Dissertations / Theses on the topic 'Spanish language – Orthography and spelling'
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1
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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Peck, Greg L. "The effects of cooperative learning on the spelling achievement of intermediate elementary students." Virtual Press, 1991. http://liblink.bsu.edu/uhtbin/catkey/776723.
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This study compared differences in spelling achievement among groups of students who were high, average, and low achievers. The study attempted to determine, over 7 weeks, any treatment effects resulting from students being cooperatively grouped for spelling instruction. A student's level of achievement and type of grouping for spelling instruction were variables contrasted between intact treatment and control classes of students.This study used six intact classes of intermediate grade elementary children. Three classes were grouped cooperatively for spelling instruction and three classes were not grouped cooperatively for spelling instruction. The study included the scores of 135 students, 68 in the control group and 67 in the treatment group. Normal curve equivalent scores from an existing standardized achievement test were used to classify students as high, average, or low achievers.A student's level of achievement was an attribute variable that yielded proportional cell sizes in order to conduct an analysis of variance. The dependent variable was the total number of words that each student spelled correctly on seven weekly spelling tests. A t-test was used to examine the NCE scores of the treatment and control groups to verify that no significant differences existed between the groups prior to the study.Teachers were trained in a series of four sessions to implement cooperative learning using Student Teams Achievement Divisions. The sessions provided activities designed to encourage the development of collaborative skills prior to initiating treatment. A bonus point system was used to reinforce the collaborative skills.The analysis of variance tested four null hypotheses at the .05 level of confidence. None of the null hypotheses were rejected. The following results were suggested:1. Intermediate children achieve equally well regardless of how they are grouped for spelling instruction.2. High, average, and low achieving students achieve equally well regardless of how they are grouped for spelling instruction.3. Low achieving students achieve significantly different from high and average achieving students.The findings of the study suggest that cooperative grouping for spelling instruction is as effective as spelling instruction without cooperative grouping regardless of student level of achievement.Department of Elementary Education
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郭慧玲 and Wai-ling Polly Kwok. "Saussure's notion of the arbitrary nature of the sign, with special reference to orthography." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31951673.
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Lenz, Gabriele. "Spelling instruction for beginning writers in whole language classrooms." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/990.
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Teachers of beginning writers, who believe in a whole language philosophy for teaching language arts, are faced with the challenge of integrating spelling instruction into their writing programs. Traditional approaches that involve word lists and weekly spelling tests are not in accordance with whole language beliefs.
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Bristor, Valerie Jayne. "A quasi-experimental comparison of the test-study and study-test methods in fourth grade spelling." Virtual Press, 1988. http://liblink.bsu.edu/uhtbin/catkey/536295.
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The purpose of this study was to compare two methods of spelling instruction, the test-study method and study-test method, with the spelling achievement of selected fourth grade students. The effects of gender and spelling ability level on the spelling method were also studied. The participants were 80 fourth grade students from four intact classrooms in two elementary schools in a small suburban midwestern school district.Third grade standardized test scores were collected from students' permanent record cards and used for grouping students into spelling ability levels. A Spelling Criterion-Referenced Test was used as a pretest (covariate) and a posttest (dependent variable). An analysis of covariance was used to test three null hypotheses at the .05 level of significance. The three null hypotheses were not rejected. The following results were suggested:1. Both fourth grade boys and girls achieve equally well in spelling whether they use the test-study method or the study-test method of spelling instruction.2. Fourth grade students achieve equally well in spelling whether they use the test-study method or the study-test method of spelling instruction.3. Fourth grade girls and boys achieve equally well in spelling.Teachers should consider integrating spelling into all areas of the language arts by supplementing the spelling textbook with words the children are using in their writing.Department of Elementary Education
15
Lam, Ho-cheong. "Orthographic awareness in learning Chinese characters." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B3762734X.
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WILDE, SANDRA JEAN. "AN ANALYSIS OF THE DEVELOPMENT OF SPELLING AND PUNCTUATION IN SELECTED THIRD AND FOURTH GRADE CHILDREN (ORTHOGRAPHY, PAPAGO, O'ODHAM)." Diss., The University of Arizona, 1986. http://hdl.handle.net/10150/183876.
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This study explores various aspects of the spelling and punctuation development of six Tohono O'odham (Papago) children during their third and fourth grade years. The data used, which was collected in a prior study, consisted of 215 texts (13,793 words) written in natural classroom settings as part of the teacher's ongoing writing curriculum. Field notes decribing what the subjects did as they wrote, as well as written interviews, supplemented the texts themselves. A number of specific features were examined to explore the subjects' use of various level of linguistic information about spelling. Those features included: initial letters, vowel phonemes, consonant digraphs, the letters C and G, consonant gemination, bound morphemes, and homophones. Spellings involving permutation (changes in letter order) and the letters E and Y as final markers, as well as those spellings which were real words, were also examined. Finally, differences between spellers, the subjects' use of punctuation and capitalization, and orthography in the classroom context were analyzed. A number of conclusions were drawn from the analysis. The subjects spelled most words conventionally. The more frequently a word appeared in the subjects' writing, the more likely it was to be spelled conventionally. Selected orthographic features varied widely in how conventionally they were spelled, with those which were less predictable or more abstract tending to be more difficult. Almost every spelling feature examined showed growth from third to fourth grade. The invented spellings of particular features tended to reflect understandable, logical processes. Invented spellings which were either real words or permutations of the intended word were common. There were differences between children not only in how conventionally they spelled but in the types of invented spellings they produced. Punctuation was more difficult than spelling for the subjects, and its use varied greatly between subjects. Capitalization was comparable to spelling in how conventionally it was used. Children used a variety of linguistic information and spelling strategies as they wrote. There was evidence that punctuation usage was driven (at least in some cases) by conscious hypotheses about how it works. Children's metalinguistic knowledge about orthography may or may not parallel their use of it.
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Saul, Zandisile Wilberforce. "Significance of accuracy in the orthographical development of isiXhosa in a post-democratic South Africa." Thesis, University of Fort Hare, 2013. http://hdl.handle.net/10353/d1005642.
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IsiXhosa language is one of the first languages in sub-Saharan Africa to be reduced into writing. The first written texts in isiXhosa were produced by British missionaries in the Tyhume river valley as early as 1824. In spite of these early developments, there still remain today many inconsistencies and anomalies with regard to the standardization of isiXhosa orthography that require attention. This research focuses on the status quo of the current orthography of isiXhosa which is used in the writing of the selected texts which were published from 2000 to date. The research study investigates how these texts are written, that is, whether they are written according to the principles of the writing of this language as developed by the respective language boards or not. The reason for doing this is that this language has become one of the official languages of the Republic of South Africa. Therefore, in order for it to be read and written without any difficulty by anyone, as it is expected to be used as a medium of instruction even at tertiary level in the future, it should be written accurately and consistently. The study analyses a number of isiXhosa written texts including the following: (1) Selected literary texts which were published from 2000 to date. (2) Selected publications by government departments. (3) Selected translated texts. (4) Some of the newspapers and magazines which are currently in circulation in this language. (5) Some dictionaries of isiXhosa. (6) The updated isiXhosa Orthography as compiled by the PanSALB (2008). The aims of the study are outlined in Chapter 1. This chapter also provides the theoretical framework within which the research is located. Chapter 2 is about the theoretical perspectives on the development of the art of writing and orthography. The historical background, that is, the development of the art of writing and the general as well as the specific requirements of a good orthography are discussed. Chapters 3, 4 and 5 observe and analyse the orthographical features of some written documents of isiXhosa such as writing of capital letters, word division, usage of concords, etc. These three chapters also observe and analyse the various anomalies and inconsistencies in the spelling of isiXhosa words that were identified in the consulted texts. Chapter 6 is devoted to the conclusion and the recommendations.
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Hambly, Everett E. III. "Kinesthetic teaching methods in the traditional classroom comparative spelling and vocabulary techniques." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1281.
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Spelling and vocabulary performance as measured by pre-tests and post-intervention performance for the two strategies showed that average overall improvements resulted from the use of kinesthetic teaching methodologies when compared with visual (only) methods.
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Du, Cloux Kim Elaine. "A guide to motivating students to twist to better spelling." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2431.
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Students learn and retain more when they enjoy the process or avenue of learning. Students have fun learning to spell when visual, auditory, and hands-on learning are included in the process. In addition, the intervention project can be used to support and assist second language learners. The benefits from this intervention project will not only strengthen students' phonemic and spelling foundation, but will also enhance their reading comprehension and writing effectiveness.
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Keim, Deborah Georgette. "An investigation of English spelling problems of Arabic-speaking students." PDXScholar, 1991. https://pdxscholar.library.pdx.edu/open_access_etds/4172.
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In this two-part study, English spelling errors of Arabic speaking students are investigated. Specifically, an empirical study is done to document and investigate exactly what kinds of English spelling errors Arabic-speaking students actually make. Then these data are analyzed. and spelling error patterns are discovered. Next. a study is done to determine if the presence of spelling errors in written work has a significant negative effect on readers' evaluations of this writing.
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Rollins, Ivy E. "Using spelling performance to study literacy acquisition in English for Spanish-speaking students in the seventh grade /." View online ; access limited to URI, 2007. http://0-digitalcommons.uri.edu.helin.uri.edu/dissertations/AAI3277006.
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Johnson, Christine. "Analyzing Spelling Errors by Linguistic Features among Children with Learning Disabilities." Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6269.
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In order to spell fluently and accurately, phonology, orthography, and morphology must be integrated and stored into long term memory (Berninger & Richards, in press; Berninger, Nagy, Tanimoto, Thompson, Abbott, 2015). Children with dysgraphia, dyslexia, and OWL-LD have specific deficits in linguistic processing that impede the cross-mapping of these linguistic elements. This study analyzes the frequency and nature of spelling errors produced by children with dysgraphia, dyslexia, and OWL-LD during an academic writing task in order to determine if known deficits in linguistic processing affect the type and severity of spelling errors made by these children.
The present study analyzed error severity and frequency of spelling errors produced by children with dysgraphia (n=13), dyslexia (n=17), or OWL-LD (n=5) during the academic writing tasks obtained in the Berninger et al. (2015) study. In the previous study, students read or listened to computerized lessons about basic mathematical concepts and then typed summaries of what they learned. For the current study, all spelling errors made during the typed summary writing tasks were extracted and analyzed using the Phonological, Orthographic, Morphological Assessment of Spelling (POMAS) and then recoded with POMplexity (a measure of error severity) to determine the severity and frequency of spelling errors made in the linguistic categories of phonology, orthography, and morphology.
Results indicated that the students did not differ in error severity by diagnostic category. However, a qualitative analysis using the POMAS revealed that children from different diagnostic categories produced different types of errors. With respect to error frequency, only students with dysgraphia made significantly fewer errors than students with OWL-LD, and all participants, regardless of diagnostic category produced more errors in typed summaries following the reading condition.
These results are consistent with previous research indicating that children with learning disabilities do not produce deviant spelling errors when compared to typically-developing, age-matched peers or typically-developing, spelling-matched peers (Silliman, Bahr, and Peters, 2006, among others). The current results demonstrate that the spelling errors of children with learning disabilities reflect the expected linguistic breakdowns in cross-code mapping, and that children with learning disabilities may display these spelling deficits beyond an appropriate age.
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Yeung, Pui-sze, and 楊佩詩. "Learning to read and spell in English among Chinese English-as-a-second-language learners in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B35726787.
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Nikolopoulos, Dimitris S. "Cognitive and linguistic predictors of literacy skills in the Greek language : the manifestation of reading and spelling difficulties in a regular orthography." Thesis, University College London (University of London), 1999. http://discovery.ucl.ac.uk/1348744/.
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The aim of this thesis was three-fold: firstly, to examine the development of reading and spelling abilities in the Greek language; secondly, to identify the cognitive predictors of reading and spelling skills; and finally, to establish how developmental dyslexia is manifested in the regular Greek orthography. An extensive battery of cognitive, linguistic, and literacy tasks was administered to 132 children: 66 Grade-2 and 66 Grade-4 Greek-speaking children attending four different schools in Athens, Greece. The battery included: tests of reading, spelling, and mathematical attainment; a nonword reading task, various phonological awareness & other phonological processing tests; a non-verbal intelligence test and various syntactic awareness tasks. Evidence on the manifestation of developmental dyslexia in Greek was based on a chronological-age and a reading-level matched-pairs comparison between poor and average readers. Despite a large number of difficult polysyllabic word stimuli, reading accuracy was at ceiling for most subjects. Reading speed proved a more effective measure of individual differences. A high degree of accuracy was also observed on many phonological awareness tests. Rapid naming, phonological awareness and speech rate proved the most important predictors of reading ability in the regular Greek language. The predictive value of many variables/tests, however, appeared to differ between English and Greek. Phonological awareness - the most powerful and stable predictor in English - appeared to be a reliable predictor of reading ability only at the initial stages of literacy development (Grade-2). The most significant predictor at Grade-4 was rapid naming. Speech rate consistently predicted reading skill in all our analyses. Syntactic awareness proved not a reliable predictor. Its contribution was significant only for spelling ability at Grade-4. The matched-pair comparisons supported the above results. Results are discussed in relation to the existing differences in the orthographic structure of the English and Greek languages. It is suggested that the examination of linguistic differences is important, both, from a theoretical and clinical point of view.
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Walton, Donna L. "The impact of computer assisted instruction on sensory cognitive factors in literacy learning." Thesis, University of North Texas, 2003. https://digital.library.unt.edu/ark:/67531/metadc4380/.
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The purpose of this study was to examine the impact of computer assisted instruction on the development of literacy skills. The effect of instructional methodologies designed to stimulate sensory processing (auditory, visual, and somatic sensory) through information processing activities was analyzed. A software program was designed to present instruction to stimulate learning in one sensory modality, visual processing. Also, the effect of delivery mechanisms on the acquisition of literacy skills was investigated. Three treatment groups and a control group were established to analyze differences: cognitive processing methodologies presented via computer technology, conventional methodologies presented via computer technology, cognitive processing methodologies presented through traditional classroom tools, and a control group. A portable keyboard computer with word processing capabilities was selected to deliver technology-enhanced instruction. Results from this study suggest that activities designed to specifically promote processing in one sensory modality, do not promote acquisition of skills in other regions. There was no change in scores when visual methodologies were applied to auditory and somatic sensory cognitive processing goals. When spelling tests that utilized all sensory modalities were analyzed, visual processing instruction had no effect on achievement. This result was duplicated when tests requiring auditory processing skills were examined. However, when visual processing skills were applied to words requiring sight word memorization techniques, the methodologies improved achievement scores. Therefore, it can be concluded that methodologies increase achievement only if activities are designed to stimulate the sensory cognitive modality that the skill requires. Results of analysis concerning the effect of delivery mechanisms on spelling achievement revealed that technology is a useful tool when used to promote information processing related to the learning goal. Visual cognitive processing activities delivered via computer technology were effective only when practice activities matched instructional objectives. When conventional methods of learning spelling skills were presented utilizing technology, student scores did not increase. It can be concluded that spelling achievement can be improved through the introduction of intelligent software applications if the instructional program is designed to stimulate appropriate cognitive processes and to meet targeted learning objectives. A theory for designing instructional software to meet these criteria, The Integrated Processes Method, was presented.
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Jurish, Bryan. "Finite-state canonicalization techniques for historical German." Phd thesis, Universität Potsdam, 2011. http://opus.kobv.de/ubp/volltexte/2012/5578/.
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This work addresses issues in the automatic preprocessing of historical German input text for use by conventional natural language processing techniques. Conventional techniques cannot adequately account for historical input text due to conventional tools' reliance on a fixed application-specific lexicon keyed by contemporary orthographic surface form on the one hand, and the lack of consistent orthographic conventions in historical input text on the other. Historical spelling variation is treated here as an error-correction problem or "canonicalization" task: an attempt to automatically assign each (historical) input word a unique extant canonical cognate, thus allowing direct application-specific processing (tagging, parsing, etc.) of the returned canonical forms without need for any additional application-specific modifications. In the course of the work, various methods for automatic canonicalization are investigated and empirically evaluated, including conflation by phonetic identity, conflation by lemma instantiation heuristics, canonicalization by weighted finite-state rewrite cascade, and token-wise disambiguation by a dynamic Hidden Markov Model.Diese Arbeit behandelt Themen der automatischen Vorverarbeitung historischen deutschen Textes für die Weiterverarbeitung durch konventionelle computerlinguistische Techniken. Konventionelle Techniken können historischen Text wegen des hohen Grads an graphematischer Variation in solchem Text ohne eine solche Vorverarbeitung nicht zufriedenstellend behandeln. Variation in der historischen Rechtschreibung wird hier als Fehlerkorrekturproblem oder "Kanonikalisierungsaufgabe" behandelt: ein Versuch, jedem (historischen) Eingabewort eine eindeutige extante Äquivalente zuzuordnen; so können konventionelle Techniken ohne weitere Modifikation direkt auf den gelieferten kanonischen Formen arbeiten. Verschiedene Methoden zur automatischen Kanonikalisierung werden im Rahmen dieser Arbeit untersucht, unter anderem Konflation durch phonetische Identität, Konflation durch Lemma-Instanziierungsheuristiken, Kanonikalisierung durch eine Kaskade gewichteter endlicher Transduktoren, und Disambiguiierung von Konflationskandidaten durch ein dynamisches Hidden Markov Modell.
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Nteso, Thato Natasha. "A critical analysis of online Sesotho ICT terminology." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1001654.
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Information and Communication Technology (ICT) has taken over every aspect of our daily lives, from commerce to leisure and even culture. Today, mobile phones, desktop computers, hand-held devices, emails and the use of the internet have become a central part of our culture and society. ICT has made us a global society, where people can interact and communicate efficiently. In order for South Africa to be competitive in the global economy, it will need to develop a workforce with appropriate Information Technology skills. Of necessity, these skills will extend to using a computers and developing appropriate software and technical support skills (DOE, 2008). This thesis represents a critical analytical study in that it explores the online Sesotho Information and Communication Technology (ICT). It aims at analysing terminology development in this area. The study aims to determine how Sesotho and ICT correlate and how the linguistic aspect plays a role in online ICT terminology. The focus is not on creating new terms but to analyze the already existing ICT terms available, with regards to linguistic rules and principles and to critique if they are of quality. Furthermore, the thesis explores whether there are other strategies that can be used in the development of this terminology. It also seeks to determine if the terms are easily accessible to students and if they are used at all. Terms will be sourced from the Department of Arts and Culture ICT term list, and the focus will be on extracting only terms that have to do with computer literacy. Other online sources that list Sesotho equivalents will also be considered. The study also assesses the quality of the terms created by the Department of Arts and Culture (DAC) together with the Department of Communications (DOC) for a multilingual ICT terminology list. Furthermore, the thesis explores whether the Sesotho equivalents adhere to the linguistic rules and principles of the language. The other question asked is whether the terms are used by the intended users and if they are easily accessible to the speakers of the language. This entire aspect of the thesis speaks to the notion of the intellectualization of African languages and in this case Sesotho in particular. Not only does the thesis engage with computer literacy terminology, it also presents a detailed literature review of studies and work that has been done in this field. The thesis engagement is also done by linking the backdrop of the history of Sesotho and the Basotho peoples.
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Odendaal, Beatrix Gertruida. "Die herstandaardisering van Afrikaans : 'n praktiese benadering met die AWS as gevallestudie." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/71820.
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ENGLISH ABSTRACT: This study comprises an investigation into the restandardisation of Afrikaans. Since the 1980s,
there have been various calls from the Afrikaans speech community for the democratisation of
Afrikaans by making it representative of the whole Afrikaans speech community. Despite these
calls for the restandardisation of Afrikaans, a matter which has been brought to the fore in recent
years, there are still no real theoretically-based and practical suggestions for such a project. The
practical approach to the restandardisation of Afrikaans suggested in this study, with a specific
focus on the restandardisation of the orthography of Afrikaans, informs the suggestion of a model
by which such a planned restandardisation programme for Afrikaans could be carried out. This is
done based on existing theories of standardisation and restandardisation, as well as a thorough
investigation into the history of the standardisation of Afrikaans in order to determine the reasons
underlying this need for its restandardisation.
Firstly, relevant theories of standardisation are considered in order to determine which aspects of
language standardisation give rise to restandardisation and play the most important role in it. The
history of the standardisation of Afrikaans is also considered, in order to indicate the factors which
gave rise to the calls for the restandardisation of Afrikaans. The world-wide phenomenon of destandardisation
– an increasing trend by which the validity of standardised languages is called into
question – is subsequently considered. Following this, restandardisation is considered in greater
detail. Although the term is used widely, there are not yet thorough theoretical descriptions of the
nature of the process itself. Therefore, this study provides a theoretical consideration of what
restandardisation comprises. An investigation into various examples of attempts at the restandardisation
of languages in South Africa, Africa, and the rest of the world serves as a backdrop
against which the need for the restandardisation of Afrikaans is discussed.
The standardisation of the orthography of Afrikaans, as outlined in the ten issues of the Afrikaanse
woordelys en spelreëls (“Afrikaans word list and spelling rules”) which have been published to
date, is the next research focus. The purpose of this critical evaluation of the primary source for
orthographic standardisation of Afrikaans is to point out the weaknesses in the current
standardisation process which necessitate a new approach to the standardisation of Afrikaans (and
by extension, its restandardisation).
Finally, a model is presented for the restandardisation of the orthography of Afrikaans, but also
Afrikaans as a whole, based on various theoretical and practical considerations contained in the
study.AFRIKAANSE OPSOMMING: In hierdie studie word die herstandaardisering van Afrikaans onder die loep geneem. Dit word gedoen teen die agtergrond van verskeie oproepe vanuit die Afrikaanse spraakgemeenskap sedert die 1980’s om Standaardafrikaans te demokratiseer deur dit verteenwoordigend te maak van die totale Afrikaanse spraakgemeenskap. Ten spyte van hierdie oproepe om die herstandaardisering van Afrikaans wat in die afgelope aantal jare op die spits gedryf is, ontbreek daar egter nog teoreties gefundeerde, praktiese voorstelle vir hoe so ’n herstandaardiseringsprojek daar sal uitsien. Hierdie studie verteenwoordig ’n praktiese benadering tot die herstandaardisering van Afrikaans, met ’n besondere fokus op die herstandaardisering van die Afrikaanse ortografie, deur ’n model daar te stel waarvolgens so ’n beoogde herstandaardiseringsprogram vir Afrikaans kan geskied. Dit word gedoen aan die hand van bestaande standaardiserings- en herstandaardiseringsteorie en ’n grondige ondersoek na die standaardiseringsgeskiedenis van Afrikaans ten einde te bepaal wat aanleiding gegee het tot hierdie herstandaardiseringstrewe in Afrikaans. Eerstens word daar gekyk na relevante standaardiseringsteorieë ten einde die belangrikste aspekte van taalstandaardisering te belig wat ’n rol speel in en aanleiding gee tot herstandaardisering. Die standaardiseringsgeskiedenis van Afrikaans word ook in oënskou geneem om te dui op die aspekte wat aanleiding gegee het tot die oproepe om die herstandaardisering van Afrikaans. Vervolgens word daar na die wêreldwye tendens van destandaardisering gekyk waardeur die geldigheid van standaardtale toenemend bevraagteken word. Hierna word herstandaardisering van nader beskou. Alhoewel die term reeds wyd gebruik word, bestaan daar nog nie diepgaande teoretiese beskrywings oor die aard van hierdie proses nie. Daar word dus vervolgens teoreties besin oor wat herstandaardisering behels. Verskeie voorbeelde van pogings tot die herstandaardisering van tale in Suid-Afrika, Afrika, en die res van die wêreld word ondersoek, waarna die redes vir ’n behoefte aan die herstandaardisering van Afrikaans uiteengesit word. Die standaardisering van die Afrikaanse ortografie, soos uiteengesit in die tien uitgawes van die Afrikaanse woordelys en spelreëls wat tot op hede verskyn het, kom volgende as navorsingsfokus aan bod. Die doel van hierdie kritiese evaluering van die primêre ortografiese standaardiseringsbron van Afrikaans is om te dui op die swakplekke in die huidige standaardiseringsproses wat ’n nuwe benadering tot die standaardisering van Afrikaans (dus die herstandaardisering van Afrikaans) noodsaak. Ten slotte word ’n model vir die herstandaardisering van die Afrikaanse ortografie, maar ook Afrikaans in geheel, voorgestel aan die hand van verskeie teoretiese en praktiese oorwegings soos in die loop van die studie uiteengesit.
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Frerichs, Linda C. "Examining First-Graders' Construction of Knowledge of Graphophonemic and Orthographic Relationships: Reading and Writing Student-Selected Continuous Text." Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc278985/.
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The purpose of this study was to examine first-graders' construction of knowledge of graphophonemic and orthographic relationships. Three levels of treatment were assigned randomly to three groups of first-graders in their first semester of first grade. Treatment varied in student engagement with reading and writing texts based on student interests and in the amount of interaction students had with one another and the researcher as they read, wrote, and examined words, word patterns, and graphophonemic relationships. The study was based on a quasi-experimental nonequivalent control group design (Campbell & Stanley, 1963) with an added within-subjects factor of 12 weekly test occasions. These weekly tests involved students writing a researcher-dictated continuous text selected by students in the full-treatment group from the larger portion of text read each week. Additional elements of qualitative research were included in the design and analyses. Quantitative analyses revealed statistically significant results. Qualitative data analyses confirmed that students who interacted daily with each other and the researcher in reading and writing activities constructed more knowledge about graphophonemic and orthographic relationships than peers from the partial-treatment group and the control group. Results led to conclusions and implications involving a reexamination of current and traditional methods of spelling instruction and assessment for young children.
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Cheung, Ching-yee Cecilia, and 張靜儀. "One to one cross-age peer tutoring and same-age peer tutoring in English dictation: a comparative study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956361.
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Lam, Ho-cheong, and 林浩昌. "Orthographic awareness in learning Chinese characters." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B3762734X.
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Guay, Thérèse. "L'adaptation orthographique des anglicismes lexématiques au Québec, perspective historique." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ49098.pdf.
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Lo, Chi-kin Wilson, and 盧智健. "The effect of phonological input on L2 reading comprehension." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B29519524.
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Coats, Tonya Cherie. "Using technology in language arts to motivate students." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2479.
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This project will serve as a media rich tool to aid students and teachers in the classroom. It is designed to examine whether or not a computer based learning environment motivates and helps fourth grade at-risk students in vocabulary development. The project included creating a guide in Macromedia Authorware to help educators develop a multimedia environment in the classroom.
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Cheung, Chun-chun, and 張珍珍. "A comparison of the effects of two approaches: classwide peer tutoring & classwide peer tutoring withoutreinforcement on the spelling performance in integrated science." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31958552.
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Rodríguez, Sánchez Elena Inés. "A new spelling of "Newscast" -- with an "Ñ" : how local television stations in the U.S. can set up a newscast for Hispanics and why /." free to MU campus, to others for purchase, 2004. http://wwwlib.umi.com/cr/mo/fullcit?p1422960.
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Andersson, Matilda. "To Knock the Eye Out of a Friend : Assessment of an Orthographic Reform Upon the English Language." Thesis, Högskolan i Halmstad, Sektionen för humaniora (HUM), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-25371.
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This essay is a theoretical qualitative study, which examines the possibility for a spelling reform into English. The history of orthographical changes into British English, as well as Brown’s categorisation of spelling reforms, is reviewed. Four spelling reform proposals are analysed and compared. Additionally, the social discourses of Eira, which are relevant to a spelling reform, are analysed and discussed with regard to English. There is only speculation as to why no modern day spelling reform has been implemented in British English, but it is connected to its historical events, the social discourses and the implementation process. Spelling reform into English is theoretically feasible, but it depends on the implementation strategies and support from those who wish to perform such a change.
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Childers, Marie B. Childers. "Individual Differences in Using Context to Resolve Phonological Ambiguity." Kent State University Honors College / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ksuhonors1528056981332172.
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Cruz, Mônica 1968. "Povo Umutína : a busca da identidade linguística e cultural = Umutína people : the search of linguistic and cultural identity." [s.n.], 2012. http://repositorio.unicamp.br/jspui/handle/REPOSIP/270402.
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Orientador: Angel Humberto Corbera MoriTese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem
Made available in DSpace on 2018-08-21T03:32:20Z (GMT). No. of bitstreams: 1 Cruz_Monica_D.pdf: 2630036 bytes, checksum: 4deec3d2b2d1a6d726b8dd8c7334d8e1 (MD5) Previous issue date: 2012
Resumo: Esta tese tem por objetivo apresentar: 1. uma reanálise de aspectos fonéticos e fonológicos da língua Umutína, a partir dos trabalhos de Lima (1995) e dos vocabulários de Schmidt (1941) e Schultz (1952) , além dos dados coletados em minha pesquisa de campo na aldeia Umutína; 2. um estudo das publicações prévias sobre a língua e sobre o povo, bem como a descrição fonológica das listas de palavras da língua; 3. um estudo comparativo sobre o parentesco genético entre a língua Umutína e Boróro; 4. uma proposta ortográfica para a língua; 5. aspectos da morfologia referentes ao processo de formação de palavras denominado composição; e por fim, 6. uma abordagem discursiva sobre os traços da língua materna presentes nas práticas discursivas do povo Umutína, a partir das noções de memória discursiva e memória da língua, baseada nos pressupostos da Análise do Discurso de linha francesa. Em anexo, apresento uma amostra do corpus de dados sincrônicos analisados e a reprodução dos vocabulários de Schmidt e Schultz, já citados anteriormente
Abstract: This thesis aims to present: 1. a review of phonetic and phonological aspects of Umutina language, from the works of Lima (1995) and vocabularies of Schmidt (1941) and Schultz (1952), besides data collected in my own fieldwork in the Umutina village; 2. a study of previous publications about the language and the people, as well as the phonological description of the lists of words in the language; 3. a comparative study about the genetic relatedness between Umutina and Boróro languages; 4. an orthographic suggestion to the language; 5. some points of morphology with reference to process for the formation of words called compounding; and finally, 6. a discursive approach about the language (mother-tongue) traits present in the discursive practices of the Umutina people, from the notions of discursive memory and memory of the language, based on Discourse Analysis (AD). A sample of the present corpus of synchronous data analyzed and playback of the vocabularies of Schmidt and Schultz, previously mentioned, are attached
Doutorado
Linguistica
Doutora em Linguística
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Seijsing, Emma, and Maria Martin. "Stavning i årskurs 3 : En jämförelse av elevtexter skrivna av elever i och utan lässvårigheter." Thesis, Linnéuniversitetet, Institutionen för svenska språket (SV), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-80324.
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Studiens syfte var att undersöka stavningen i 20 elevtexter skrivna av elever som antingen var i eller utan lässvårigheter när de gick i årskurs 2. Undersökningen fokuserade på stavningens korrekthet och olika typer av stavfel samt jämförde likheter och skillnader mellan texterna skrivna av elever i och utan lässvårigheter. Materialet bestod av elevtexter som skrevs under den fria narrativa skrivuppgiften i det nationella ämnesprovet i svenska i årskurs 3. Tio av elevtexterna var skrivna av elever som var i lässvårigheter i årskurs 2 och tio texter var skrivna av elever utan lässvårigheter i årskurs 2. För att kunna besvara studiens första forskningsfråga skapades frekvenslistor som presenterade antalet korrekt och inkorrekt stavade ord. För att kunna besvara studiens andra forskningsfråga användes analysmetoden Spelling Sensitivity Score (Masterson & Apel, 2010) där varje ord i elevtexterna analyserades med avseende på korrektheten i fonem-grafem-korrespondensen genom poängsättning från 3–0. Ett korrekt stavat fonem fick 3 poäng. Fonologiska stavfel tilldelades 2 poäng, ortografiska stavfel 1 poäng och utelämnade/tillagda grafem 0 poäng. Resultaten visade att eleverna utan lässvårigheter skrev texter med en signifikant större andel korrekt stavade ord än eleverna i lässvårigheter och att eleverna i lässvårigheter skrev texter som innehöll en signifikant större andel fonologiska stavfel än eleverna utan lässvårigheter. Vidare visade resultaten att texterna skrivna av eleverna utan lässvårigheter uppvisade en marginellt större andel ortografiska stavfel och utelämnade eller extra tillagda grafem än texterna skrivna av elever i lässvårigheter. Sammantaget antyder våra resultat att det är viktigt att stärka den fonologiska medvetenheten hos elever i lässvårigheter för att utveckla deras stavningsförmåga.
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Hamilton, Sarah A. Braun. "Writing Chinuk Wawa: A Materials Development Case Study." PDXScholar, 2010. https://pdxscholar.library.pdx.edu/open_access_etds/2875.
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This study explored the development of new texts by fluent non-native speakers of Chinuk Wawa, an endangered indigenous contact language of the Pacific Northwest United States. The texts were developed as part of the language and culture program of the Confederated Tribes of the Grand Ronde Community of Oregon for use in university-sponsored language classes. The collaborative process of developing 12 texts was explored through detailed revision analysis and interviews with the materials developers and other stakeholders.
Fluent non-native speakers relied on collaboration, historical documentation, reference materials, grammatical models, and their own intuitions and cultural sensibilities to develop texts that would be both faithful to the speech of previous generations and effective for instruction. The texts studied were stories and cultural information developed through research-based composition, translation from interlinear and narrative English in ethnographic sources, and editing of transcribed oral narrative.
The revision analysis identified points of discussion in the lexical development and grammatical standardization of the language. The preferred strategy for developing new vocabulary was use of language-internal resources such as compounding although borrowing and loan translation from other local Native languages were also sometimes considered appropriate. The multifunctionality of the lexicon and evidence of dialectal and idiolectal usage problematicized the description of an “ideal” language for pedagogical purposes. Concerns were also expressed about detailed grammatical modeling due to potential influence on non-native speaker intuitions and the non-utility of such models for revitalization goals.
Decisions made in the process of developing texts contributed to the development of a written form of Chinuk Wawa that would honor and perpetuate the oral language while adapting it for the requirements of inscription. The repeated inclusion of discourse markers and the frequent removal of nominal reference brought final versions of texts closer to oral style, while inclusion of background information and the avoidance of shortened pronouns and auxiliaries customized the presentation for a reading audience.
The results of this study comprise a sketch of one aspect of the daily work of language revitalization, in which non-native speakers shoulder responsibility for the growth of a language and its transfer to new generations of speakers.
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Pattamadilok, Chotiga. "Orthographic effects on speech processing: studies on the conditions of occurrence." Doctoral thesis, Universite Libre de Bruxelles, 2006. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/210766.
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My doctoral research addressed two questions regarding the influence of orthographic knowledge on speech processing. First, I attempted to identify the locus of the orthographic effects observed in spoken word recognition tasks in which the orthographic consistency and the congruency between the phonological and orthographic representations of the stimuli were manipulated. Several studies provided converging results suggesting that only phonological representations activated at lexical or postlexical processing levels are affected by orthographic knowledge, while those activated at prelexical levels are not. However, the lexical processing level is not the only factor that determines the occurrence and/or the size of the orthographic effects. Regardless of the processing level tapped by the task, the characteristics of the material and the way in which participants perform the tasks also play an important role. Second, I examined the generality of the orthographic effects both in the suprasegmental domain and in the operation of working memory. Overall, the results showed orthographic effects in both situations./La question de l’influence des connaissances orthographiques sur le traitement de la parole a été abordée sous différents angles à travers les études menées dans le cadre de ma thèse de doctorat. Plus précisément, le locus des effets orthographiques a été examiné dans des tâches de reconnaissance de la parole grâce à une manipulation de la consistance orthographique et de la congruence entre les représentations phonologique et orthographique des stimuli. Les résultats obtenus convergent pour indiquer que seules les représentations phonologiques activées dans les situations qui exigent un traitement lexical et/ou post-lexical sont affectées par les représentations orthographiques. Cependant, l’occurrence et/ou la magnitude des effets orthographiques obtenus semblent dépendre également des caractéristiques du matériel et de la manière dont les participants effectuent la tâche. La question de la généralité des effets orthographiques a aussi été abordée :les effets orthographiques ont été démontrés d’une part dans le domaine suprasegmental (sur le ton lexical) et, d’autre part, dans le fonctionnement de la mémoire de travail.Doctorat en sciences psychologiques
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Huynh, Mai Trang. "La conscience phonologique des enfants vietnamiens: son développement, ses liens avec la lecture et l'écriture et l'impact d'un entraînement précoce." Doctoral thesis, Universite Libre de Bruxelles, 2013. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/209389.
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De nombreux travaux menés dans diverses langues ont montré que la capacité d'analyse de la parole en unités élémentaires, ou "conscience phonologique", joue un rôle important dans le succès de l'apprentissage de la lecture et de l'orthographe. Qu'en est-il pour la langue vietnamienne ?La conscience phonologique peut-elle être considérée comme un prérequis du développement de la lecture et de l’écriture en vietnamien ?Deux études longitudinales ont été réalisées auprès d’enfants d’Ho Chi Minh Ville au Viet Nam afin d’examiner cette question. La première étude a été menée sur 73 enfants qui ont été suivis de la fin de la 3ème maternelle jusqu'au milieu de la 2ème année primaire. L’objectif était d’évaluer le développement de la conscience phonologique des enfants et la relation entre celui-ci et le développement des capacités en langage écrit. Les résultats obtenus montrent que le développement de la conscience phonologique varie en fonction des unités linguistiques considérées. La rime s’est avérée être l’unité linguistique la plus difficile à catégoriser et la voyelle la plus difficile à substituer par rapport à la consonne initiale et au ton. Notre étude n’a pas mis en évidence de corrélations positives et significatives entre la conscience phonologique évaluée en maternelle et l’apprentissage du langage écrit en primaire. Cependant, le développement de la conscience phonologique est fortement corrélé avec celui des capacités de lecture et d’écriture dès la 1ère année primaire.
La deuxième étude a été réalisée auprès de 62 enfants suivis depuis la 2ème maternelle jusqu'au milieu de la 1ère primaire. Elle avait pour objectif d’évaluer un programme d’entraînement de la conscience phonologique. Ainsi, nous avons mesuré l’impact de cet entraînement sur le développement de la conscience phonologique et sur l’apprentissage ultérieur du langage écrit. Les résultats ont permis de mettre en évidence un effet bénéfique de l’entraînement précoce de la conscience phonologique sur les performances en langage écrit chez les enfants de 1ère année primaire.
Malgré l’absence de preuve claire en faveur d’une influence causale de la conscience phonologique sur l’apprentissage du langage écrit, nos données confirment l’importance de la conscience phonologique dans la découverte du principe alphabétique et l’application des conversions grapho-phonologiques au moment de l’apprentissage formel du langage écrit à l’école primaire. Ainsi, l’application d’un programme d’entraînement de la conscience phonologique durant la période préscolaire (troisième maternelle) apporte une préparation efficace pour l'apprentissage du langage écrit au début du cycle primaire.
Doctorat en Sciences Psychologiques et de l'éducation
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Akif, Zohra. "Analyse des performances en langue écrite d'élèves issus de l'immigration en Région de Bruxelles Capitale: études longitudinales." Doctoral thesis, Universite Libre de Bruxelles, 2007. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/210635.
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L’objectif de la présente étude est de cerner les difficultés rencontrées en lecture et en orthographe par les enfants issus de l’immigration de 2ème et 3ème génération qui on été comparés à leurs pairs autochtones inscrits dans les même classes. L’échantillon comprend 357 élèves scolarisés dans des écoles communales en discrimination positive de la région de Bruxelles Capitale. Un suivi longitudinal de la 3ème à la 5ème année primaire a également été mené. Les résultats nous ont permis d’évaluer les performances en langue orale et en langue écrite de ces élèves, et de mettre en évidence d’une part les mécanismes de lecture et d’écriture et d’autre part les facteurs susceptibles d’expliquer les retards sur le plan psycholinguistique. Deux programmes d’entraînements, au niveau phonologique et syntaxique ont été élaborés en vue de mesurer leur effet sur les différences de compétences. / The objective of this study is to determine the difficulties encountered in reading and spelling by children from emigrant families (2nd and 3rd generation) compared with their pars autochthons registered in the same classes. The sample includes 357 pupils in positive discrimination elementary schools from the area of Brussels City. A longitudinal follow-up from 3rd to 5th primary grade was also carried out. The results enabled us to evaluate the performances in spoken and written language of these pupils and to highlight the mechanisms of reading and writing and the factors which explain psycholinguistics delays. Two training programs, one phonologic, the other syntactic were elaborate in order to measure their effect on the differential of skills.Doctorat en Sciences Psychologiques et de l'éducation
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Malepe, Maria Kgabo. "Elements of Northern Sotho orthography : a linguistic approach." Thesis, 2006. http://hdl.handle.net/10386/2261.
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Tshikota, Shumani Leonard. "An evaluation of Tshivenda orthography with special reference to PAN South African Language Board spelling rules." Thesis, 2016. http://hdl.handle.net/10386/1743.
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Thesis (Ph. D. (Tshivenda)) -- University of Limpopo, 2016.This study sought to identify problems concerning Pan South African Language Board spelling rules in respect of Tshivenḓa orthography. A qualitative descriptive research method was chosen. The study population consisted of Pan South African Language Board spelling rules. The rules dealt with nine indigenous languages that were Tshivenḓa, isiZulu, Siswati, Sesotho, Setswana, Xitsonga, isiXhosa, isiNdebele and Sesotho sa Leboa. Each of the nine indigenous languages had between 12 and 56 rules. Altogether there were 255 rules which constituted the study population of this project. A small but sufficient sample of about twenty rules in Tshivenḓa orthography was selected. Data were collected by means of unstructured interviews with forty-four purposely selected participants which include linguists as well as document analysis. Ethical considerations were ensured in order to protect participants from any harm or discomfort that might arise from being involved in an investigation. The researcher explained the aim and nature of the study to respondents, to get their informed consent before the interviews. Several strategies to prevent defects, challenges and problems in Tshivenḓa orthography were recommended based on the results. The strategies focused on aspects which deal with spelling and orthography rules. Key concepts: orthography, indigenous languages, rules, writing systems.
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Antoine, Wendy. "The modelling of spelling processes : a developmental perspective." Thesis, 1991. http://hdl.handle.net/10539/22131.
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A thesis submitted to the faculty of arts,
University of the Witwatersrand Johannesburg
in fulfilment of the requirements for the
degree of Master of Arts.
Johannesburg, 1991.Literacy includes both the ability to read and to spell. Yet until recently, and despite its importance, there has been less research on spelling than on reading. Perhaps this was because writing as a linguistic skill was considered in a marginal way as secondary to, and derivative from, speech. It was conceptualised as a photograph of spoken language (de Saussure, 1916), or as a code of transcription (Luria, 1970) with spelling presumed to be based on inner pronunciation of the phonic (sound) forms of the spoken language. Cognitive researchers were slow to recognise that written language is neither a complete isomorph of the spoken Language (Gelb,1963),nor a process of reading-in-reverse (Bradley and Bryant, 1979; Bradley, 1983), but rather, is a complex and autonomous system of representation, both of the deeper lexical-morphemic levels of language (Venezky,1970; Ellis, 1982), as well as of the mappings of phonology. As such, spelling proficiency is a highly complex intellectual achievement in its own right, and is worthy of psycholinguistic interest in the same way as other language-based skills, such as speech perception, speech production and reading comprehension. [Abbreviated Abstract. Open document to view full version]
GR2017
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Harrison, Gina Louise. "The use of phonological and orthographic information for memory and spelling : an analysis of reading and spelling subtypes." Thesis, 2001. http://hdl.handle.net/2429/14624.
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The present study was designed to examine differences between subtypes of readers and
spellers in their performance on several phonological, orthographic, and memory tasks. A
central question involved whether subtypes of readers and spellers could be distinguished based
on their performance across the tasks administered. Based on their performance on a
standardized achievement test, fourth and fifth grade children (N=50) were classified as having
no difficulties with reading and spelling (good readers and spellers), difficulties with spelling, but
not reading (mixed readers and spellers), or difficulties with both reading and spelling (poor
readers and spellers). Each student was given a series of tasks to assess their use of
phonological and orthographic information for memory and spelling. These tasks included: 1)
rhyme judgment, 2) cued recall, 3) reading pronounceable pseudowords, 4) deciding which of.
two pseudowords looks most like a real word, and 5) reporting on the kinds of strategies used to
spell words. An error analysis was also conducted. Students with reading and spelling
difficulties performed consistently lower than good and mixed readers and spellers on tasks
assessing their use of phonological information. Good and mixed readers and spellers were not
distinguishable on these tasks. Students with no reading and spelling difficulties or with
spelling difficulties only performed better than poor readers and spellers on some tasks
assessing orthographic processing. Specifically, mixed readers and spellers were distinguishable
from good readers and spellers by their poorer recall of visually similar words. Good and poor
subtypes were not distinguishable on this task. Poor readers and spellers also achieved
comparable scores to the good and mixed readers and spellers on a measure of orthographic
awareness. Overall results provided evidence supporting subtypes of reading and spelling
ability groups. Students with no reading and spelling difficulties, or difficulties with spelling
but not reading were similar in their use of phonological information. However, students with
reading and spelling difficulties were more similar to the good readers and spellers in their use of
orthographic information in memory. The findings from the present study have implications to
subsequent research examining spelling ability, provide further evidence of the unique
processing characteristics of the paradoxical good reader but poor speller, and suggest the
possibility of unique programming needs to remediate spelling difficulties in mixed and poor
readers and spellers.
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Leonard, Thelma M., University of Western Sydney, College of Arts, and School of Education. "The effects of explicit spelling lesson programs on performance outcomes of upper primary students." 2007. http://handle.uws.edu.au:8081/1959.7/32923.
Full textAbstract:
The study is concerned with improving the spelling performance of below average spellers in an upper primary mainstream classroom setting. The main target group is children who do not qualify for learning support resources yet have difficulty thriving in the literacy area of spelling. It was expected that lessons designed to expand students’ knowledge about words and the English language system would generate a greater student facility with learning spellings. A quasi-experimental methodological approach was taken which also has features of a controlled trials study. Four spelling intervention lesson programs were designed and each has a different pedagogic emphasis: 1) Metacognitive and multisensory learning strategies 2) Teacher-Best-Practice 3) Teacher designed inquiry-based group work 4) Learning with a computer-based Team Learning System. The study design is both practical and pragmatic in that only resources already available to the schools were utilised; lesson formats and teaching practices can be easily replicated; and the spelling programs are compatible with NSW curriculum directives. The intervention lesson program took place for one hour per week over a two-term period and involved four schools situated in the outer areas of Sydney, Australia. Students and teachers in nine upper primary classrooms took part in the study, five of which were intervention classes and four were non-intervention classes. The classroom teachers were an important factor in the program presentation and lessons with an explicit focus on words were conducted from a constructivist perspective. Results indicate that when spelling becomes an instructional focus, substantial progress in performance levels can be made in both intervention and non-intervention classrooms. Discussion of the findings examines how pedagogic factors influenced learning outcomes for all ability groups in the literacy area of spelling. Particular attention is given to the progress in spelling age made by below average performers, as determined on pre-testing, and students with lower than normal cognitive ability. It is considered that the more interactive approach to teaching spelling, plus a high level of congruence with the Quality Teaching model (NSW DET, 2003) elements of Engagement, High-order Thinking, and Substantive Communication, assisted these target groups of students in the intervention classes. The principal conclusion that can be drawn from the findings of the study is that minimal modifications to teaching practices can bring about improvement in students’ spelling performance levels. It illustrates the capacity of children to advance their learning outcomes when lessons are designed and delivered in a manner that encourages engagement and interactive support. Such a conclusion directs the responsibility for students’ learning outcomes to their classroom teachers. The study identifies that there are implications for the providers of in-service and pre-service professional development of teachers situated in upper primary mainstream classrooms, and the pedagogic aspirations of the primary school community.Doctor of Philosophy (PhD)
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Rafat, Yasaman. "Orthography-induced Transfer in the Production of Novice Adult English-speaking Learners of Spanish." Thesis, 2011. http://hdl.handle.net/1807/31909.
Full textAbstract:
This study provides a thorough examination of the role of orthography in promoting first language-based phonological transfer. Specifically, it analyzes the role of auditory-orthographic condition, type of grapheme-to-phoneme correspondence and aspects of phonological memory on shaping transfer. Although, there has been previous work on the role of orthography in the acquisition of second language phonology, not much is known about the factors that shape orthography-induced transfer. In addition, the role of orthography remains to be formalized in the future models of the acquisition of second language phonology.
In this experiment, data was elicited via a primary Spanish-based picture-naming task and a secondary Farsi-based non-word repetition phonological memory task. In the picture-naming task, participants were divided into four groups and assigned to four conditions, three with different degrees of exposure to orthography and one auditory condition. The data based on the productions of 40 novice adult English-speaking learners of Spanish, reveal a robust effect of orthography on phonological transfer leading to non-target-like productions at the very beginning stages of second language acquisition. There is also strong evidence that individual grapheme-to-phoneme correspondences differ in the extent to which they trigger phonological transfer. In addition, the findings show that while the presence of orthography at learning or at production induces transfer, the presence of orthography at learning has a stronger effect. The results also indicate some effect for the different aspects of phonological memory, namely, primacy and repetition effects. However, there was no correlation between individual phonological memory and the quantity of transfer.
Based on the findings, I argue that when a shared grapheme corresponds to two different phonemes in the learners’ first language and the second language, the less salient the acoustic/phonetic difference between the target language and the first language phonemes, the higher the probability of first language transfer. I also argue for an effect of first language grapheme-to-phoneme frequency on transfer, suggesting that when there is variability in the realization of a particular grapheme in the first language, transfer will be based on the most frequent first language realization. Moreover, based on the findings in this study and previous research on the effect of orthography on second language production, I propose that exposure to orthography may interfere with the establishment of second language phonological categories.