. El estudio se aplicó a un grupo de 100 estudiantes de octavo grado en el distrito de Panamá. Los resultados generales muestran que en la escritura de palabras con c/s/z hubo una disminución de errores en un 13%. Se encontraron serias deficiencias en el manejo general de la ortografía.
Palabras clave: ortografía, textos expositivos, textos narrativos, faltas ortográficas, estrategias.
Keywords: spelling, expository texts, narrative texts, spelling mistakes, strategies.
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Klimek-Grądzka, Jolanta. "Autograf "Dziewicy z Orleanu" Adama Mickiewicza. Ortografia i fonetyka." Język. Religia. Tożsamość. 1, no. 27 (June 28, 2023): 87–101. http://dx.doi.org/10.5604/01.3001.0053.7710.
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After discussing the origins and the underlying philosophy of the Vilnius Philomath Society as well as the way in which its archives are preserved, the author proceeds to examine one of the surviving manuscripts: The Virgin of Orleans, authored by Adam Mickiewicz. Set against the data from previous research on the language of the Philomaths by Kurz, the analysis of the spelling convention and the phonetics of the manuscript (e.g. the orthographic representations of j, o / , / z, x; prepositional phrases; word truncations; the pronunciation of nasal and raised vowels; palatalisation of consonants) helps determine that they fall closer to the language of the Philomaths and the North-Eastern Borderlands of Poland than to the national literary norm of the time. Above all, the analysis reveals that Mickiewiczs spelling patterns were highly inconsistent, posing a major challenge to his publishers.
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Szablewski, Janusz Józef. "Rozwinięcie europejskiej myśli językoznawczej w projekcie reformy ortografii serbskiej Savy Mrkalja." Zeszyty Łużyckie 55 (December 19, 2021): 241–52. http://dx.doi.org/10.32798/zl.766.
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In 1810, Sava Mrkalj presented a project to reform Serbian orthography, previously based on the spelling of the Church Slavonic language, in his treatise Salo debeloga jera libo azbukoprotres. The work then inspired numerous linguists, including Vuk Karadžić who based his own model of a new Serbian orthography mainly on the treatise. Mrkalj’s project draws on earlier concepts by European grammarians such as Antoine Arnauld, Claude Lancelot and, above all, Johann Christoph Adelung, author of the “write as you speak” principle; however, Mrkalj does not merely repeat the theses of his predecessors – rather, he develops them in a creative way and finds new logical justifications. Contemporary Serbian orthography, based on the foundations laid by Mrkalj, is informed by developments of European linguistic thought, and constitutes one of the few examples of actual phonetic spelling.
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SAMPAIO, Maria Nobre, Natália FUSCO, Ana Carla Leite ROMERO, Amanda Corrêa do AMARAL, and Simone Aparecida CAPELLINI. "Spelling performance of public and private school students: A comparative study." Estudos de Psicologia (Campinas) 34, no. 3 (September 2017): 399–410. http://dx.doi.org/10.1590/1982-02752017000300008.
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Abstract To characterize and compare the spelling performance of private and public students. Three hundred 1st-5th graders from public and private schools in the city of Marília, São Paulo, Brazil, were evaluated, totalizing 30 students from each grade, respectively. Collective and individual versions of the Pró-Ortografia test (a renowned Brazilian spelling test) were administered. There were significant inter-group differences indicating that private school students achieved higher performance. The mean values of correct answers of higher grade level students were statistically greater than those of the lower grade level students. The results indicated that the mean values of correct answers of all versions of the spelling test administered increased across grades for both private and public school students. However, the data evaluated showed that private school students attained higher spelling performance than public school students from the 2nd grade onwards.
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Molina Mendoza, Ronny Steven, Carmen Cecibel Vélez Mendoza, Johanna María Zambrano Sornoza, Jéssica Monserrate Vélez Loor, and Yadira Elizabeth Zambrano Sornoza. "Los entornos virtuales y el aprendizaje de ortografía en los estudiantes del 4to año de Educación General Básica." Revista Cognosis 7, no. 2 (June 27, 2022): 27–46. http://dx.doi.org/10.33936/cognosis.v7i1.3594.
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La presente investigación tuvo como objetivo general: Diseñar una propuesta para la utilización de los entornos virtuales que mejore significativamente el aprendizaje de la ortografía en los estudiantes del 4to año EGB, para lo cual se realiza una profunda revisión bibliográfica sobre los entornos de aprendizaje, partiendo de sus conceptos generales, vinculándolos al aprendizaje, señalando los procesos que intervienen cuando un docente lo aplican y las herramientas tecnológicas y digitales que tienen que utilizar los estudiantes al momento de aprender virtualmente; en cuanto a la variable, enseñanza de la ortografía; sigue el mismo procedimiento de la anterior, esto es, se la conceptualiza de acuerdo a varios autores, se explica las diferentes teorías desarrolladas para analizar el proceso de enseñanza de la ortografía en los nuevos contextos que vive el mundo educativo. Se utilizó para su estudio la metodología científica con sus métodos: deductivo, analítico científico e hipotético deductivo; logrando relacionar los entornos virtuales con la enseñanza de la ortografía, sobre cuya base se alcanzaron los objetivos y se comprobó la hipótesis, mediante la tabulación de las encuestas aplicadas a las docentes y estudiantes, aplicados a la muestra de la población escogida; llegando a la conclusión de que la utilización de los entornos virtuales es deficiente, debido a la inexistencia de proceso de capacitación continua, la falta de recursos tecnológicos como computadoras e internet; lo cual dificulta que los docentes apliquen clases virtuales. PALABRAS CLAVE: entornos virtuales; enseñanza de la ortografía; Tecnología. Virtual environments and the learning of spelling in students of the 4th year of Basic General Education ABSTRACT The general objective of this research was: To design a proposal for the use of virtual environments that significantly improves the learning of spelling in 4th year EGB students, for which a thorough bibliographic review on learning environments is carried out, starting from of its general concepts, linking them to learning, pointing out the processes that intervene when a teacher applies it and the technological and digital tools that students have to use when learning virtually; as for the variable, teaching spelling; It follows the same procedure as the previous one, that is, it is conceptualized according to various authors, it explains the different theories developed to analyze the process of teaching spelling in the new contexts that the educational world is experiencing. Scientific methodology was used for its study with its methods: deductive, analytical scientific and hypothetical deductive; managing to relate the virtual environments with the teaching of spelling, on the basis of which the objectives were achieved and the hypothesis was verified, through the tabulation of the surveys applied to the teachers and students, applied to the sample of the chosen population; reaching the conclusion that the use of virtual environments is deficient, due to the lack of continuous training process, the lack of technological resources such as computers and the internet; which makes it difficult for teachers to apply virtual classes. KEYWORDS: virtual environments; teaching spelling; technology.
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Thoyyibah, Anisatu. "Analisis Kesalahan Ortografi Bahasa Arab Mahasiswa Pendidikan Bahasa Arab Universitas Muhammadiyah Malang." Arabiyatuna : Jurnal Bahasa Arab 3, no. 2 (November 13, 2019): 215. http://dx.doi.org/10.29240/jba.v3i2.1017.
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This article is a study of Arabic Language Education students at the University of Muhammad Malang concerning spelling errors in writing Arabic characters. Orthography or Arabic alphabet spelling is a system that is generally used to realize the sound description from spoken language to written language in a language community, in this case Arabic. But in practice not everyone is able to describe the sound of language into writing correctly. Including students in the Arabic Language Study Program, University of Muhammadiyah Malang. This research is a descriptive type, in collecting data using observation techniques, documentation techniques, and interview techniques. The data analysis uses the orthographic equivalent method with basic techniques (orthographic sorting techniques) and advanced techniques (comparative correlation techniques). While the presentation of data uses informal variety. The results showed that the forms of orthographic errors or Arabic characters were first, one type of error consisting of adding vowels, reducing vowels or consonants, reducing consonant punctuation, and changing letters. Second, two or more types of errors. The factors underlying these mistakes are in terms of sociolinguistics and psycholinguistics.
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Satiti, Sabbihisma Debby, and Hendrokumoro Hendrokumoro. "Penyimpangan Ortografi Bahasa Jawa pada Media Sosial Instagram." Diglosia: Jurnal Kajian Bahasa, Sastra, dan Pengajarannya 5, no. 2 (May 1, 2022): 437–52. http://dx.doi.org/10.30872/diglosia.v5i2.341.
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Language deviations can seriously impact language rules and norms. Language deviations in non-formal texts can impact the production of formal texts. This study attempts to examine the orthographic deviations of the Javanese language in non-formal texts taken through Instagram. This study aims to describe the forms of orthographic deviations on social media. The data of this research are in the form of deviations at the orthographic levels obtained from the data source, namely Instagram through the @dagelan_jowo account. Documentation techniques collected the data. The data obtained were analysed descriptively qualitatively. The results showed that orthographic deviations consisted of phonological spelling errors, errors in capital letters, foreign languages, punctuation marks, and errors in the use of numbers. Based on these findings, it can be concluded that there are still negative attitudes found by Javanese speakers towards their language, as evidenced by the many deviations of Javanese language in both formal and non-formal texts.
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Cidrim, Luciana, and Francisco Madeiro. "Studies on spelling in the context of dyslexia: a literature review." Revista CEFAC 19, no. 6 (December 2017): 842–54. http://dx.doi.org/10.1590/1982-0216201719610317.
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ABSTRACT This paper aimed at reviewing the literature related to national and international research on spelling difficulties by dyslexics and identifying the intervention approaches performed with regard to this topic. An integrative review of the literature was carried out in order to answer the question: considering the domain of the orthography, one of the challenges frequently faced by dyslexics, how are studies on the relationship between dyslexia and spelling characterized? The research was carried out in PubMed platform, Scopus database and Portal de Periódicos CAPES/MEC. To search the articles, the following descriptors were used: "dislexia" or "dyslexia" with the free terms "ortografia" or "spelling". One aspect should be highlighted: some works indicate that difficulties in the spelling performance by dyslexics are not exclusively due to phonological processing failures - they are also secondary to alterations in orthographic processing. A challenge faced by dyslexics is to retain phonological information to use in writing new orthographic forms. Researchers suggest that intervention strategies include phonological, orthographic and lexical activities. It is observed that few studies have analyzed the difficulties that dyslexics face when dealing with new words, as well as writing, correctly, frequently used words in their own language.
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Subačius, Giedrius. "Simono Daukanto 1846‑ųjų Pasakų Fedro rankraščio ir spaudinio ortografija." Archivum Lithuanicum, no. 24 (December 29, 2022): 131–86. http://dx.doi.org/10.33918/26692449-24005.
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T H E ORTHOGRAPHY OF BOTH MANUSCRIPT AND PRINTED BOOK (1846) OF SIMONAS DAUKANTAS’S LITHUANIAN TRANSLATION OF THE FABLES OF PHAEDRUS Simonas Daukantas prepared two manuscripts of his Lithuanian translation of the Fables of Phaedrus: one in the first half of 1836 (PaP), and another ten years later in about the first half of 1846 (PaPhr). Daukantas exploited two different orthographic tactics in tapping the first manuscript (PaP) as the source for the second one (PaPhr): (1) either to substitute older orthographic peculiarities for his own more recently introduced spelling equivalents (more frequent approach), or (2) just to keep them (more seldom).
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Moreno Novillo, Angela Cecibel, Martha Lucia Lara Freire, Jazmina Ivonne Mena Mayorga, and Ana Jazmina Vera de La Torre. "Using crossword puzzles to improve English Level One students’ spelling skill." Ciencia Digital 4, no. 2 (April 2, 2020): 19–31. http://dx.doi.org/10.33262/cienciadigital.v4i2.1194.
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El artículo titulado Uso de crucigramas para mejorar la habilidad de deletreo de los estudiantes del Nivel Uno de inglés, tiene como objetivo mejorar las habilidades de deletreo mediante la implementación de crucigramas en los estudiantes del Nivel A1 de la Escuela Superior Política de Chimborazo. El diseño de la investigación fue cuasi experimental en el que participaron dos grupos, el de control y el experimental. Para la recopilación de datos, se diseñó y administró un cuestionario de 20 ítems a 60 estudiantes pertenecientes al Centro de Idiomas de la ESPOCH. El instrumento utilizado para recopilar datos de investigación fue el cuestionario. La investigación tuvo un enfoque cualitativo-cuantitativo, mismo que permitió analizar el problema, demostrar la relación entre variables, simplificar y regular los resultados obtenidos de la muestra, así como los grupos estudiados. Adicionalmente, una prueba previa y una prueba posterior fueron aplicadas para medir la efectividad de la implementación de crucigramas en la adquisición de la habilidad de deletreo en inglés y los datos fueron tabulados mediante la aplicación del paquete estadístico SPSS (Statistical Package for Social Sciences). Las respuestas de los estudiantes al cuestionario mostraron que la actitud hacia la destreza de ortografía y el uso de crucigramas fue extremadamente positiva. Por lo tanto, el estudio concluye que el uso de crucigramas fue una de las formas más efectivas para ayudar a los estudiantes a desarrollar, mejorar y consolidar sus habilidades de ortografía, además de estar motivados para aprender.
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Frizky Ikhfa Humaira, Anggi Resina Putri, and Setyadi Nugroho. "Hubungan Antara Early Literacy Skills dengan Spelling pada Anak Hearing Impairment Kelas Empat sampai dengan Kelas Enam di SLB Malang." Jurnal Terapi Wicara dan Bahasa 1, no. 1 (December 30, 2022): 137–50. http://dx.doi.org/10.59686/jtwb.v1i1.28.
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Latar Belakang: Keterampilan literasi dimulai sebelum pendidikan formal. Spivey (2012) berpendapat bahwa early literacy adalah segala hal yang harus diketahui anak-anak mengenai membaca dan menulis sebelum mereka dapat membaca atau menulis. Salah satu komponen dalam menulis yakni spelling. Spelling yang ditemukan dapat terjadi ketika seseorang berusaha untuk mengarahkan dirinya sendiri untuk menulis kata-kata dalam bentuk tulisan. Seiring meningkatnya bacaan siswa, mereka akan menggunakan pengetahuan fonologi dan ortografi untuk menulis ejaan kata yang semakin akurat. Kemampuan mengeja ini juga dimiliki oleh anak hearing impairment. Tujuan: Penelitian ini bertujuan untuk mengetahui hubungan antara early literacy skills dengan spelling pada anak hearing impairment kelas empat sampai dengan kelas enam di SLB Malang. Metode: Penelitian ini merupakan jenis penelitian kuantitatif dengan rancangan pendekatan studi korelasional. Teknik pengambilan sampel dalam penelitian ini menggunakan tehnik Purposive Sampling dengan total 30 responden. Data yang terkumpul akan dianalisis secara univariat dan bivariat. Uji statistik yang digunakan adalah Uji Spearman Rank dikarenakan data tidak berdistribusi normal atau nilai signifikansinya kurang dari 0.05, yaitu 0.007 dan 0.000. Hasil: Hasil analisis Uji Spearman Rank menunjukkan nilai signifikansi sebesar 0.706, dimana angka signifikansi tersebut lebih dari 0.05 (Sig. 0.706>0.05) yang dapat diartikan bahwa Ha diterima. Kesimpulan: ada hubungan yang signifikansi antara early literacy skills dengan spelling pada anak hearing impairment kelas empat sampai dengan kelas enam di SLB Malang.
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Klekot, Nina. "Eficacia de la política reguladora en el ámbito de la ortografía." Lublin Studies in Modern Languages and Literature 43, no. 4 (December 30, 2019): 15. http://dx.doi.org/10.17951/lsmll.2019.43.4.15-29.
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<p>The given study explores the subject of the effectiveness of the regulatory policy in the field of orthography introduced in recent years by the Royal Spanish Academy, the Polish Language Council and the French Academy. The main purpose of the work is to present the differences between the behaviour of the users of the three languages: Spanish, French and Polish against some normative provisions in the field of orthography and to suggest answers to a few key questions: Who shows the most favourable attitude towards the norms established by the linguistic institutions of their country? In what situations do speakers reject or accept new spelling forms?</p><div> </div>
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Ney, Luanda Alvariza Gomes, and Ana Ruth Moresco Miranda. "Um estudo sobre o acento gráfico na aquisição da escrita: ortografia e fonologia." Ilha do Desterro A Journal of English Language, Literatures in English and Cultural Studies 72, no. 3 (October 7, 2019): 223–48. http://dx.doi.org/10.5007/2175-8026.2019v72n3p223.
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This paper discusses the criteria used by third and fifth graders who attend a public school, in Pelotas, RS, Brazil, regarding the function of diacritical marks in the writing system. Considering the close relationship between prosodic stress and the rules of use of diacritical marks, the study reported in this paper aimed at investigating children's hypotheses concerningthese orthographic devices. Data were collected by a controlled writing instrument, which was especially designed for this research, and by clinical interviews guided by the Piagetian method (Carraher, 1989). After completing awriting task, children were induced to explain the reasons that led them to usediacritics in their spelling. The analysis of data on their written production showed that children got the diacritical mark right, mainly in contexts in which alternation of vowel timbre could occur, that is, in medium and low medium vowels. Results of the interviews highlighted the emergence of criteria based on acoustic and graphic aspects. The analysis allowed us to define a hierarchy of acoustic criteria, i. e., vocalic timbre, vowel duration and prominence.
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Antić, Aleksandra. "Napomene o odlikama grafije i ortografije Atonskog prepisa Dušanovog zakonika." Zbornik radova Filozofskog fakulteta u Pristini 51, no. 4 (2021): 105–28. http://dx.doi.org/10.5937/zrffp51-27691.
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The paper describes the spelling of the consonants j, lj, nj, ć and đ and the groups consisting of the aforementioned consonants and vowels in The Aton Transcription of Dušan's Code, written in the first half of the 15 ͭͪ century. The consonant j has traditionally been marked with the grapheme i. The use of ] and E for marking of the groups [ja] and [je] indicates that the traditions of Raška orthography have been followed. Graphemes e and j have often been used to mark group [je], which is a typical feature of the Resava orthography school. The group ju has mostly been marked with }; there are only few examples with the use of M and ou. The grapheme i has been used for writing the group [ji] while the group [jo] has been written with the graphemes w and O. The examples from the corpus point to three ways of writing the sounds lj and nj (volna, vol`ni, kralq; kon`mi, konq, kw³). The group lja was marked in two ways-with the graphemic groups l] and the group la. When it comes to the group [nja], we noticed that the combination with ] predominated [nja]: kon]. To mark the groups [lje] and [nje] the combinations lE and nE were used. There are few examples of the groups [ljo] and [njo], which point to the use of graphemic groups lo and nw. The graphemic combinations with } were used to indicate the groups [lju] and [nju]. Contrary to the group [lji], which was always marked with li, the group [nji] was marked in three ways: knigou, pomanJi, prqvnQ~. Two different ways of marking the consonant ć are seen in the examples of vlasteli;ikq, vlasteli;i®. The group [ća] has always been marked with k]. The combinations g], d], ga were used to indicate the group [đa]. The groups with E are dominant in marking the groups [će] and [đe]. The only registered example points to the use of kw to mark [ćo]. The groups [ću] and [đu] were almost always written with the help of the graphemic groups k} and g}. More than one solution for writing the group [ći] has been registered: kouki, koukQ, vekQi. The group [đi] is written as kragi. The comparison of The Aton Transcription with The Baranja Transcription indicates a great similarity of these two manuscripts in terms of marking j, lj, nj, ć, đ and the groups consisting of the aforementioned consonants and vowels.
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Vázquez Diéguez, Ignacio. "Sobre algunos falsos cognados español portugués : factores lingüísticos y sociales reflejados en la semántica." Epos : Revista de filología, no. 27 (January 1, 2011): 33. http://dx.doi.org/10.5944/epos.27.2011.10668.
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Se analizarán algunos procesos lingüísticos que han provocado la existencia de falsos cognados entre la lengua española y la portuguesa. La semántica que expresan algunas palabras de igual pronunciación y ortografía (con pequeñas variantes debido a los sistemas lingüísticos diversos a los que pertenecen) responde a causas lingüísticas y sociales.Some of the processes that have caused the existence of false friends between Spanish and Portuguese will be examined. The different meanings expressed by some words with the same spelling and pronunciation (with little variants because of the different linguistic systems they belong to) are due to linguistic and social causes.
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Fernández Sánchez, Mª Jesús. "GÉNERO Y ESCRITURA CREATIVA: ESTUDIO COMPARATIVO ENTRE ALUMNADO DE EDUCACIÓN PRIMARIA Y ESTUDIANTES UNIVERSITARIOS." International Journal of Developmental and Educational Psychology. Revista INFAD de Psicología. 1, no. 1 (September 10, 2016): 93. http://dx.doi.org/10.17060/ijodaep.2014.n1.v1.352.
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Abstract:GENRE AND CREATIVE WRITING: COMPARATIVE STUDY BETWEEN CHILDREN OF PRIMARY SCHOOLS AND UNIVERSITY STUDENTS.This research aimed to explore gender differences in the quality of introduction in creative texts, from the beginning to the final stages of adolescence. A total of 105 students from Primary Schools and 105 students at University of Extremadura wrote a narrative text. After that, the quality of introduction on each story was analyzed according to 12 criteria of evaluation about content, spelling and vocabulary richness of the text. Some of these criteria, belong to a standardized test (PROESC) and, others, are from a rubric for assessing the quality of narrative text. The results show that in Primary Education, girls were significantly better than children in writing the introduction of the story and, more specifically, in regard to physical and psychological description of the characters, but these differences were not demonstrated in texts produced by university students. In addition, we observed that, in Primary Education, children made fewer spelling mistakes in the phrase "once upon a time" than girls; also, they used a richer vocabulary than girls to indicate the time in which the storytook place. This trend of results in spelling in favor of men changed at University, but they maintained a better semantic level than women.Keywords: Creative writing, Evaluation, Primary education, Sex distribution, university.Resumen:En esta investigación se pretendía explorar la existencia de diferencias de género en la calidad de redacción del inicio de los textos narrativos, desde los inicios hasta las últimas etapas de la adolescencia. Un total de 105 alumnos de centros de Educación Primaria y 105 de la Universidad de Extremadura redactaron una narración. Posteriormente, la calidad de la introducción de cada cuento fue analizada según 12 criterios de evaluación que versan sobre el contenido, la ortografía y riqueza de vocabulario del texto. Algunos de estos criterios, pertenecen a una prueba estandarizada (PROESC) y, otros, a una rúbrica de evaluación de narraciones. Los resultados muestran que en Primaria, las niñas fueron significativamente mejores que los niños en la redacción de la introducción del cuento y, más concretamente, en lo que se refiere a la descripción física y psicológica de los personajes; sin embargo, estas diferencias no se manifestaron en la etapa universitaria. Además, se observó que, en Primaria, los niños cometieron menos faltas de ortografía en la expresión “érase una vez” y presentaron una mayor riqueza de vocabulario que las niñas al utilizar expresiones más variadas para indicar el momento en el que ocurrió el cuento. Esta tendencia de resultados a favor de los hombres en ortografía cambió en la Universidad, aunque se mantuvo su mejor desempeño a nivel semántico.Palabras clave: Escritura creativa, evaluación, Educación Primaria, distribución por sexo, Universidad.
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Vaca Uribe, Dr Jorge. "Serie Galileo para el aprendizaje de la ortografía." CPU-e, Revista de Investigación Educativa, no. 19 (July 10, 2014): 278–318. http://dx.doi.org/10.25009/cpue.v0i19.973.
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Cualquiera que sea el enfoque adoptado para la enseñanza de la escritura, éste deberá lograr que todos los niños y jóvenes lleguen a dominar el sistema gráfico y ortográfico de su lengua, y para ello la didáctica prevista deberá otorgarle un espacio y un tiempo para su enseñanza, según el desarrollo de los proyectos y las secuencias didácticas planeadas. Comprender ese sistema gráfico y ortográfico es una condición necesaria, aunque no suficiente, para dominarlo, y dicha comprensión no debe confundirse con la memorización de las “reglas de ortografía” ni puede ser reemplazada por la tecnología de apoyo a la escritura, como los correctores ortográficos de los procesadores de texto, mediocres y poco sensibles al contexto sintáctico. Además, aunque se estén extendiendo usos relajados “del código” de escritura mediante ciertas tecnologías de la comunicación (en mensajes por celular, chats, blogs), los usuarios han de conocer todos los “registros” ortográficos y poder usarlos en los contextos apropiados. Finalmente, dicha comprensión es indispensable para entender y tomar una postura frente a las reformas ortográficas, más o menos frecuentes.Por lo anterior, compartimos con los maestros un conjunto de reflexiones y de tipos de actividades útiles para abordar la enseñanza de la ortografía del español en la escuela primaria, actividades cuya eficiencia se probó en la práctica con niños durante casi una década. Estos tipos de ejercicios son sólo una muestra, abierta para que el maestro pueda adaptarla, en contenido y forma, a la población de niños con la que trabaja. AbstractAny approach that could be adopted to teach writing must make that all children master the graphic and orthographic system of his language and, for that, the didactic design must include space and time enough for its teaching in accordance with the projects development and the planed didactic sequences. Understanding that graphic and orthographic system is a necessary but not sufficient condition to master it, and such comprehension must not be confused for the mechanic memorization of any set of "orthographic rules", either replaced by technological supports for writing such as word processors' spell checkers, particularly inefficient (in the case of Spanish writing) because of its lack of sensibility to syntactic context. Even if certain uses of "relaxed" orthographic codes are spread out by some communication platforms like cellular phones, chats and blogs, the users must handle all the orthographic registers and use them in appropriate contexts. Finally, such comprehension is indispensable for the treatment and adoption of a personal posture facing the more than less frequent orthographic reforms.So, we share with teachers a set of reflections and a set of types of activities useful for the teaching of the Spanish spelling at the primary school. The efficiency of those activities has been proved in practice with children during almost a decade. These kinds of exercises are only an open sample that the teacher could adapt, in form and content, to the population he is working with.Recibido: 05 de octubre de 2012Aceptado: 01 de abril de 2013
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Pomozi, Péter. "„Agenda Parva” kultuuriloolisest taustast." Eesti ja soome-ugri keeleteaduse ajakiri. Journal of Estonian and Finno-Ugric Linguistics 4, no. 3 (December 18, 2013): 145–56. http://dx.doi.org/10.12697/jeful.2013.4.3.07.
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„Agenda Parva” (1622) on esimene tervenisti säilinud raamat, mis sisaldab pikemaid eestikeelseid tekste. Teose lõunaeesti keele ortograafia erineb kardinaalselt tolle aja Põhja-Eesti alade saksapärasest kirjaviisist, kuid ka hilisemast lõunaeesti omast. Eriliselt paindlik kirjaviis sündis tänu Tartu jesuiitide kolleegiumi ja tõlkeseminari tööle aastail 1583–1625. Selles õppeasutuses töötanud, mitmelt Euroopa maalt valitud preestrid tundsid üsna hästi ka kohalikke keeli. Haridust said siin ka eesti soost kasvandikud, kelle hulgast mõned astusid hiljem ordusse. Baltimaades arenes välja jesuiitide kolleegiumide võrk, mis töötas Liivimaal kuni Rootsi aja alguseni (1622–1625). Koolide võrgustik poleks aga saanud nendel aladel tekkida ilma Transilvaaniast pärit Poola kuninga István Báthoryta (valitsemisaeg 1576–1586). Báthory oli suurepärane väejuht ja haritud humanist. Tema saavutatud sõjaline edu Ivan Julma vastu võimaldas alustada suurejoonelist rekatoliseerimistööd ka Liivimaal. Siinses artiklis tuleb juttu „Agenda Parva” kultuuriloolise tausta vähem tuntud üksikasjadest. Need mängisid otsustavat rolli selles, et tänu jesuiitide koolidele sündis lugejasõbralik ortograafia, millesarnast ei olnud Liivimaal kasutusel samal ajal ega ka hiljem kuni 19 sajandi alguseni.On the culture-historical background of the „Agenda Parva”. The „Agenda Parva” (1622) is the earliest fully surviving book which contains a longer text in Estonian. The orthography of its South- Estonian language differs totally from the Germanic spelling of the contemporary North-Estonian texts, as well as from the later South-Estonian spelling. What was behind this was the work of the Jesuit College and translators’ seminary in Tartu, 1583–1625. The monks who taught there, having been selected from several European countries, knew the local languages good, and many of their students who were native speakers of Estonian later became members of the Jesuit order as well. Until the Swedish occupation in Livland 1622–1625, there was a whole network of Jesuit colleges in the Baltic region. The formation of this network would have been unimaginable without Stephen Báthory, the Transylvanian-Hungarian king of Poland (1575–1585). He was an excellent strategist and a learned humanist. His military successes established the chance of recatholisation in Livonia. This article focuses on less known details from the culture-historical background of the „Agenda Parva”, which had, however, a crucial role in that by the Jesuit schooling and education an excellent scribal tradition could develop, that was unique not only in its age but as late as the 19th century.
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Schmitz, John Robert. "Reforma Ortográfica, Planejamento e Difusão Linguística." Language Problems and Language Planning 22, no. 3 (January 1, 1998): 254–66. http://dx.doi.org/10.1075/lplp.22.3.03sch.
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SUMMARY Orthographic Reform, Planning and Linguistic Diffusion: The Case of Portuguese Garcez'(1995) seminal paper on the 1990 Luso-Brazilian Orthographic Accord presents an opportunity to point to the arbitrariness of spelling reforms in Portugal and in Brazil, particularly with respect to the use of diacritic marks (circumflex, acute and grave accents). Evidence for this statement is based on the vicissitudes of rules for written accents in Brazilian Portuguese. Garcez (1995:159) concludes that the Accord is in fact "a minor spelling reform". It is the contention of this paper that the Luso-Brazilian Accord, although a diplomatic and political achievement as Garcez argues, is in fact a strategy, on one hand, to spread the Portuguese language in Africa, particularly in the former Portuguese colonies of Angola, Mozambique, Guinea-Bissau, Cape Verde and São Tomé e Principe, and, on the other, to construct and solidify a community of lusophone nations in geopolitical terms in world affairs. But as in the case of all instances of language planning and attempts to spread languages, the consequences of the use of Portuguese as an official language, particularly in Angola, Mozambique and Guinea-Bissau, must be considered in light of the use or non-use of one or more African languages as well as Creole in these nations (Phillipson 1992, Phillipson and Skutnabb-Kangas 1995). Specialists dealing with language planning in the PALOP countries (países Africanos de língua Oficial Portuguesa), must take into consideration the specific political, cultural, linguistic and ethnic situation of each nation. RESUMO Ortografia reformo, planado kaj lingva disvastigo: La kazo de la portugala En sia fekunda referajo de 1995 pri la Ortografia Interkonsento Luza-Brazila, Garcez prezentas okazon por indiki la arbitrecon de la literumaj reformoj en Portugalio kaj Brazilo, precipe rilate la uzon de diakritoj (cirkumflekso kaj kornaj strekoj). Tiun aserton atestas la sortosangoj de reguloj por skribaj diakritoj en la brazila portugala lingvo. Garcez konkludas, ke la Interkonsento estas efektive "minora literuma reformo". La nuna referajo pretendas, ke la Interkonsento, kvankam atingo diplomata kaj politika, kiel argumentas Garcez, estas fakte strategio por, unuflanke, disvastigi la portugalan en Afriko, precipe en la iamaj portugalaj kolonioj Angolo, Mozambiko, Gvine-Bisao, Verdkabaj Insuloj kaj Santomeo, kaj, aliflanke, konstrui kaj solidigi komunumon de portugallingvaj nacioj en geopolitikaj mondaj aferoj. Sed, kiel okazas en ciuj ekzemploj de lingvoplanado kaj klopodoj disvastigi lingvojn, la konsekvencoj de utiligo de la portugala kiel oficiala lingvo, precipe en Angolo, Mozambiko kaj Gvine-Bisao, devas esti konsiderataj en la kadro de la uzo au neuzo de unu au pluraj afrikaj lingvoj kaj kreolaj lingvoj en tiuj nacioj. Fakuloj, kiuj pritraktas lingvoplanadon en la landoj PALOP (países Africanos de língua Oficial Portuguesa), devas preni en konsideron la specif an politikan, kulturan, lingvan kaj etnan situacion de ciu unuopa nacio.
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Cánovas Cánovas, María. "La Ortografía en Secundaria y Bachillerato: Análisis de los errores más frecuentes en letras / Orthography in Compulsory Secondary Education: Analysis of the misspellings." TEJUELO. Didáctica de la Lengua y la Literatura. Educación 26 (December 29, 2016): 5–40. http://dx.doi.org/10.17398/1988-8430.26.5.
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Resumen: El objetivo de esta investigación, tras un estudio de la enseñanza de la ortografía, es analizarlos errores presentes en las letras en estudiantes de 4º de ESO y 2º deBachillerato del instituto Juan de la Cierva y Codorníu ubicado en laRegión de Murcia. Con este propósito, se recogió una muestra total de 113escritos. Así, se sometió a los alumnos de Secundaria a la realización de unaredacción a partir de una imagen y a los estudiantes de Bachillerato a laelaboración de un comentario crítico sobre un texto periodístico. Con todo,se ha podido comprobar que los métodos didácticos empleados en lasaulas y las distintas normas ortográficas no acaban con las dudaspresentes en los hablantes y, por supuesto, no evita los errores quesiempre se encuentran en mayor o menor medida en la escritura.Palabras clave: escritura; ortografía;didáctica; redacciones y comentarioscríticos académicos; errores frecuentes en las letras.
Abstract: The aim of this investigation, after a study of teachingorthography, is to analyse the misspellings made by students of 4thgrade of ESO and 2nd (last year) of secondary school attending the IESJuan de la Cierva and Codorníu located in the Region of Murcia. Forthis purpose, a total sample of 113 essays was collected. As part of thisresearch, the ESO students were asked to write an essay about an image thatthey were presented with, while the other group was required to write acritical piece about a newspaper article. In short, it has been found thatthe teaching methods used in the classroom and the different spellingrules taught do not eliminate the doubts on the speakers’ minds and, ofcourse, do not prevent errors that are always found, in varying, degrees intheir writings.
Keywords: writing; spelling; teaching; academic essays and criticalcomments; common misspellings.
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Assis, Luciana Pereira de, Adriana Nascimento Bodolay, Daniela Perri Bandeira, Alessandro Vivas Andrade, and Cristiano Grijó Pitangui. "GRAPPHIA®: NOVOS MÓDULOS E FERRAMENTAS PARA AUXILIAR O ENSINO/APRENDIZAGEM DA ORTOGRAFIA / GRAPPHIA®: NEW MODULES AND TOOLS TO ASSIST SPELLING TEACHING/LEARNING." Brazilian Journal of Development 6, no. 10 (2020): 82895–909. http://dx.doi.org/10.34117/bjdv6n10-646.
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Restivo, Maria Laura. "L’ITALIANO SCRITTO DEGLI STUDENTI UNIVERSITARI: PRIME OSSERVAZIONI SUL CORPUS UNIVERS-ITA." Italiano LinguaDue 14, no. 1 (July 28, 2022): 797–818. http://dx.doi.org/10.54103/2037-3597/18328.
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Il lavoro passa in rassegna gli studi sulle competenze scrittorie degli studenti universitari e illustra i risultati dell’analisi condotta sul corpus UniverS-Ita, che raccoglie testi argomentativi di universitari frequentanti, nell’anno accademico 2020-2021, il secondo anno di corsi di laurea triennali o a ciclo unico di area umanistica, scientifica. economico-sociale e sanitaria; più precisamente, sono stati esaminati 90 degli oltre 2000 testi che formano il corpus con lo scopo di rilevare le più frequenti deviazioni dalla norma in ambito ortografico, morfosintattico, lessicale e testuale.
The written Italian of undergraduate students: first results of the Univers-Ita Corpus analysis
The paper reviews studies on the writing skills of college students and illustrates the results of the analysis conducted on the UniverS-Ita corpus, which collects argumentative texts of college students who attended, during the 2020-2021 academic year, the second year of three-year or single-cycle degree programs in the humanities, sciences economic-social, and health; more specifically, 90 of the more than 2,000 texts that make up the corpus were examined with the aim of detecting the most frequent deviations from the norm in spelling, morphosyntactic, lexical, and textual areas.
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Van-Hove, Stephanie, Ellen Vanderhoven, and Frederik Cornillie. "The tablet for second language vocabulary learning: Keyboard, stylus or multiple choice." Comunicar 25, no. 50 (January 1, 2017): 53–63. http://dx.doi.org/10.3916/c50-2017-05.
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Mobile technologies are increasingly finding their way into classroom practice. While these technologies can create opportunities that may facilitate learning, including the learning of a second or foreign language (L2), the full potential of these new media often remains underexploited. A case in point concerns tablet applications for language practice: while tablets allow writing, as in pen-and-paper exercises, current applications typically offer multiple-choice exercises or fill-in-the-blank exercises that require typing and tapping. This change in medium and practice modality might have an impact on the actual second language-learning. Based on the embodied cognition perspective, this study hypothesizes that, for the learning of French L2 vocabulary, writing leads to better memorization, spelling, and use of diacritics in comparison with typing and completing multiple-choice exercises. This hypothesis is tested in a quasi-experimental classroom-based study in which learners (N=282) practiced French vocabulary on a tablet in one of three modalities: multiple choice, typing, and writing by means of a stylus. Whereas all three practice modalities aided learning, results show that pupils who had practiced vocabulary by writing or typing obtained higher scores on spelling and use of diacritics than the pupils who had practiced by means of multiple choice. Spending more time on learning vocabulary at a higher processing level leads thus to greater vocabulary gains. Las tecnologías móviles están aumentando su presencia en las aulas. Mientras estas tecnologías ofrecen oportunidades para facilitar el aprendizaje, entre ellas la adquisición de una segunda lengua (L2), su potencial sigue sin aprovecharse plenamente. Aunque las aplicaciones de las tablets permiten la escritura y tareas similares a las que pueden hacerse en papel, siguen ofreciendo mayoritariamente ejercicios de selección múltiple o de relleno de huecos. Este cambio en medio y modalidad de práctica podría significar un impacto en el aprendizaje de una segunda lengua. Basada en la perspectiva de la cognición incorporada, nuestra hipótesis predice que el hecho de escribir se traduce en un mejor proceso de memorización y una mejor ortografía frente a la mecanografía o al uso de ejercicios de opción múltiple. Esta hipótesis ha sido comprobada en un estudio cuasi-experimental basado en el aula: alumnos (N=282) que practicaron vocabulario de francés a través de tres modalidades de práctica: ejercicios de opción múltiple, escritura con un teclado y escritura a mano alzada. Aunque se haya encontrado que las tres modalidades de práctica apoyaron al proceso de aprendizaje, los resultados demostraron que los alumnos que practicaron el vocabulario escribiendo con lápiz o con la tablet obtuvieron puntuaciones más altas en ortografía y dominio de signos diacríticos comparados con los alumnos que realizaron ejercicios de selección múltiple. Pasar más tiempo aprendiendo vocabulario a un nivel más alto de procesamiento conduce a una mayor adquisición de vocabulario.
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Monge Lezcano, Fiorella. "The perception of teenagers on the causes of spelling difficulties, through the qualitative testimony technique: an approach to the study of spelling in a group of ninth grade students in the Lic. Mario Vindas Salazar school." Acta Universitaria 24, no. 2 (May 21, 2014): 20–26. http://dx.doi.org/10.15174/au.2014.477.
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Martínez Álvarez, Domingo Balam. "Cómo vivo la escuela: oficio de estudiante y micro-culturas juveniles." CPU-e, Revista de Investigación Educativa, no. 11 (November 6, 2012): 131–36. http://dx.doi.org/10.25009/cpue.v0i11.63.
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El libro reseñado nos explica cómo es que los escolares desarrollan su trabajo en las aulas y fuera de ellas, qué pasa en ese tránsito por el nivel de educación medio superior aquí en México, cuál es su experiencia escolar en torno a ello; qué les gusta y qué no, cuáles son las cosas que les provocan sentimientos de miedo y, desde el lugar que ocupan en la sociedad, cuáles son las prioridades que tienen; de cómo viven su participación en los innumerables concursos que las zonas escolares promueven: de matemáticas, oratoria, ortografía, escoltas, tablas gimnásticas, etcétera. Toda esta interpretación está atravesada por otra perspectiva: la del enfoque de los estudios sobre juventud.AbstractThe reviewed book explains how students develop their work in and out of the classroom, what happens in the passage through the high school education level in Mexico, how is the academic experience about it, what they like and do not, which are the things that can cause fear and, from their place in society, which are their priorities, how do they live their participation in contests promoted by school areas: maths, oratory, spelling, escort, gymnastic tables, etcetera. All this interpretation is crossed by another perspective: the focus of studies about youth.Recibido: 10 de marzo de 2010Aceptado: 12 de marzo de 2010
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Korneva, V. V. "GRAMMAR AND SPELLING FREE FOR ALL (Review of Osnovy grammatiki i orfografii ispanskogo jazyka [Gramatica y ortografia basicas de la lengua espanola]. Barcelona : Editorial Planeta, S. A., 2019. 548 p.)." Вестник ВГУ Серия Лингвистика и межкультурная коммуникация, no. 4 (2022): 153–57. http://dx.doi.org/10.17308/lic/1680-5755/2022/4/153-157.
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Saar, Evar. "Läänemeresoome mAs-isikunimed." Eesti ja soome-ugri keeleteaduse ajakiri. Journal of Estonian and Finno-Ugric Linguistics 11, no. 1 (June 30, 2020): 87–103. http://dx.doi.org/10.12697/jeful.2020.11.1.04.
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Artikkel käsitleb läänemeresoome ajaloolisi isikunimesid, mille lõpus on nimeformant (sufiks) -mas või -mäs (ühine tähistus -mAs) Antakse ülevaade, milliseid mAs-nimesid ja ka muid mVs-nimesid on allikatest leitud. Püstitatakse hüpotees, et kirjapiltidega -mes ja -meß esindatud isikunimed ei sisalda järelosisena sõna mees, nagu mitmed uurijad varem on väitnud. Analüüsitakse mVs-lõpuliste isikunimede võimalikku hääldust keskalamsaksa ortograafia ja tekstinäidete taustal. Käsitletakse mAs-sufiksi võimalikku päritolu ja jälgi läänemeresoome keeltes. Vaatluse all on ka mAs-isikunimede tüübi mõju järgnenud kristlikele laennimedele ja seosed tänapäeva eesnimedega. Eesti kohanimede vanades dokumendikujudes esinevat lõppu -mas või -mes on samuti vaadeldud. Selle tüübiga seoses pakutakse välja selged isikunimejuhtumid Ihamaru ja Viimsi, analüüsitakse jätkuvalt lahtise etümoloogiaga nime Teilma ja juhitakse tähelepanu mõnedele teistelegi tänapäeval ma-lõpulistele nimedele.
Abstract. Evar Saar: Finnic personal names with the suffix -mAs. This article addresses Finnic pre-Christian personal names which ended with the suffix -mas or -mäs (joint marking -mAs). An overview of which mAs-names and also mVs-names have been found in the sources is provided. A hypothesis is formulated that personal names represented by spellings -mes and -meß do not contain the word mees ‘man’ as the second component, as many researchers have claimed. Such spellings have been found in the names of Estonians and Livonians from medieval Livonia. The possible pronunciation of personal names ending in mVs are analysed in the context of Middle Low German orthography and text samples. Written mes-endings in personal names link, on the one hand, with the phenomenon that in preserving the Finnic vowel harmony, the letter -e was the main presentation of the Finnic sound -ä. This enables such interpretations as, for example, Melemes (*Meelemäs). At the same time, vowel harmony was disappearing in medieval North Estonian language which means that -ä in successive syllables was still replaced with a. Another and more important tendency characterising spellings with Middle Low German background is the perception of most vowels in successive syllables in a reduced form and writing them by e. Finnic suffix mAs has been interpreted on the example of Ihama and Ihamas by Päivi Rintala. Rintala considers the short suffix mA primary, which has especially functioned as individualising the object. mAs personal names are alive in modern Estonian in a Christian first name Toomas with an accidentally similar end structure and in a new first name Urmas created by Julius Mägiste. First name Armas ( Estonian meaning ‘lovely’) that is widespread in Finland and the historical Ihamas recommended by Mägiste have not become popular in Estonia.
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Silva, Alan Milhomem da, Diana Cardoso Costa, Paulo Roberto da Silva Ribeiro, and Regysane Botelho Cutrim Alves. "ESCREVEU E LEU: as dificuldades de leitura e de produção textual apresentadas por alunos do Ensino Fundamental de uma escola da rede pública." Cadernos de Pesquisa 20, no. 2 (June 12, 2013): 41. http://dx.doi.org/10.18764/2178-2229.v20n2p41-48.
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Este trabalho resultou da execução do Projeto "ESCREVEU E LEU" pelos integrantes do PET/ Conexões de Saberes da Universidade Federal do Maranhão, Campus de Imperatriz, em uma escola da rede pública deste município, no período de fevereiro a julho de 2011. Este estudo teve como objetivo identificar as dificuldades de leitura e escrita apresentadas pelos alunos do 5º ano do Ensino Fundamental da Escola Municipal Frei Manoel Procópio. Para tanto, foram realizadas atividades de pesquisa por meio de entrevistas com os alunos, aplicação de questionário junto à professora responsável por eles e, posteriormente, foram realizadas observações quanto à escrita e a leitura destes estudantes. Observou-se que a maioria dos alunos (54%) apresentou muitos erros de ortografia na sua escrita. Além disso, a leitura de jornais não desperta a vontade/interesse em 54% dos estudantes e que 57% deles não gostam de ler revistas informativas/ generalistas. As evidentes dificuldades dos estudantes apontam a necessidade de trabalhar a leitura e a escrita por meio de atividades condizentes com a realidade dos alunos. Verificou-se também a necessidade de uma formação contínua para os docentes sobre o uso das mídias e a sua utilização como espaço de reflexão nas aulas de leitura.Palavras-chave: Leitura. Escrita. Ensino Fundamental. Comunicação.WROTE AND READ: reading difficulties and textual production presented by elementary school students in a public school Abstract: This work is resulted from the execution of the Project "ESCREVEU E LEU" by members of the PET/Conexões de Saberes da Universidade Federal do Maranhão, Campus de Imperatriz, in a public school in this city, in the period from February to July in the year 2011. This study aimed to identify reading and writing difficulties presented by the students of the 5th year of Primary Education of the Frei Manoel Procópio Municipal Public School. Thus, a research was conducted through interviews with students, questionnaire with the teacher responsible for them, and later observations which were made regarding the writing and reading of those students. It was observed that most students (54%) had many spelling errors in their writing. Moreover, reading newspapers does not call their attention / interest for 54% of the students and 57% of them do not like reading news/ generalist magazines. The students'obvious difficulties point to the necessity of working o the reading and writing through activities consistent with the students' reality. There was also a need for ongoing training for teachers on the use of media and its utilization as a space for reflection on reading classes.Keywords: Reading. Writing. Elementary School. Communication.ESCRIBIÓ Y LEYÓ : dificultades de lectura y producción de textos presentados por los estudiantes de primaria en una escuela públicaResumen: Este trabajo resultó de la ejecución del Proyecto "ESCREVEU E LEU" por miembros de las conexiones de PET/Conexões de Saberes da Universidade Federal do Maranhão, Campus de Imperatriz, en una escuela pública en esta ciudad, en el período de febrero a julio de 2011. Este estudio tuvo como objetivo identificar las dificultades en la lectura y la escritura presentada por los alumnos del 5º año de Educación Primaria de la Escola Municipal Frei Manoel Procópio. Por lo tanto, las actividades de investigación se llevaron a cabo a través de entrevistas con los estudiantes, el cuestionario por el profesor responsable de ellos, y más tarde se hicieron observaciones sobre la escritura y la lectura de estos estudiantes. Se observó que la mayoría de los estudiantes (54%) tenían muchos errores de ortografía en su escritura. Por otra parte, la lectura de periódicos no despierta el deseo / interés en el 54% de los estudiantes y el 57% de ellos no les gusta leer revistas de noticias / generalistas. Las evidentes dificultades de los estudiantes apuntan a la necesidad de trabajar en la lectura y la escritura a través de actividades compatibles con la realidad de los estudiantes. También había una necesidad de formación continua para los docentes en el uso de los medios de comunicación y su uso como un espacio de reflexión sobre las clases de lectura. Palabras clave: Lectura. Redacción. Educación Primaria. Comunicación.
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Del Moral Pérez, María Esther, Lourdes Villalustre Martínez, and María Rosario Neira Piñeiro. "Competencias comunicativas y digitales impulsadas en escuelas rurales elaborando digital storytelling." Aula Abierta 45, no. 1 (July 24, 2017): 15–24. http://dx.doi.org/10.17811/rifie.45.1.2017.15-24.
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RESUMENLos digital storytelling (DST) constituyen una práctica narrativa innovadora que combina múltiples lenguajes, potenciando el aprendizaje lecto-escritor utilizando herramientas digitales. Esta investigación, derivada del Proyecto de Innovación CINEMA -Convenio de colaboración Universidad de Oviedo-Consejería de Educación 2014-15-, centrado en la creación de DST, analiza el cambio observado por el profesorado en el desarrollo de las competencias comunicativa y digital alcanzado por 282 alumnos procedentes de aulas multinivel de escuelas rurales, utilizando un instrumento ad hoc con 15 indicadores. Los resultados evidencian que, en la competencia comunicativa, las alumnas de Educación Infantil destacan por su expresión (vocabulario y pronunciación), comprensión de nociones espacio-temporales, muestran más interés y participan en la creación del relato colaborativamente. En Primaria todos mejoran cualitativamente, especialmente los cursos superiores, al elaborar composiciones escritas para los DST (vocabulario, ortografía, puntuación, tiempos verbales), crear un guión con personajes y escenarios coherentes y explicar la intención de su relato. Además, las alumnas de Educación Infantil destacan al utilizar mejor los medios tecnológicos que sus compañeros. Asimismo, los cursos superiores de primaria la desarrollan más, dada la complejidad progresiva de las herramientas empleadas para elaborar los DST. En conclusión, la elaboración de DST fomenta la capacidad de expresión y comunicación de los escolares.Palabras Clave: digital storytelling, competencia comunicativa, competencia digital, escuela rural, educación primaria.ABSTRACTDigital storytelling (DST) is a narrative innovative practice that combines several languages and promotes literacy with digital tools. This research comes from CINEMA project, carried out in the framework of collaboration agreement between the Department of Education and the University of Oviedo in the year academic year 2014/2015. The paper analyses the development of communicative and digital competences in 282 students in multi-grade classrooms of rural schools, by means of a tool created ad hoc, with 15 indicators. Regarding communicative competence, the results reveal that preschool girls stand out in expression (vocabulary and pronunciation) and understanding of space and temporal notions, show more interest and participate more in the collaborative creation of the story. In Primary Education, all of them progress qualitatively, especially the older children, when writing for DST (vocabulary, spelling, punctuation, verb tenses), creating a screenplay with coherent characters and settings, and explaining the purpose of their story. Regarding digital competence, preschool girls are better than their male classmates in using technological media. Besides, in the latest stages of Primary Education digital competence is more fostered, due to the ongoing complexity of the tools used to create the DST. In conclusion, DST creation fosters expression and communication abilities in schoolchildren.Keywords: digital storytelling, communicative competence, digital competence, rural school, primary education.
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Valdés Rodríguez, María Caridad, Alicia Senra Mujica, Antonio Rey Roque, and Susana Darín. "Las Competencias Pedagógicas en los Creativos Entornos Virtuales de Aprendizaje Universitarios." Edutec. Revista Electrónica de Tecnología Educativa, no. 24 (December 20, 2007): a084. http://dx.doi.org/10.21556/edutec.2007.24.495.
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Se investigó, desde la concepción del diseño curricular, para la implementación, de la estrategia de formación por competencias profesionales pedagógicas, durante los años de la carrera de Ingeniería en Ciencias Informáticas. Fue necesario remodelar los módulos de aprendizajes respondiendo a un modelo desde y para la producción. Se desarrolló la experiencia por cuatro cursos, con alumnos de 4º y 5º año. Se conjugó la formación on-line interactiva mediante la Plataforma Moodle y la presencial con flexibilidad en la asignatura Formación Pedagógica.Se alcanzaron niveles motivacionales superiores por el magisterio en este tipo de alumnado, un mayor interés y satisfacción por la docencia y el proceso evaluativo, se potenciaron las competencias en el rol docente de la Práctica Profesional y se logró la producción en equipos de varios Sitios Web, Portales y productos multimedias para diferentes enseñanzas sobre:Creatividad Pedagógica, Formación Pedagógica, Pensamiento Pedagógico del Che y Martí, Competencias Profesionales, Comunicación Mediática, Comunicación Profesional, Monitoreo y análisis de los medios de comunicación, Grafología y de Ortografía y Redacción.Los estudiantes participaron en el proceso vivencial docente – metodológico - investigativo, cultural y productivo, en un entorno de formación práctica, concebido para un profesional de carrera técnica. Es este un profesional que se forma así para asumir novedosos retos mediante la integración de sus conocimientos informáticos en nuevos espacios educativos cubanos, como los Institutos Politécnicos de Informática, las Facultades Regionales y la propia comunidad universitaria. AbstractThe present work shows the investigation of the formation strategy for pedagogic professional competences with the career of Computer Science’s Engineering from the conception of curricular design, and for its implementation. It was necessary to modify the learning modules according to the necessities in and for the production. The experience was developed during four courses with the 4th and 5th year students. The interactive on-line formation was interrelated through Moodle’s Platform, face to face lessons and some flexibility with the subject Pedagogic Formation.Motivational higher levels and also bigger interest and satisfaction from the instruction and the evaluating process were reached by the teaching staff with this kind of students. Competences were strengthened in the training role of professional practice, achieving some Web Sites, Portals and multimedia for different teaching subjects like: Pedagogic Creativity, Pedagogic Formation, Pedagogic Thought of Che and Martí, Professional Competences, Mediated Communication, Professional Communication, Monitoring and media analysis, Graphology, Spelling and Writing.Students participated in the lively methodological, investigative, cultural, productive and educational process in an environment of practical formation, conceived for a professional of a technical career. This is a professional that is formed this way to assume new challenges by means of the integration of their computer knowledge with new Cuban educational settings as: Computer science's Polytechnic Institutes, the Regional Schools and our own University Community.
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Blumberga, Renāte. "The Livonian language as used in letters in the 1930s: a view into the correspondence of the editors of “Līvli”." Eesti ja soome-ugri keeleteaduse ajakiri. Journal of Estonian and Finno-Ugric Linguistics 7, no. 1 (September 14, 2016): 223–47. http://dx.doi.org/10.12697/jeful.2016.7.1.10.
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Using vocabulary examples from the letters of the only two editors of the 1930s Livonian language newspaper “Līvli”, this article shows that it is possible to find new words in sources which have been little utilized up until now in linguistic studies with which it is possible to supplement the Livonian lexicon. The vocabulary examples show the types of new words and borrowing that the “Līvli” editors put to use in their correspondence and whether these reflect forms found in the 2012 “Livonian-Estonian-Latvian dictionary”, which is the largest project devoted to the Livonian language undertaken in recent times. A brief analysis is provided on the basis of these examples showing whether the spelling of these words and their grouping by declension type is done in a consistent manner or whether changes are necessary in this respect. It is concluded that in the “Livonian-Estonian-Latvian dictionary” there is a considerable diversity in declension types in need of being simplified for the following groups of borrowed words: 1) nouns ending in Latvian with -āris, -ārs and in Livonian with -ār; 2) nouns ending in Latvian with -ors and in Livonian with -or, -ōr; 3) nouns ending in Latvian with -āls, -āle, -ālis and in Livonian with -al, -āl, 4) adjectives ending in Latvian with -āls and in Livonian with -āl. Likewise, it is concluded that in newly formed words, especially borrowed international words, word formation principles are not followed consistently. Additionally, examples of possible new words, which could be added to the dictionary of the Livonian literary language, are provided in this article.Kokkuvõte. Renāte Blumberga: Liivi keel 1930. aastate kirjades: pilk ajakirja “Līvli” toimetajate kirjavahetusele. Artiklis näidatakse 1930. aastatel ilmunud liivikeelse ajakirja “Līvli” mõlema toimetaja Aņdrõks Štāleri ja Kōrli Stalte kirjadest leiduvate sõnavaranäidete abil, et ka seni keeleteaduslikes uurimustes vähe kasutatud allikatest on võimalik leida uusi sõnu liivi keele sõnavara täiendamiseks. Sõnavaranäited annavad ettekujutuse sellest, milliseid uudis- ja võõrsõnu kasutasid “Līvli” toimetajad oma kirjavahetuses ning kas need langevad kokku viimase aja suurimas kirjakeele allikas – 2012. aastal ilmunud “Liivi-eesti-läti sõnaraamatus” – esitatud vormidega. Nende näidete alusel esitatakse ka lühianalüüs selle kohta, kas sõnaraamatu sõnade kirjutusviis ja muutevormistik on reeglipärased ning kas selles osas on vaja muudatusi. Jõutakse järeldusele, et “Liivi-eesti-läti sõnaraamatus” on täheldatav kõikuvus sõnade muutevormides. Seda oleks tarvis ühtlustada järgnevates võõrsõnade rühmades: 1) nimisõnadel, mille lõpp läti keeles on -āris, -ārs ja liivi keeles -ār; 2) nimisõnadel, mille lõpp on läti keeles -ors ja liivi keeles -or, -ōr; 3) nimisõnadel, mille lõpp on läti keeles -āls, -āle, -ālis ja liivi keeles -al, -āl, 4) omadussõnadel, mille lõpp on läti keeles -āls ja liivi keeles -āl. Samuti järeldati, et uudissõnades – eriti puudutab see rahvusvahelisi laene – pole järgitud kindlaid sõnaloome põhimõtteid. Artiklis on esitatud ka näiteid võõrsõnadest, mille abil saaks liivi kirjakeele sõnaraamatut täiendada.Märksõnad: liivi keel, liivi keele allikad, liivi kultuuriajalugu, keelekorraldus, liivi ortograafia, laenud, sõnavara täiendamineKubbõvõttõks. Renāte Blumberga: Līvõ kēļ 1930. āigastõd kēris: pilk āigakēra “Līvli” tuoimijid kēravaitõksõ. Kēra nägțõb 1930-dis āigastis ulzõ tund āigakēra “Līvli” mȯlmõd tuoimijid Aņdrõks Štāler ja Kǭrli Stalte kēris lieudõbõd sõnāvīļa nägțõbõd abkõks, ku īž siedaig sǭņõ kīeltieudližis tuņšlõksis veitõ kȭlbatõd ovātis või lieudõ ūži sõņḑi līvõ kīel sõnāvīļa täutõntõmiz pierāst. Sõnāvīļa nägțõbõd āndabõd jeddõnägțõks sīestõ, mingiži ūdõks- ja vȭrsõņḑi kȭlbatizt “Līvliz” tuoimijid eņtš kēravatõksõs ja või ne sadābõd kubbõ perīz āiga sūrimõs kērakīel ovātõs – 2012. āigastõn ulzõ tund “Līvõkīel-ēstikīel-lețkīel sõnārǭntõs” – nägțõd formõdõks. Nänt nägțõkst pūoj pǟl sǭb andtõd līti anālīz sīestõ, või sõnārǭntõs sõnād kēratimi ja nõtkijid formõd ātõ pandõkspierrizt agā nēši um vajāg mȭitõkši. Um pierāldõd, ku “Līvõkīel-ēstikīel-lețkīel sõnārǭntõs” um nǟdõb äbīdlit sõnād mȭitantimiz tīpis. Siedā vȯlks īdlistõmõst nēši vȭrsõnād tīpis: 1) ažāsõnād, kus lețkīels tutkāmõl um -āris, -ārs ja līvõ kīels -ār; 2) ažāsõnād, kus lețkīels tutkāmõl um -ors ja līvõ kīels -or, -ōr; 3) ažāsõnād, kus lețkīels tutkāmõl um -āls ja līvõ kīels -al, -āl. Vel um pierāldõd, ku ūdõkssõņši – īžkiz rovdvailižis täpīņtõd sõņši – äb ūot piddõt viššõd sõnāvīțimiz pūojmõtkõd. Kēras ātõ tūodõd ka nägțõkst vȭrsõņšti, missõks sǭb līvõ kērakīel sõnārōntõzt täutõntõ.
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Paschoal, Larissa, and Lourenço Chacon. "Influência da transparência e da opacidade na ortografia de fonemas fricativos." CoDAS 35, no. 3 (2023). http://dx.doi.org/10.1590/2317-1782/20232021212pt.
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Resumo Objetivo (1) verificar em que medida a ocorrência de possíveis erros seria influenciada pelo tipo de relação (opaca/transparente) que os fonemas fricativos mantêm com os grafemas com que podem ser ortografados; (2) verificar, dentre esses dois tipos de relações, se os fonemas que apresentam relações grafêmicas comuns apresentam ou não diferenças entre si. Método Foram analisadas 750 produções textuais de crianças do 1º ano do Ensino Fundamental (EF). Nessas produções, foi realizado o levantamento da frequência de acertos e de erros na ortografia de fonemas fricativos do Português Brasileiro (PB). Resultados Os erros ocorreram em maior número no grupo de fonemas com ortografia opaca quando comparados com o número de erros no grupo de fonemas com ortografia transparente. No primeiro grupo, os erros apresentaram comportamento não simétrico, já que variaram em função das possibilidades de grafemas para cada fonema. Já no segundo grupo, os erros apresentaram comportamento simétrico. Conclusão Dadas a simetria nos erros dos fonemas do primeiro grupo e a não simetria naqueles do segundo grupo, os resultados obtidos apontam para uma gradação na ocorrência de erros, que varia em função da transparência e do grau de opacidade nas relações entre fonemas e grafemas de uma mesma classe.
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Coelho, Carina, Sylvie Capelas, Pedro Sá Couto, Rita Vinagre, and Marisa Lousada. "The Impact of Morphological Awareness on Reading and Spelling." Revista Brasileira de Educação Especial 30 (2024). http://dx.doi.org/10.1590/1980-54702024v30e0017.
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ABSTRACT: Morphological awareness is characterized by the ability to intentionally reflect and manipulate morphemes. The present study aimed to characterize the development of morphological awareness in school-age children and to analyze its impact on reading and spelling. The sample was comprised of 60 children with typical language development in Portuguese primary schools with a mean age of 8.6 (standard deviation = 0.1), 30of which attended the 2nd grade and 30 the 4th grade. The data was analyzed considering the use of language assessment instruments, reading and spelling and morphological awareness tests adapted from other studies. The results showed a significant difference in morphological awareness between the 2nd grade and the 4th grade. Although with different statistical proportions, there was a positive correlation between morphological awareness and reading, and between this metalinguistic capacity and spelling in both groups. An association is suggested between morphological awareness and reading and spelling and a difference in this correlation between the two degrees.
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Fernández-Juliá, Olga, and Alejandro Gómez-Camacho. "Norma digital y competencia ortográfica de adolescentes en contextos vulnerables: un estudio de casos." Texto Livre 17 (2024). http://dx.doi.org/10.1590/1983-3652.2024.47493.
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Resumen Este artículo de investigación examina la relación entre la competencia ortográfica y la competencia digital en estudiantes de Educación Secundaria Obligatoria en contextos vulnerables. Se realizó un estudio de casos comparando dos centros de educación secundaria en zonas con necesidad de transformación social con dos centros sin problemas de integración social. La muestra consistió en 126 estudiantes de edades entre 14 y 16 años, seleccionados de manera intencional. Los resultados indican que no hay diferencias significativas en la relación entre ortografía académica y el uso de textismos en la comunicación digital en ambos tipos de centros. Se concluye que la escritura digital no perjudica la ortografía académica de los estudiantes adolescentes, independientemente de su entorno. Sin embargo, el alumnado de centros en zonas con necesidades de transformación social presentan un uso diferenciado de la norma digital: utilizan menos textismos léxicos, semánticos y multimodales, y cometen un número mayor de faltas de ortografía. Estos hallazgos destacan la necesidad de abordar de manera diferenciada la competencia ortográfica y digital en el ámbito educativo para los estudiantes según en contexto en el que vivan y estudien.
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Paschoal, Larissa, and Lourenço Chacon. "Influence of transparency and opacity on the spelling of fricative phonemes." CoDAS 35, no. 3 (2023). http://dx.doi.org/10.1590/2317-1782/20232021212en.
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Abstract Purpose (1) to verify to what extent the occurrence of possible errors is influenced by the relationship (opaque/transparent) between fricative phonemes and the graphemes with which they can be spelled; (2) verify the differences (if present or not) of relationship types among the phonemes that present common graphemic relationships. Methods We analyzed 750 textual productions from children in the first year of Elementary School (ES), and conducted a survey of the frequency of correct answers and errors in all fricative phonemes of Brazilian Portuguese (BP). Results The errors occurred in greater numbers in the group of phonemes with opaque spelling when compared with the number of errors in the group of phonemes with transparent spelling. In the first group, the errors showed a non-symmetrical behavior, since they varied according to the possibilities of graphemes for each phoneme. In the second group, the errors showed a symmetrical behavior. Conclusion Given the symmetry in the errors of the phonemes of the first group and the non-symmetry of those of the second group, our results point to a gradation in the occurrence of errors, which varies as a function of the transparency and degree of opacity in the relations between phonemes and graphemes of a same class.
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Gómez-Camacho, Alejandro, Juan de-Pablos-Pons, Pilar Colás-Bravo, and Jesús Conde-Jiménez. "Youth digital writing on WhatsApp and the teaching of spelling." Comunicar 31, no. 77 (October 1, 2023). http://dx.doi.org/10.3916/c77-2023-05.
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Instant messaging applications integrated in smartphones have favored the emergence of new digital writing systems, which are characterized by the use of specific spellings called textisms. This study analyses the relationship between the use of textisms and spelling mistakes in academic texts. The methodology applied was descriptive, based on a directed content analysis. The sample consisted of 270 students in the third and fourth years of compulsory secondary education enrolled in twelve public high schools in the autonomous community of Andalusia. Data were obtained from real texts provided by the students participating in the study, extracted, on the one hand, from WhatsApp messages from their smartphones, and, on the other, from academic texts produced as an activity in the secondary school classroom. The results obtained from the descriptive analyses and the bivariate correlation analyses (Pearson coefficient) allow us to affirm that the average number of textisms in WhatsApp of the sample is much higher than the number of misspellings in school texts, which confirms that textisms are intentional discrepancies with the academic norm in the digital context. Consequently, they cannot be considered as misspellings that occur due to a lack of knowledge of the Spanish language, but rather as new forms of language generated by the use of digital technologies. Las aplicaciones de mensajería instantánea integradas en los teléfonos inteligentes han favorecido el surgimiento de nuevos sistemas de escritura digital, que se caracterizan por emplear grafías específicas denominadas textismos. Este estudio analiza la relación entre el uso de textismos y las faltas de ortografía en textos académicos. La metodología aplicada ha sido de carácter descriptivo, basado en el análisis de contenido dirigido. La muestra la integran 270 estudiantes de tercero y cuarto de Educación Secundaria Obligatoria matriculados en doce institutos públicos de la Comunidad Autónoma Andaluza. Los datos se obtuvieron a partir de textos reales aportados por el alumnado participante en el estudio, extraídos por un lado de mensajes de WhatsApp de sus teléfonos inteligentes y por otro de textos académicos elaborados como actividad del aula de Secundaria. Los resultados obtenidos a partir de los análisis descriptivos y los análisis de correlación bivariada (coeficiente de Pearson) permiten afirmar que el promedio de textismos en WhatsApp de la muestra es muy superior al de faltas de ortografía en los textos escolares; lo que confirma que los textismos son discrepancias intencionadas con la norma académica en el contexto digital. En consecuencia, no pueden ser considerados como faltas de ortografía que se producen por desconocimiento de la lengua española, sino nuevas formas de lenguaje generadas por el uso de las tecnologías digitales.
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"El nivel de coherencia, cohesión y ortografía de los profesores de Educación Básica Regular de Lima Metropolitana." Revista ECIPeru, December 15, 2018, 99–103. http://dx.doi.org/10.33017/reveciperu2015.0015/.
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El nivel de coherencia, cohesión y ortografía de los profesores de Educación Básica Regular de Lima Metropolitana The level of coherence, cohesion and spelling of Basic Education Teachers of Lima Miguel Gerardo Inga Arias, Pedro Rojas Silva y Fernando Varas Aroné Universidad Nacional Mayor de San Marcos DOI: https://doi.org/10.33017/RevECIPeru2015.0015/ Resumen Históricamente se ha considerado que el problema de la producción de textos tenía que ver, sobre todo, con la correcta escritura, limitándola a la buena ortografía o caligrafía. A partir de la lingüística textual, esta concepción ha sido superada, pues producir un texto implica, en primer lugar, un propósito, una intención, un qué reacción verbal o extraverbal espero lograr; para ello se recogen palabras, conceptos y toda información considerada importante para lograrlo. En segundo lugar, se produce la textualización, la cual consiste en relacionar ideas, que deben tener secuencia lógica, así como cantidad de información necesaria y suficiente que permita la propiedad, claridad y pertinencia del discurso, esto es, coherencia. Además, ensamblar adecuadamente las frases y construcciones lingüísticas para alcanzar la fluidez y evitar la redundancia, es decir, cohesión. También, debemos tener muy en cuenta al interlocutor, ya que todo acto comunicativo debe garantizar el nivel de código que sea accesible a las partes, en otras palabras, adecuación. En tercer lugar, recién se procede a la revisión formal del texto, tanto de los recursos lingüísticos como de los paralingüísticos: la ortografía, que es el revestimiento de las ideas; y espacios, márgenes, tipo de letras, entre otros. En consecuencia, esta investigación buscaba diagnosticar el nivel de dominio de la coherencia, cohesión y ortografía de los profesores de la Educación Básica Regular (EBR) para, posteriormente, proponer estrategias que les garanticen los niveles adecuados. Además, permitiría la capacitación focalizada en los puntos neurálgicos, con lo cual se racionalizarían tanto el tiempo como recursos económicos. La información se logró a través de la aplicación de instrumentos de evaluación a los participantes de las maestrías del primer ciclo de la Facultad de Educación, por ser una muestra muy representativa en la docencia de la EBR. Descriptores: Coherencia, cohesión, ortografía, comprensión lectora Abstract Historically it was thought that the problem of the production of texts had to do, especially with the correct spelling, limiting it to the correct spelling or handwriting. From textual linguistics , this conception has been overcome , it produce a text implies , first, a purpose, an intention, a verbal reaction or extraverbal what I hope to accomplish , for it is collected words , concepts and all information deemed important to achieve it. Second, contextualization occurs, which is to relate ideas, which should be logical and amount of information necessary and sufficient to enable the property, clarity and relevance of discourse, ie consistency. Furthermore, phrases and properly assemble linguistic constructs to achieve fluidity and avoid redundancy, ie cohesion. Also, we must take into account the speaker, as any communicative act should ensure code level that is accessible to the parties, in other words, adaptation. Third, just proceed to the formal review of the text, both the linguistic and the pralinguistic: spelling, which is the lining of ideas and spaces, margins, fonts, and more. Consequently, this research sought to assess the level of mastery of coherence, cohesion and spelling teachers Basic Education (EBR) to subsequently propose strategies that will ensure adequate level. Also allow training focused on the key points, which is both time and rationalize financial resources. The information is achieved through the application of assessment tools to participants of the masters of the first cycle of the Faculty of Education, being a very representative sample in the teaching of the EBR. Keywords: Coherence, cohesion, spelling, comprehension reading
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ABAKERLI, ROSÂNGELA BLOTTA, ELISABETH FRANCISCONI FAY, PETER REMBISCHEVSKI, ANA MARIA VEKIC, KENIA GODOY, ADRIANA DE ARAÚJO MAXIMIANO, and ARLINDO BONIFÁCIO. "REGRAS PARA NOMENCLATURA DOS NOMES COMUNS DOS AGROTÓXICOS." Pesticidas: Revista de Ecotoxicologia e Meio Ambiente 13 (December 31, 2003). http://dx.doi.org/10.5380/pes.v13i0.3162.
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Este trabalho visou subsidiar as ações da Agência Nacional de Vigilância Sanitária (ANVISA) na padronização da nomenclatura dos ingredientes ativos usados em agrotóxicos, segundo normas internacionais. As regras apresentadas resultam do trabalho de revisão da ortografia dos nomes comuns dos agrotóxicos em uso no Brasil, publicados na Relação de monografias dos ingredientes ativos de agrotóxicos, domissanitários e preservantes de madeira da ANVISA (2002), conforme Resolução No 347/02. Foram utilizados os princípios gerais de atribuição de nomes comuns publicados pela International Standards Organization (ISO) e as regras de nomenclatura de compostos orgânicos. O artigo não pretende esgotar a discussão sobre esse tema, sugerindo a padronização da ortografia dos nomes comuns dos agrotóxicos para facilitar o uso da informação pelos técnicos das áreas acadêmica, comercial e governamental. RULES FOR NOMENCLATURE OF PESTICIDES COMMON NAMES Abstract This work sought to subsidize the actions of the Agência Nacional de Vigilância Sanitária (ANVISA) in the standardization of the nomenclature of the active ingredients used in pesticides, according to international norms. The presented rules result of the work of revision of the spelling of the common names of the pesticides in use in Brazil, published in the Relação de monografias dos ingredientes ativos de agrotóxicos, domissanitários e preservantes de madeira of ANVISA (2002), according to Resolution N. 347/02.The general principles of attribution of common names published by International Standards Organization (ISO) and the rules of nomenclature of organic compounds were used. The article doesnt intend to drain the discussion on that theme, suggesting the standardization of the spelling of the common names of the pesticides to facilitate the use of the information for the technicians of the academic, commercial and government areas.
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Caliatto, Susana, and Selma de Martinelli. "Avaliação da escrita em jovens e adultos." Revista Brasileira de Estudos Pedagógicos 89, no. 222 (June 18, 2019). http://dx.doi.org/10.24109/2176-6681.rbep.89i222.701.
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O objetivo deste trabalho foi o de analisar a escrita ortográfica em atividade de ditado e de reescrita de uma lenda. Participaram 57 alunos da Educação de Jovens e Adultos (EJA) da rede municipal de uma cidade do interior de São Paulo, sendo que 27 (47,37%) cursavam a terceira série do ensino fundamental e 30 (52,63%) cursavam a quarta série. A análise dos resultados foi possível a partir da categorização e da análise comparativa dos erros apresentados nas atividades. Os resultados indicaram que as principais dificuldades de escrita se relacionam ao apoio na oralidade, mais especificamente quando se trata de palavras que empregam sílabas compostas, dígrafos e letras que representam vários sons. Na escrita de frases e textos, destaca- se a dificuldade de segmentar as palavras. Os tipos de erros mais freqüentes foram semelhantes nas duas atividades de escrita propostas. Palavras - chave: avaliação; escrita; ortografia; Educação de Jovens e Adultos. Abstract The object of the present work was to analyze the spelling in dictation activities and rewriting of a folk lore tale. The participants were 57 students from the program of Education of Young and Adults ( EJA) from a city situated in the interior of Sao Paulo state –Brazil, being 27 (47.37%) in 3rd grade primary school and 30 (52.63%) in the 4th grade. The analysis of the results was possible through the categorization and comparative analysis of the mistakes shown in the activities. The results showed that the difficulties regarding writing are most related to the support in oral speech mainly when it comes to compound- syllable words, digraphs and letters that can represent several sounds. When it comes to writing, phrases and texts, the difficulty to segment the words are pointed out. The most frequent kinds of mistakes were the same in the two writing activities given. Key words: Evaluation; Writing; Spelling; The Young and Adults.
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Iglesia Martín, Sandra, and María Isabel Gibert Escofet. "El uso del diccionario como componente estratégico en las clases de ele para alumnado sinohablante." Foro de profesores de E/LE, no. 13 (November 9, 2017). http://dx.doi.org/10.7203/foroele.13.10843.
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Resumen: El diccionario cumple una función importante en el proceso de aprendizaje de una lengua extranjera (Lew, 2016). Cuando un alumno sinohablante está aprendiendo español ve la necesidad de usar el diccionario para verificar la ortografía o el significado de las palabras que desconoce (Tungmen Tu, 2010). Esto se evidencia en el hecho de que cuando un alumno llega a clase siempre trae consigo un diccionario. Los objetivos principales de este estudio son: (1) hacer un diagnóstico del uso que los estudiantes sinohablantes hacen de los diccionarios en clase; y (2) analizar la percepción que tienen dichos estudiantes de las ventajas y desventajas que representa el diccionario en el aula de lengua. En las conclusiones del trabajo se propone una línea de actuación docente en el ámbito del componente estratégico para optimizar el uso de diccionarios monolingües y bilingües en clase.Palabras clave: ELE, sinohablantes, diccionarios, competencia estratégica Abstract: The dictionary plays an important role in the learning process of a foreign language (Lew, 2016). The need to use the dictionary to verify the spelling or the meaning of the words that the Chinese student does not know when s/he is learning Spanish is beyond doubt (Tungmen Tu, 2012). The fact that when a student arrives in class s/he always brings a dictionary is an evidence. The main objectives of this study are: (1) to make a diagnosis of Chinese students dictionary use in class; and (2) analyze the students' perception of the advantages and disadvantages of the dictionary in the language classroom. In the conclusions of the work, a teaching approach is proposed in the scope of the strategic component to optimize the use of monolingual and bilingual dictionaries in class.Key words: ELE, Spanish, Chinese learners, dictionary, strategic competence.