Relevant bibliographies by topics / Spanish language – Orthography and spelling

Academic literature on the topic 'Spanish language – Orthography and spelling'

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Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Spanish language – Orthography and spelling"

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Joshi, R. Malatesha, Kausalai Wijekumar, and Amy Gillespie Rouse. "International Perspectives on Spelling and Writing in Different Orthographies: Introduction to the Special Series." Journal of Learning Disabilities 55, no. 2 (December 17, 2021): 83–86. http://dx.doi.org/10.1177/00222194211059836.

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This article serves as an introduction to the special issue on spelling and writing in different orthographies. Most studies and theoretical models of writing are based on the English language, and it is generally assumed that what is true for English is also true for other languages. Further, there are more studies on reading compared to studies of writing and spelling. Considering that 80% of the world’s population speaks a language other than English, we need more studies on writing and spelling in languages other than English. With this intention, we are presenting 6 papers on writing and spelling in different languages of different orthographic depth, from highly transparent orthographies like Spanish and Italian to highly opaque orthography like Cantonese.
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Villa, Laura. "Official orthographies, spelling debates and nation-building projects after the fall of the Spanish Empire." Written Language and Literacy 18, no. 2 (August 31, 2015): 228–47. http://dx.doi.org/10.1075/wll.18.2.03vil.

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The collapse of the Spanish Empire in the first half of the nineteenth century prompted a need to reorganize the former colonial space in independent countries by creating territorial, political and identity boundaries in Spanish-speaking America. The imposition of a national language – the officialization of grammatical and orthographic norms and their promotion through emerging public education systems – was a key instrument in the nation-building processes developed in Spain and the newly independent American republics. In this socio-political context resistance to official norms and their implementation was frequent. This article studies three language ideological debates over Spanish orthography, occurring in the central decades of the century: the resistance to the officialization of the Royal Spanish Academy’s orthography in Spain (1844), the opposition to Sarmiento’s simplification proposal in Chile (1844) and the reception of the Chilean orthography in Spain (1846). The significance of spelling as an identity marker and a political tool is emphasized.
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Jiang, Xiangying. "Lower-Level Processing Skills in English-as-a-Second-Language Reading Comprehension: Possible Influence of First Language Orthography." Studies in English Language Teaching 5, no. 3 (July 1, 2017): 448. http://dx.doi.org/10.22158/selt.v5n3p448.

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<em>Cross-linguistic studies on second language (L2) reading reveal that component skills of reading such as word recognition, phonemic decoding, spelling, and oral text reading are prone to the influence of first language (L1) orthography but few empirical studies have examined the possible influence of L1 orthography on these skills. This study investigates how adult ESL learners of two different L1 backgrounds (Spanish and Chinese) compare in their performances on word recognition efficiency, phonemic decoding efficiency, spelling, and oral text reading fluency and how these skills are related to their overall ability in reading comprehension. The differences in the learners’ performances on the component skills and the variations in the role of these skills in ESL reading comprehension indicated possible influence of the orthographic features of learners’ first language.</em>
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Villa, Laura, and Rik Vosters. "Language ideological debates over orthography in European linguistic history." Written Language and Literacy 18, no. 2 (August 31, 2015): 201–7. http://dx.doi.org/10.1075/wll.18.2.01vil.

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This introductory article to the special issue on the historical sociolinguistics of spelling sketches an overview of the current interest in the field for the sociopolitical nature of the written language. Spelling is understood as a powerful tool for sociopolitical mobilization and thus becomes a recurrent source of conflict. Orthographic debates are the object of study chosen by the authors in this special issue to analyze the non-linguistic dimension of language matters. Approaching them as language ideological debates allows us to carry out a deeper examination of the political projects, social structures, identity issues and cultural practices that are at stake when an orthographic conflict emerges. Adopting such theoretical approach to the study of spelling, the editors of this volume have gathered works that look at the past and present of a number of European languages (Dutch, German, Lithuanian, Macedonian, Portuguese and Spanish) since the Early Modern period until recent times.
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Salas, Naymé, and Markéta Caravolas. "Dimensionality of Early Writing in English and Spanish." Journal of Literacy Research 51, no. 3 (July 18, 2019): 272–92. http://dx.doi.org/10.1177/1086296x19858146.

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Writing development is understood to be a multidimensional task, heavily constrained by spelling in its early stages. However, most available evidence comes from studies with learners of the inconsistent English orthography, so our understanding of the nature of early writing could be highly biased. We explored writing dimensions in each language by assessing a series of text-based features in children’s texts between mid-Grade 1 to mid-Grade 2. Results revealed that two constructs, writing conventions and productivity, emerged in both languages, but the influence of orthographic consistency started to be evident in the later time points. Other constructs of text generation seemed to emerge later and were less stable over time. The article thus highlights the language-general underpinnings of early text-writing development and the impact of orthographic consistency; furthermore, it strengthens the view that some writing components develop before others. We discuss implications for the assessment of early written products.
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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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Himoro, Marcelo Yuji, and Antonio Pareja-Lora. "Zamboanga Chavacano: A Survey on Written Practices, Reactions and Impact of its (Standardised) Orthography." Círculo de Lingüística Aplicada a la Comunicación 91 (May 17, 2022): 245–77. http://dx.doi.org/10.5209/clac.71831.

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Zamboanga Chavacano is the most vibrant Philippine Creole Spanish variety. Since the implementation of the Mother Tongue-Based Multilingual Education (MTB-MLE) program in 2012, it has been taught as a subject and used as a medium of instruction in the public schools of Zamboanga City. Despite the approval of an orthography in 2014, it continues to be written using ad hoc spelling systems influenced by Filipino, English and Spanish to varying degrees. By means of a self-administered questionnaire distributed in social media, this study aims to investigate the level of awareness of the speakers to the orthography, their reactions to it, and show that it may be fairly complex for the average speaker. The results of this survey allowed us to preliminarily identify the contexts in which the language is usually written and devise a suitable corpus of written Chavacano for the study of the spelling errors made by the speakers.
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Llombart-Huesca, Amàlia. "Default Grapheme and Language Transfer in the Spelling of /s/ in Spanish Heritage Language Learners." Heritage Language Journal 19, no. 1 (August 30, 2022): 1–27. http://dx.doi.org/10.1163/15507076-12340024.

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Abstract This study investigates the spelling proficiency of Spanish heritage language learners (SHLLs) in the Spanish phoneme-grapheme correspondence that has been identified as the source of the greatest number of spelling errors: /s/ → s, c, z. Using a naturalistic corpus, this study aims to ascertain whether (1) s is SHLL’s default grapheme in the representation of /s/; (2) cognate status is a facilitative factor in spelling; and (3) previous Spanish language instruction affects individual performance in the spelling of /s/. The results show that the preference for s is mediated by difficulties with the c/z alternation and poor spelling in z words. In addition, cognate status was shown to have a facilitative effect in the three relevant graphemes. Finally, the results indicate that one or more years of previous language instruction in secondary school make a statistically significant difference, but that additional Spanish instruction beyond two years did not bring corresponding gains. The results of this study contribute to the scarce literature in Spanish spelling in this population and have pedagogical implications for orthographic patterns that merit particular instructional focus, as well as for strategies that take full advantage of cognates (including semi-cognates and false cognates) in spelling instruction.
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Jiménez, Juan E., Isabel Hernández-Valle, Gustavo Ramírez, Mª del Rosario Ortiz, Mercedes Rodrigo, Adelina Estévez, Isabel O'Shanahan, Eduardo García, and María de la Luz Trabaue. "Computer Speech-Based Remediation for Reading Disabilities: The Size of Spelling-to-Sound Unit in a Transparent Orthography." Spanish Journal of Psychology 10, no. 1 (January 2007): 52–67. http://dx.doi.org/10.1017/s1138741600006314.

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This study was designed to assess the effects of four reading-training procedures for children with reading disabilities (RD) in a transparent orthography, with the aim of examining the effects of different spelling-to-sound units in computer speech-based reading. We selected a sample of 83 Spanish children aged between 7 years 1 month and 10 years 6 months (M = 105.2, SD = 7.8) whose pseudoword reading performance was below the 25th percentile and IQ > 90. The participants were randomly assigned to five groups: (a) the whole-word training group (WW) (n = 17), (b) the syllable training group (S)(n = 16), (c) the onset-rime training group (OR) (n = 17), (d) the phoneme training group (P) (n = 15), and (e) the untrained control group (n = 18). Children were pre- and post-tested in word recognition, reading comprehension, phonological awareness, and orthographic and phonological tasks. The results indicate that experimental groups who participated in the phoneme and syllable conditions improved their word recognition in comparison with the control group. In addition, dyslexics who participated in the phoneme, syllable, and onset-rime conditions made a greater number of requests during computer-based word reading under conditions that required extensive phonological computation (low frequency words and long words). Reading time, however, was greater for long words in the phoneme group during computer-based reading. These results suggest the importance of training phonological processes in improving word decoding in children with dyslexia who learn in a consistent orthography.
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Cohen, Dov, and Ora (Rodrigue) Schwarzwald. "Coṃpendio delas šeḥiṭót (Constantinople ca. 1510): The First Judeo-Spanish Printed Publication." Journal of Jewish Languages 7, no. 1 (June 19, 2019): 27–52. http://dx.doi.org/10.1163/22134638-07011148.

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Abstract It is commonly accepted that Hilkhot Sheḥiṭa u-Vdika (literally, ‘The Laws of Ritual Slaughter and Examination’—Constantinople ca. 1510) was the first publication ever printed in Judeo-Spanish. Yet scholars possessed no evidence that the work actually existed, and no information was available regarding its contents or language. Recently, however, the first four pages of the publication were discovered among the remnants of the Cairo Genizah. The current study is a preliminary description of this publication’s historical bibliography, halakhic sources, structure and contents, orthography and spelling (which reflect untrained writing and inconsistent pronunciation), and its special vocabulary, including the Hebrew component, which specifically relates to religion.
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Dissertations / Theses on the topic "Spanish language – Orthography and spelling"

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Julbe-Delgado, Diana. "Spanish Spelling Errors of Emerging Bilingual Writers in Middle School." Scholar Commons, 2010. https://scholarcommons.usf.edu/etd/1673.

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In spite of the significant growth in the Spanish-English bilingual population, there has not been sufficient research on cross-language effects, or how language transfer may affect important components of literacy, such as spelling. Many studies have focused on the influence of Spanish on the acquisition of English spelling skills; however, few studies have focused on how the acquisition of English influences Spanish spelling. The purpose of this investigation was to study the spelling errors of bilingual adolescents as they learn English. A total of 20 bilingual Spanish-English students in grades 6 through 8 (ages 11 to 14 years) were selected from a larger mixed methods study (Danzak, 2009) not concerned with spelling. These students were enrolled in English as a Second Language (ESL) classes in a public middle school located on the west coast of Florida. The students completed four writing samples in each language (evenly divided between narrative and expository genres). All samples were analyzed using the Phonological Orthographic Morphological Assessment of Spelling-Spanish (POMAS-S), a linguistically-based analysis system that qualitatively describes Spanish spelling errors and is sensitive to effects of cross-language transfer. Misspellings were extracted from the students' writing samples and were examined by looking at the effects of linguistic category, genre, and gender. Results of the three-way ANOVA revealed that the greatest number of errors occurred in the orthographic category, accounting for over 70% of the errors. Errors attributed to the other linguistic categories occurred less than 10% of the time each. There were no effects attributed to genre or gender. The qualitative analysis revealed that the most common linguistic feature error was OAT (orthographic tonic accents) comprising 37% of the total number of errors followed by OLS (letter sound) errors, which comprised 11% of the total number of errors. All other phonological, orthographic, morphological, and phonological-orthographic linguistic feature patterns occurred with a frequency of 5% or less. Knowledge of the English language had a minimal, but obvious, influence on their spelling. These findings would suggest that Spanish-English bilingual adolescents predominantly made spelling errors that did not follow the orthographic rules of Spanish. Educational implications are presented.
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Pérez, Mercedes. "Patterns of invented spelling in Spanish." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2209.

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This study proposes to examine the invented spelling patterns that Spanish speaking children create in their writing. Their writing samples were then transcribed and each word was categorized as either conventional or an invented spelling.
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Stacy, Catherine Ann. "Applying mixed-effects receiver operating characteristic (ROC) curve analysis to diagnostic evaluations of human learning." Access restricted to users with UT Austin EID Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3035981.

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

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Jones, Angela C. "Why do we mipsell the middle of words? Exploring the role of orthographic texture in the serial position effect." [Kent, Ohio] : Kent State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=kent1246891489.

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Thesis (Ph.D.)--Kent State University, 2009.
Title from PDF t.p. (viewed Jan. 26, 2010). Advisor: Jocelyn R. Folk. Keywords: spelling; orthography; serial position. Includes bibliographical references (p. 53-60)
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Strange, Mandy Lea. "The most effective way to teach spelling." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2825.

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The research in this project shows that spelling needs to be taught through patterns, rhymes and the use of analogies. Weekly spelling tests are effective to assess spelling patterns, instead of useing a pre-determined collection of random words. Additionally, spelling needs to be taught within writing, not as a completely separate subject.
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MacDougall, Lisa Kathryn Denham. "Building spelling concepts through word study." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1518.

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James, Casie Dawn. "Strategic spelling instruction." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/2993.

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The study proposes an alternative way for elementary school educators to instruct students in spelling. It suggests that spelling instruction should allow ample time for students to manipulate letters and patterns in their spelling words and provide time for writing. It also offers a two-week lesson plan of spelling instruction backed by research. The study was conducted using a mixed design with a predominantly Hispanic 6th grade class at a Title I school, with 60% of the students classified as English Language Learners. The study design consisted of observations of the students manipulating the spelling words, anecdotal notes taken while observing the students, and the collection of writing samples across time. Data was collected by four formal language arts tests and bimonthly spelling assessments.
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Mpiti, Thandiswa. "Nature of spelling errors of grade three isiXhosa background learners in English first additional language." Thesis, University of Fort Hare, 2012. http://hdl.handle.net/10353/472.

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A central concern of education internationally and in South Africa is to develop children's literacy skill. However a literacy crisis exists in spite of efforts to counter this. Some researchers have explored the issue of literacy focusing on second language learners‟ spelling in English as Additional Language. There is, however, insufficient literature that looks into spelling experiences of isiXhosa background learners in English First Additional Language. Hence this study investigated the nature of spelling errors of Grade three isiXhosa background learners in English First Additional Language. In understanding the nature of spelling errors of Grade three isiXhosa background learners, the features of words that learners find difficult to spell and the features of words that learners find easy to spell were investigated. Moreover, learners' barriers in acquiring spelling skills in English First Additional Language and teacher practices for teaching spelling were examined. In exploring these issues the study adopted a qualitative approach in order to ensure reliability and validity of the study. The data gathering process was in the form of semi-structured interviews, classroom observations and document analysis. One isiXhosa medium primary school in a Black Township in Buffalo City Municipality in the East London District was purposively selected to form the context of the study. In this school English is taught as a subject in grade three. Participants were eight grade three learners and one Grade three class teacher who teaches these learners. The findings of the study revealed that learners with an isiXhosa background seemed to be struggling with understanding basic English words and terms. This is exacerbated by the fact that the learners seemed to struggle to understand the rules of the English language. The words that learners find difficulties in to spell in English Second Language were diagraphs. Barriers to spelling were influenced, among other issues, by learners' pronunciation and their heavy reliance on their mother tongue.
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Chow, Ka Po Winnie. "The learning of spelling among Hong Kong secondary students." HKBU Institutional Repository, 2003. http://repository.hkbu.edu.hk/etd_ra/491.

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Books on the topic "Spanish language – Orthography and spelling"

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Weisskopf, Ralf. System und Entwicklung der spanischen Orthographie. Wilhelmsfeld: G. Egert, 1994.

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Nebrija, Antonio de. Reglas de orthographia en la lengua castellana. Murcia: Nebrija V Centenario, 1992.

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Shaw, Juan J. Biondi. Ortografía: Error o problema? [Lima, Peru]: Universidad de Lima, Facultad de Ciencias Humanas, 1988.

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García, S. Penã de. No cometa más faltas de ortografía. México: Mexicanos Unidos, 1991.

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Charur, Carlos Zarzar. Ortografía. México: Grupo Editorial Patria, 2008.

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Lillo, Mario Bernales. Manual de ortografía práctica. Temuco, Chile: Ediciones de la Universidad de la Frontera, 1990.

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Ezquerra, Manuel Alvar. Manual de ortografía de la lengua española. Barcelona: Biblograf, 1995.

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Carnicer, Ramón. Sobre ortografía española. Madrid: Visor, 1992.

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ABC de la ortografía moderna. Madrid: Playor, 1988.

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Contreras, Lidia. Historia de las ideas ortográficas en Chile. [Santiago, Chile]: Dirección de Bibliotecas, Archivos y Museos, Centro de Investigaciones Diego Barros Arana, 1993.

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Book chapters on the topic "Spanish language – Orthography and spelling"

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

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

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Bann, Jennifer, and John Corbett. "The Development of Modern Scots Orthography." In Spelling Scots. Edinburgh University Press, 2015. http://dx.doi.org/10.3366/edinburgh/9780748643059.003.0004.

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The later Older Scots period is marked by a language shift that saw a drastic reduction in the domains in which Scots was written. The corresponding shift towards the norms of written standard English was probably not always the result of a conscious choice on the part of Scottish writers. It is unlikely that many of those few who were literate during the Older Scots period actually thought of themselves as writing ‘Scots’ as such – it is more likely that, if they considered the issue at all, they would have considered themselves literate in the vernacular, or non-Latin, language they spoke, in the same way as a literate Englishman might also write in the vernacular tongue.
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"The phonology, phonetics and orthography of Spanish." In The Spanish Language Today, 59–76. Routledge, 2012. http://dx.doi.org/10.4324/9780203061206-10.

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Belpoliti, Flavia, and Encarna Bermejo. "Spanish orthography in heritage language writing." In Spanish Heritage Learners’ Emerging Literacy, 23–44. Routledge, 2019. http://dx.doi.org/10.4324/9781315646589-3.

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Bann, Jennifer, and John Corbett. "From Orthoepy to Activism: Orthographic Interventions." In Spelling Scots. Edinburgh University Press, 2015. http://dx.doi.org/10.3366/edinburgh/9780748643059.003.0005.

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The present chapter offers a historical survey of commentary on and attempted intervention in the practice of spelling Modern Scots. Four main groups are considered: orthoepists and linguistic scholars, lexicographers, literary commentators, and ‘language activists’. Each group has played a role – and most continue to play a role – in the development of Modern Scots orthography.
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Russo, Daniel. "AN ALTERNATIVE SPELLING FOR ENGLISH: CONTEMPORARY APPROACHES AND SIMPLIFICATION CRITERIA." In JEZIK, KNJIŽEVNOST, ALTERNATIVE/LANGUAGE, LITERATURE, ALTERNATIVES - Jezička istraživanja, 313–28. Filozofski fakultet u Nišu, 2022. http://dx.doi.org/10.46630/jkaj.2022.19.

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The history of English spelling is characterised by periods of discontinuity and a slow and relentless shift from a phonemic orthography to a morphophonemic system. There have been two periods when spelling reform of the English language has attracted particular interest: the first was from the middle of the 16th to the middle of the 17th century, when a number of publications and dictionaries outlining proposals for reform were published; the second was between the 18th and early 20th centuries and linked to the development of phonetics as a science. For example, Noah Webster’s dictionary included an essay on the oddities of modern orthography and his proposals for reform (some of which would become hallmarks of American English spelling). The purpose of this study is to review proposals for English-language spelling reform since the 1950s – New Spelling, Regularised English, Spelling Reform 1, Cut Spelling, Shavian, Interspel, and the Petersonian English Alphabet – to identify their main common traits by highlighting the underlying ideas of simplification. All the models under consideration show a preference for a phonemic spelling system as an ideal in the direction of linguistic simplicity.
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Bann, Jennifer, and John Corbett. "Introduction." In Spelling Scots. Edinburgh University Press, 2015. http://dx.doi.org/10.3366/edinburgh/9780748643059.003.0001.

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This book is an account of the evolution of the spelling system, or orthography, of Scots, the language of lowland Scotland. Substantial written records in Scots survive from the fourteenth century and they are evidence of a distinctive language that was used in speech and as a language of written record in the Scottish kingdom until the end of the sixteenth century; thereafter broader written use of Scots declined. Written Scots was, however, revived, largely as a medium for literature, in the eighteenth century, and it has been used by a very large number of poets, novelists and dramatists ever since this ‘vernacular revival’ occurred. It thrives as a literary medium today. The way in which Scots has been fashioned in writing, however, has always been characterised by a wide range of variation and diversity in spelling. The present volume surveys the main reasons for this variation and diversity historically, and suggests ways of understanding and exploring it with a view to encouraging literacy practices in Scots.
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"6. The Trouble with Spelling? Discussion and Conclusions." In Spelling Trouble? Language, Ideology and the Reform of German Orthography, 149–74. Bristol, Blue Ridge Summit: Multilingual Matters, 2005. http://dx.doi.org/10.21832/9781853597862-007.

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"1. Introduction to the 1996 Reform of German Orthography." In Spelling Trouble? Language, Ideology and the Reform of German Orthography, 1–17. Bristol, Blue Ridge Summit: Multilingual Matters, 2005. http://dx.doi.org/10.21832/9781853597862-002.

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Conference papers on the topic "Spanish language – Orthography and spelling"

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Rastle, Kathy. "How do writing systems shape reading and reading acquisition?" In 11th International Conference of Experimental Linguistics. ExLing Society, 2020. http://dx.doi.org/10.36505/exling-2020/11/0001/000416.

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Writing is a relatively recent cultural invention, and reading is a skill that requires years of instruction, dedication, and practice. My talk will consider how the nature of a writing system influences reading acquisition and skilled reading. I consider the nature of statistical regularities that characterize English orthography and show across several experiments that knowledge encoded in the skilled reading system mirrors these regularities. This analysis reveals that weaknesses in the relationship between spelling and sound give rise to powerful regularities between spelling and meaning that are critical for text comprehension. I conclude by thinking about how written language differs from spoken language and argue that these differences may be at the heart of human capacity for rapid, skilled reading.
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Zeljić, Goran. "Kritički pogled na vrste pravopisnih vežbi u nastavi srpskog jezika." In Nauka, nastava, učenje u izmenjenom društvenom kontekstu. University of Kragujevac, Faculty of Education in Uzice, 2021. http://dx.doi.org/10.46793/nnu21.343z.

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The article analyzes orthographic tasks that are part of teaching content in Serbian orthography at the elementary school age. These contents, especially at the younger school age, are an essential part of teaching Serbian. The plan and program cover all major orhographic topics, starting with the use of capital letters, through merged and conquered spelling, punctuation, and abbreviations. The orthographic aspect of voice alternatives is given in the older classes, although the basics of these rules are given at a younger age in changing the form of words (in the writing of nouns of the vrabac – vrapca type, mn. vrapci, zadatak, zadatka, zadaci, etc.) in word formation (eg. in the construction of deminitives such as sveska – sveščica, noga – nožica, etc.), and in highlighting exceptions such as the absence of alternation in loudness in the contact of sound consonants d and đ with silent consonants s and š (e.g., predsednik, predškolski, etc.). The aim of this paper is to examine the types and quality of exercises and tasks in Serbian orthography at primary school age. The analysis covers orthography units presented in textbooks and orthography literature and additional material used in teaching practice (task collections, etc.). Also, the orthographic tasks given in the Serbian language tests at different levels of competitions were examined.
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Antropova, Svetlana, Francesca Colt, and Mariana Lafita. "SPELLING PERFORMANCE BY SPANISH PRIMARY STUDENTS USING ENGLISH AS A SECOND LANGUAGE: ANALYSIS OF THE MOST COMMON MISTAKES." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.0180.

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