Journal articles on the topic 'Spanish language – Orthography and spelling'
To see the other types of publications on this topic, follow the link: Spanish language – Orthography and spelling.
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Spanish language – Orthography and spelling.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
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.
Full textAbstract:
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.
2
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.
Full textAbstract:
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.
3
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.
Full textAbstract:
<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>
4
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.
Full textAbstract:
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.
5
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.
Full textAbstract:
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.
6
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.
Full textAbstract:
<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>
7
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.
Full textAbstract:
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.
8
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.
Full textAbstract:
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.
9
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.
Full textAbstract:
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.
10
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.
Full textAbstract:
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.
11
Fabrycy, Małgorzata. "Les emprunts à l’anglais touchés par la réforme orthographique et leur variation dans la presse canadienne en ligne." NEO 32 (December 23, 2020): 258–79. http://dx.doi.org/10.31261/neo.2020.32.14.
Full textAbstract:
This article examines if and how the recommendations of the spelling reform from 1990 are applied and used in practice. We have focused especially on the loanwords namely anglicisms in the Canadian French and their employment in the Canadian press in electronic format. For that purpose, we wanted to depict certain details of the spelling reform concerning words of foreign origin, and more precisely those which are borrowed from British and American English. We have also concentrated our attention on the difficulties of French grammatical system, comparing it with the Italian and Spanish grammatical systems in order to illustrate the level of complexity of the French language. To demonstrate and verify the usage of the rules recommended by the reform of French orthography, we have chosen several online versions of Canadian daily press.
12
SOONKLANG, TASANAWAN, ROBERT I. DAMPER, and YANNICK MARCHAND. "Multilingual pronunciation by analogy." Natural Language Engineering 14, no. 4 (October 2008): 527–46. http://dx.doi.org/10.1017/s1351324908004737.
Full textAbstract:
AbstractAutomatic pronunciation of unknown words (i.e., those not in the system dictionary) is a difficult problem in text-to-speech (TTS) synthesis. Currently, many data-driven approaches have been applied to the problem, as a backup strategy for those cases where dictionary matching fails. The difficulty of the problem depends on the complexity of spelling-to-sound mappings according to the particular writing system of the language. Hence, the degree of success achieved varies widely across languages but also across dictionaries, even for the same language with the same method. Further, the sizes of the training and test sets are an important consideration in data-driven approaches. In this paper, we study the variation of letter-to-phoneme transcription accuracy across seven European languages with twelve different lexicons. We also study the relationship between the size of dictionary and the accuracy obtained. The largest dictionaries of each language have been partitioned into ten approximately equal-sized subsets and combined to give ten different-sized test sets. In view of its superior performance in previous work, the transcription method used is pronunciation by analogy (PbA). Best results are obtained for Spanish, generally believed to have a very regular (‘shallow’) orthography, and poorest results for English, a language whose irregular spelling system is legendary. For those languages for which multiple dictionaries were available (i.e., French and English), results were found to vary across dictionaries. For the relationship between dictionary size and transcription accuracy, we find that as dictionary size grows, so performance grows monotonically. However, the performance gain decelerates (tends to saturate) as the dictionary increases in size; the relation can simply be described by a logarithmic regression, one parameter of which (α) can be taken as quantifying the depth of orthography of a language. We find that α for a language is significantly correlated with transcription performance on a small dictionary (approximately 10,000 words) for that language, but less so for asymptotic performance. This may be because our measure of asymptotic performance is unreliable, being extrapolated from the fitted logarithmic regression.
13
Signorini, Angela. "Word reading in Spanish: A comparison between skilled and less skilled beginning readers." Applied Psycholinguistics 18, no. 3 (July 1997): 319–44. http://dx.doi.org/10.1017/s014271640001050x.
Full textAbstract:
ABSTRACTThe purpose of this study was to investigate word reading abilities in first and third grade Spanish-speaking children who were learning to read in Spanish; the performance of skilled and less skilled readers was compared across measures that assessed phonological recoding ability, knowledge of grapheme-phoneme correspondences, and phonemic awareness. The findings suggest that Spanish-speaking children relied on phonological recoding strategies in the process of becoming readers. First grade, less skilled readers seemed to depend on partial letter-sound knowledge. Furthermore, spelling-sound correspondences appeared to be the main source of information used by first grade, skilled readers and third grade, less skilled readers. The latter seemed to lag behind skilled readers in the use of word-specific information. The phonemic awareness tasks displayed moderate to low correlations with reading ability in the less skilled groups. It is argued that the simple phonological structure of Spanish and its shallow orthography lead to the phonological processing of letter strings during reading acquisition.
14
Bowles, Melissa A. "Exploring the Role of Modality: L2-Heritage Learner Interactions in the Spanish Language Classroom." Heritage Language Journal 8, no. 1 (March 30, 2011): 30–65. http://dx.doi.org/10.46538/hlj.8.1.3.
Full textAbstract:
In most post-secondary Spanish language programs in the U.S., heritage language (HL) learners and second-language (L2) learners are enrolled together, in the same courses (Ingold, Rivers, Tesser, & Ashby, 2002). Nevertheless, there is scant empirical research on what actually goes on in these classrooms and what the nature of learner-learner interactions is (Blake & Zyzik, 2003; Bowles, in press). This study reflects a reality in many Spanish classes because it analyzes the task-based interactions of nine learner-learner pairs, each containing an L2 learner and an HL learner of Spanish. The pairs completed a series of three tasks — one oral (a spot-the-differences task) and two written (a crossword puzzle task and a cloze/complete-the-story task). Results showed that, in completing the tasks, the L2 and HL learners had their language-related issues resolved in equal proportion but that there were qualitative differences on the written tasks in terms of the linguistic targets. HL learners relied on their L2 partners for orthography issues (spelling and accent placement), whereas L2 learners relied on their HL partners for vocabulary issues and, to a lesser extent, for grammar-related queries. Implications for pedagogy in classrooms enrolling both L2 and HL learners are discussed.
15
Mairano, Paolo, Leonardo Contreras Roa, Marc Capliez, and Caroline Bouzon. "The /s/ ~ /z/ voice contrast in L1 French, L1 Spanish and L1 Italian learners of L2 English." Language, Interaction and Acquisition 12, no. 2 (December 31, 2021): 210–50. http://dx.doi.org/10.1075/lia.20024.mai.
Full textAbstract:
Abstract In this study, we present a comparative corpus-based analysis of the English /s/ ~ /z/ voice contrast for learners of three L1s. Acoustic analysis of periodicity and duration for target segments confirms expectations based on L1 transfer and on the Markedness Differential Hypothesis. We found that, due to the absence of phonemic /z/ in Spanish, L1 Spanish learners exhibit great difficulty in producing voiced realisations for /z/, and more so in the (more marked) word-final position than in the (less marked) word-medial position. In contrast, L1 French and L1 Italian learners did not exhibit difficulties in reproducing the voicing patterns of English /s/ ~ /z/ neither word-medially nor word-finally, due to the existence of these sounds in their L1 (and despite differences in relative markedness for these two positions, especially considering that word-final /z/ does not exist in Italian). Finally, we observed the impact of orthography on the production of L1 French and L1 Italian learners, affecting the periodicity of /s/ and /z/ depending on spelling transparency.
16
Suslak, Daniel F. "The story of ö." Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA) 13, no. 4 (December 1, 2003): 551–63. http://dx.doi.org/10.1075/prag.13.4.06sus.
Full textAbstract:
This paper describes recent efforts to develop and promote a standardized Mixe orthography that can serve as the vehicle of a unified, modern Mixe polity. It then analyzes the guiding assumptions and ideological commitments that have informed these efforts. Ironically, this drive for a single unified spelling system has focused negative attention on precisely those features that distinguish one variety of Mixe from another. Moreover, failure to reach any consensus has frustrated the efforts of Mixe writers and teachers and made it possible for Spanish to gain a greater foothold in Mixe schools. One of the most rancorous debates has involved a certain scandalous diphthong that happens to be an innovation but one that diverges from Spanish phonology. The role of this sound in the sound system of Totontepecano Mixe and its function as an exponent of certain key grammatical distinctions that need to be graphically represented in some fashion has become less of an issue than the indexical linkages between ö and different discourses about the nature of Mixe identity - from whence it comes and how it might continue to remain distinctive.
17
Vereda-Alonso, Cristina, and Mercedes Gonzalez-Sanchez. "Motor-type aphasia in English and Spanish and its relation to the linguistic variables intervening in reading." Psychology of Language and Communication 25, no. 1 (January 1, 2021): 194–216. http://dx.doi.org/10.2478/plc-2021-0009.
Full textAbstract:
Abstract This pilot study was designed to explore the way linguistic variables affect reading in English and Spanish in the context of motor-type aphasia. The participants were two speakers with English L1, two English-Spanish bilinguals, and four speakers with Spanish L1. The Boston Diagnostic Aphasia Examination (BDAE) and Psycholinguistic Assessments of Language Processing in Aphasia (PALPA) were used to assess the participants’ reading skills. L1 English, Spanish, and bilingual participants used both the lexical and sublexical route when reading, but utilized one route more than the other depending on their linguistic profile. L1 Spanish participants used the damaged phonological route, producing many neologisms or non-answers. L1 English participants, utilizing the lexical route, produced more lexicalizations than neologisms. The bilingual participants showed interlanguage interference by producing many spelling-sound regularizations. These results suggest that orthographic depth and different linguistic variables affect individuals with motor-type aphasia depending on the language they speak.
18
Ford, Karen, Marcia Invernizzi, and Francis Huang. "The effect of orthographic complexity on Spanish spelling in Grades 1–3." Reading and Writing 31, no. 5 (February 2, 2018): 1063–81. http://dx.doi.org/10.1007/s11145-018-9828-7.
Full text
19
Trigo Ibáñez, Ester, Manuel Francisco Romero Oiva, and Inmaculada Clotilde Santos Díaz. "Elaboración de un corpus cacográfico desde la disponibilidad léxica en estudiantes sevillanos. Un análisis para la enseñanza de la lengua." Revista de Lingüística y Lenguas Aplicadas 13, no. 1 (July 13, 2018): 119. http://dx.doi.org/10.4995/rlyla.2018.9176.
Full textAbstract:
<p>The lexical availability arose with a predominantly didactic character: the teaching of a language. However, most research studies do not include among their objectives the study of the orthographic situation of the population studied. In this article, we part from a review of the different investigations of lexical availability that have paid attention to the orthographic aspects –its patterns of analysis and cataloguing– to propose a common procedure that allows future diatopic comparisons. After that, a detailed analysis of the orthographical situation is carried out from a sample of 400 pre-university students that will constitute the cacographic corpus of the most frequent errors of these users. This corpus will be categorized around four categories –accentuation, letters, morphosyntax and lexicon– and forty subcategories. This detailed analysis of spelling errors will be very useful in the field of language teaching in order to plan and develop materials, which could help solving orthographical problems presented by the users and learners of Spanish, both as a mother tongue and as a foreign language.</p>
20
Pitogo, Jesum M. "Nativized Hispanic Borrowed Words in Cebuano Visayan Editorial “Masanta Nang Badlungon”: A Lexical Analysis." Scholars International Journal of Linguistics and Literature 5, no. 5 (May 30, 2022): 191–94. http://dx.doi.org/10.36348/sijll.2022.v05i05.007.
Full textAbstract:
This linguistic study descriptively analyzes the nativized Hispanic borrowed words in Cebuano Visayan. A lexical analysis of the morphemic structures of words is undertaken in order to investigate the language nativization. The textual source of the analysis is the editorial from Superbalita-Cebu with the title: “Masanta nang Badlungon”. The words are examined as to lexical categories, English equivalents, root words, Spanish equivalents, and nativization. After an in-depth lexical analysis of the morphemic structures of words from the textuality as supported by the theory of phylogenetic change through linguistic borrowing, the following are the findings: (1) The Hispanic borrowed words in the Cebuano Visayan editorial are twelve nouns, three verbs, and three adjectives. (2) All twelve nouns borrowed from Spanish exemplify linguistic acculturation through lexical nativization. (3) The three verbs borrowed from Spanish words reveal nativized spellings and all are added with nativized affixes. (4) The three adjectives borrowed from Spanish change their orthography and native Cebuano Visayan affixes are added. Moreover, based on the findings, it concludes that Hispanic words borrowed in Cebuano Visayan are acculturated through lexical nativization. Hence, this study recommends that a historical and exploratory study be made to the nativized Hispanic borrowed words in Cebuano Visayan to trace back on its origin which will give a better insight to why such word is born and continues to be used.
21
De la Cruz, Isabel, and Cristina Tejedor Martínez. "Sports and Adventure Tourism Anglicisms in Spanish: Esferatón or Zorbing?" Revista Alicantina de Estudios Ingleses, no. 32 (December 15, 2019): 67. http://dx.doi.org/10.14198/raei.2019.32.04.
Full textAbstract:
Active and adventure tourism are two types of tourism that take place outdoors in contact with nature. The present article discusses the language of sports and adventure tourism in Spanish focusing on the use of Anglicisms. We examine the different aspects related to the integration and adaptation of English words. The integration process is often attested through the change in the spelling of the word and its adaptation to the Spanish orthographic system. Furthermore, the influence of English upon Spanish pervades not only its lexicon, but also its morphology, syntax, semantics and phraseology. In this article, we analyse word morphology in terms of plural formation and gender assignment. In order to carry out the research, the data are retrieved from a corpus and an associated database, known as Anglicor, that the authors have been compiling since 2003 up to now. The corpus is made up of several subcorpora, whose main topics are computers, medicine and health issues, fashion, beauty, science and technology, and tourism. The tourism subcorpus is a collection of texts from airline magazines, brochures, academic journals, leaflets, websites and active tourism magazines. For this study, we have made use of recent texts from specialised websites and printed magazines. Thus, the explanations are illustrated with examples obtained from authentic sources, which will provide an up-to-date overview of the presence, use and significance of Anglicisms in the language of sports and adventure tourism in Spanish.
22
Vaca Uribe, Dr Jorge. "Serie Galileo para el aprendizaje de la ortografía." CPU-e, Revista de Investigación Educativa, no. 19 (July 10, 2014): 278–318. http://dx.doi.org/10.25009/cpue.v0i19.973.
Full textAbstract:
Cualquiera que sea el enfoque adoptado para la enseñanza de la escritura, éste deberá lograr que todos los niños y jóvenes lleguen a dominar el sistema gráfico y ortográfico de su lengua, y para ello la didáctica prevista deberá otorgarle un espacio y un tiempo para su enseñanza, según el desarrollo de los proyectos y las secuencias didácticas planeadas. Comprender ese sistema gráfico y ortográfico es una condición necesaria, aunque no suficiente, para dominarlo, y dicha comprensión no debe confundirse con la memorización de las “reglas de ortografía” ni puede ser reemplazada por la tecnología de apoyo a la escritura, como los correctores ortográficos de los procesadores de texto, mediocres y poco sensibles al contexto sintáctico. Además, aunque se estén extendiendo usos relajados “del código” de escritura mediante ciertas tecnologías de la comunicación (en mensajes por celular, chats, blogs), los usuarios han de conocer todos los “registros” ortográficos y poder usarlos en los contextos apropiados. Finalmente, dicha comprensión es indispensable para entender y tomar una postura frente a las reformas ortográficas, más o menos frecuentes.Por lo anterior, compartimos con los maestros un conjunto de reflexiones y de tipos de actividades útiles para abordar la enseñanza de la ortografía del español en la escuela primaria, actividades cuya eficiencia se probó en la práctica con niños durante casi una década. Estos tipos de ejercicios son sólo una muestra, abierta para que el maestro pueda adaptarla, en contenido y forma, a la población de niños con la que trabaja. AbstractAny approach that could be adopted to teach writing must make that all children master the graphic and orthographic system of his language and, for that, the didactic design must include space and time enough for its teaching in accordance with the projects development and the planed didactic sequences. Understanding that graphic and orthographic system is a necessary but not sufficient condition to master it, and such comprehension must not be confused for the mechanic memorization of any set of "orthographic rules", either replaced by technological supports for writing such as word processors' spell checkers, particularly inefficient (in the case of Spanish writing) because of its lack of sensibility to syntactic context. Even if certain uses of "relaxed" orthographic codes are spread out by some communication platforms like cellular phones, chats and blogs, the users must handle all the orthographic registers and use them in appropriate contexts. Finally, such comprehension is indispensable for the treatment and adoption of a personal posture facing the more than less frequent orthographic reforms.So, we share with teachers a set of reflections and a set of types of activities useful for the teaching of the Spanish spelling at the primary school. The efficiency of those activities has been proved in practice with children during almost a decade. These kinds of exercises are only an open sample that the teacher could adapt, in form and content, to the population he is working with.Recibido: 05 de octubre de 2012Aceptado: 01 de abril de 2013
23
Tancheva, Zornitsa. "Law, Spelling and Orthography." Balkanistic Forum, SOCIAL ANXIETY AND SOURCES OF MOBILISATION 31, no. 3 (September 15, 2022): 292–97. http://dx.doi.org/10.37708/bf.swu.v31i3.21.
Full textAbstract:
Law, Spelling and Orthography" is a modern textbook, presenting the norms of the Bulgarian literary language. It is aimed mainly at professionals in the judiciary, but can be successfully used by anyone who wants to consolidate their knowledge of spelling, punctuation and orthography. In addition to theoretical developments on the most important topics, there are also exercises to consolidate the acquired knowledge. At the end of the book there is a short dictionary of words that create spelling problems for professionals. Undoubtedly, this is a modern textbook that will make it easier for anyone who wants to write competently and express themselves more than convincingly.
24
Marquilhas, Rita. "The Portuguese Language Spelling Accord." Written Language and Literacy 18, no. 2 (August 31, 2015): 275–86. http://dx.doi.org/10.1075/wll.18.2.06mar.
Full textAbstract:
The process of adopting an official orthography for the Portuguese language was completed very late in history, only in the twentieth century, and it was independently triggered by the Brazilian Letters Academy (in 1907) and the Portuguese sciences academy (in 1911). The diplomatic negotiations between the nations involved were countless ones along the following decades, and also included, in due time, other former Portuguese colonies. Since 2006, all countries are gradually ratifying a unified orthography decided in 1990, but the process is much debated in the public space. The root of the disagreement has to do with the fact that both the Portuguese and the Brazilian sets of graphematic norms, although aiming at phonological segments, include transcription rules for variant matter: different phonetic realizations that are triggered by phonological processes.
25
Karmacsi, Zoltán, Alexandra Nagy, and Anikó Csurman-Puskás. "Changes in the orthographic principles of the Hungarian language based on the last three spelling rules." Philological Review, no. 2 (December 10, 2022): 44–50. http://dx.doi.org/10.31499/2415-8828.2.2022.268653.
Full textAbstract:
Twelve editions of the publication entitled The Rules of Hungarian Orthography have been published so far. In each new edition there was an attempt to update the rules according to era and language use.
The principles of Hungarian orthography had already appeared in the first stage of academic unification, as the edition entitled The Principles and Rules of Hungarian Orthography, published in 1877, containing the four principles of spelling: following pronunciation (writing in accordance with pronounciation), word analysis, traditional spelling and simplification. In this study, the spelling principles that form the basis of Hungarian orthography is compared with the three most recent regulations The Rules of Hungarian Orthography.
In this study, the trends of Hungarian spelling principles have been surveyed from the regulations published in the first edition in 1832 to the present day. It has been presented how long the principles of Hungarian orthography have determined the rules of Hungarian orthography. These principles were present from the very beginning and guided the Hungarian orthography and its development. The changes were not significant, they only tried to bring closer the regulations to the language use adjusted to the language use of the given era. The principles of Hungarian orthography did not change radically at the beginning of the 20th century, despite the fact that relevant efforts were taken in the rules of Hungarian orthography. In the last three editions the principles have remained in their original forms, only minor changes have been taken.
26
Kiselev, Michael Yu. "«Орфография нового калмыцкого литературного языка»: позиция Ц.-Д. Номинханова." Монголоведение (Монгол судлал) 12, no. 2 (August 25, 2020): 326–37. http://dx.doi.org/10.22162/2500-1523-2020-2-326-337.
Full textAbstract:
Goals. The paper studies a manuscript monograph by Ts.-D. Nominkhanov titled ‘Orthography of the New Kalmyk Literary Language’ (December 25, 1932) and contained in the Archive of the Russian Academy of Sciences. Materials. The work investigates sections and subsections of the monograph, namely: ‘Preface’ narrating about areas of residence and dialects of Kalmyk ethnic groups; ‘Old Script Orthography’ supplemented with a Latinized Jangar epic excerpt (alphabet of the 1930s) illustrating Zaya Pandita’s spelling patterns; ‘Spelling of Russified Kalmyk Script’ providing an excerpt from the Latinized spelling-book (Russ. Светлый путь), and reviews decisions of the February 1928 Kalmyk transcription and orthography development meeting; ‘Latinized Script Orthography’ introduces spelling patterns adopted by 1931 Moscow and Elista-based scientific conferences. Results. Prof. Ts. Nominkhanov concluded that the Latinized alphabet of the 1930s based on Zaya Pandita’s spelling could not meet the then needs of orthography. According to him, a scientifically unified Kalmyk literary language was to be based on the development of all Kalmyk dialects through their free interaction towards foundations of the Torghut dialect for further assimilation of different spelling subtleties and final enrichment the Kalmyk language proper. To facilitate this, he proposed that certain measures be undertaken, such as publication of a scientifically reasoned spelling book, organization of consistent academic studies in Kalmyk orthography and existing Kalmyk dialects at large, establishment of a central body that would check all manuscripts against orthographic, grammatical and other regulations introduced prior to publication. Conclusions. The study shall expand the source base on the history of the Kalmyk language and Prof. Ts.-D. Nominkhanov’s scientific heritage, and can be used for further research and educational purposes.
27
Richardson, Kay. "Spelling-gate." Journal of Language and Politics 17, no. 6 (December 14, 2018): 812–30. http://dx.doi.org/10.1075/jlp.17072.ric.
Full textAbstract:
Abstract Back in 2009, the Labour British Prime Minister Gordon Brown was attacked for “bad spelling” in a condolence letter written personally by him to the mother of a soldier who died in combat, and publicised by The Sun newspaper. “Spelling” here acts as a leveller of hierarchical differences in the national political culture, with ruler and subject both publicly disciplined by the same standard language ideology. Previous research on orthography as social practice has tended to focus on deliberate manipulation of fixed spellings; this article extends the approach to unconventional spellings that have come about ‘by mistake’, and also widens it, to consider aspects of orthography other than spelling, focusing on the look of the Prime Minister’s handwriting. At issue, semiotically, are meanings such as ‘the personal touch’ and ‘respect’.
28
Mesquita, Ana B., Inês Salomé Morais, Luís Faísca, Alexandra Reis, and São Luís Castro. "Predictors of adult spelling in an orthography of intermediate depth." Written Language and Literacy 25, no. 1 (June 7, 2022): 99–125. http://dx.doi.org/10.1075/wll.00062.mes.
Full textAbstract:
Abstract What is the hallmark of a good speller? Spelling is a critical component in learning to become literate, but how it works in literate adults remains poorly explored. We examined word and pseudoword spelling in 214 adults in relation to general cognitive abilities, vocabulary, reading history, reading performance, phonological processing and rapid automatized naming. We conducted hierarchical multiple regression analyses to uncover predictors of spelling performance and compared a subsample of good and poor spellers to identify patterns of cognitive and language abilities associated with high vs. low spelling ability. In the regression model under test, which progressed from general cognitive and language abilities to specific reading-related skills, the most important predictor for word spelling was vocabulary, and for pseudoword spelling phonological processing (phoneme deletion). The model explained 20% of word spelling, and 8% of pseudoword spelling, variance. Good spellers outperformed poor spellers in reading connected text and pseudowords, and in phonological processing; poor spellers typically had a history of reading difficulties but similar levels of cognitive ability, word reading and RAN performance. Overall, our findings indicate that adult spelling relies more strongly on word knowledge than on reading proficiency and that, as in literacy acquisition, good phonology-related abilities are a hallmark of proficient adult spellers.
29
NIMANI, Aferdita. "Unified Orthography Rules of the Albanian Language." European Journal of Social Sciences Education and Research 3, no. 1 (April 30, 2015): 190. http://dx.doi.org/10.26417/ejser.v3i1.p190-193.
Full textAbstract:
Relying on scientific writings and linguistic standard rules , it appears that today students encounter many orthography and spelling problems in Albanian language , because students lack many rules in Albanian language be it in speaking, writing or expressing . These failing, which have their roots in the first learning ever given the phonemes and letters of the alphabet . Their importance in writing , highlighting the phoneme , morpheme formation , changing their form . Since these were not perpetuated or studied properly in the beginning , the consequences are grappling today and our student suffers them , as problematic in the future . And it can not be sure that his writing has reached an orthography and spelling value of unified standard of the Albanian language
30
Putra, Rizky Anugrah, and Sulis Triyono. "Outlandish Spelling System Invented by Indonesian Internet Society: The Case of Language Usage in Social Networking Site." International Journal of Applied Linguistics and English Literature 7, no. 7 (December 1, 2018): 66. http://dx.doi.org/10.7575/aiac.ijalel.v.7n.7p.66.
Full textAbstract:
Before having consistent alphabetic writing system, Bahasa Indonesia had encountered several developments in orthographic enhancement. Bahasa Indonesia need to be enhanced for several reasons such as to create national identity and also to provide an ideal spelling system. Orthography system helps the language user to associate the symbol, sound, and meaning. For those reasons, the spelling system is important in written language since most of information and knowledge are preserved in written form. As time passes, there is almost no barrier in human interaction since the distance is narrowed by the technology. To use it efficiently, the language users utilize their language to be shorter but it is easier to understand. However, it creates discrepancy in the orthography system which hinders the interlocutor to get the actual meaning of the written language. This article reveals an issue about orthography system which is made by internet society in which has unusual alphabetic spelling system. The peculiarity is caused by psychological and social factor which revert the spelling model to be identical to children (immature speech).
31
Zuidema, Johan, and Anneke Neijt. "The BasisSpellingBank." Written Language and Literacy 20, no. 1 (October 6, 2017): 52–79. http://dx.doi.org/10.1075/wll.20.1.04zui.
Full textAbstract:
Abstract The BasisSpellingBank is the first lexicon where the spellings and pronunciations of words are documented explicitly and separately for all relevant word parts. Unlike earlier descriptions of Dutch orthography in terms of rules and underlying forms, the BasisSpellingBank departs from the concept of storage and the way spelling is taught in schools. At its core are triplets of phoneme(s), grapheme(s), and the spelling category(s) which describe the correspondences between them. The triplet notation provides a detailed, exhaustive description of Dutch orthography. It is a formal system that could be used to describe other alphabetic writing systems as well. By integrating information about orthographic rules and lexical storage, the triplet notation more adequately describes the knowledge possessed by fluent users. The triplets unlock exact measures of both forward and backward consistency, which opens up detailed analyses of spelling performance. The database provides new insights into spelling education and spelling complexity.
32
Zaretsky, Elena, Jelena Kuvac Kraljevic, Cynthia Core, and Mirjana Lencek. "Literacy predictors and early reading and spelling skills as a factor of orthography." Written Language and Literacy 12, no. 1 (August 18, 2009): 52–81. http://dx.doi.org/10.1075/wll.12.1.03zar.
Full textAbstract:
The majority view of reading development maintains the importance of specific cognitive and linguistic abilities, e.g. phonological awareness (PA) and vocabulary and verbal working memory (VWM). Another factor in attaining literacy may be the language of exposure, e.g. whether it has a transparent or a deep orthography. This study examines the interaction between known predictors for literacy development and the orthography. It focuses on early levels of literacy (decoding and spelling) amongst children with typical language development. English-speaking (deep orthography) and Croatian-speaking (transparent orthography) kindergarteners were assessed on measures of vocabulary, PA, functions of verbal working memory, and early literacy skills at the beginning of the kindergarten year. The results indicate that a transparent orthography (Croatian) increases early decoding and encoding skills and they show expected correlations between PA, vocabulary, and early literacy abilities. English speakers did not show these correlations at the onset of the kindergarten year. We postulate that the nature of the deep orthography requires some instructional time for English-speaking children before PA and vocabulary will show predictive validity for reading acquisition.
33
Bulley, Michael. "Spelling reform – a lesson from the Greeks." English Today 27, no. 4 (November 8, 2011): 71–72. http://dx.doi.org/10.1017/s0266078411000575.
Full textAbstract:
Every now and again a call goes up for the reform of English orthography to make it more user-friendly. After all, it is said, the Spanish, the Germans, and even the French, have accepted changes to their spelling systems. By way of comparison, we could think of the suggestion that the Greeks should abandon their alphabet and adopt the Roman one, to come into line with most other European countries. Thankfully, there seems no serious possibility that this will happen. The reasons against it are solidly linguistic and not ones prompted by blind tradition. The same sorts of reasons should prevail for English. The Greek case, though, can provide some lessons. For there have, in fact, been changes to Greek orthography in recent times. An important one was in 1982, when the variety of diacritic signs was reduced to a single accent.
34
Gremalіuk, T. V. "VOCABULARY OF FOREIGN ORIGIN: PROBLEMS OF NORM IN THE CONTEXT OF THE HISTORICAL DEVELOPMENT OF UKRAINIAN LITERARY LANGUAGE." Opera in linguistica ukrainiana, no. 28 (September 28, 2021): 52–61. http://dx.doi.org/10.18524/2414-0627.2021.28.235517.
Full textAbstract:
The article presents a multifaceted analysis of the dynamics of spelling and pronunciation of words of foreign origin in the Ukrainian literary language. The research expanded the range of knowledge about the phases of formation of the Ukrainian orthography, in particular, the part devoted to the orthography of foreign tokens and made it possible to explain the changes in the rules of spelling and pronunciation in diachrony. Linguistic and extralinguistic factors that influenced linguistic evolution are identified and the processes of normalization of borrowed vocabulary taking into account the historical context are highlighted. The views of Ukrainian linguists on the norms of spelling and pronunciation of words of foreign origin are generalized. It was stated that although there are few foreign words (approximately 10 percent), compared to other Ukrainian lexical collections, foreign words have provoked and are causing many discussions among linguists about their mastery of the Ukrainian literary language. After all, the legalization of the language norm, its written reflection and its organization in Ukraine is very difficult, which causes heterogeneity of spelling and pronunciation of words of foreign origin. Transformations in borrowed tokens over a long historical period are traced. A chronological description of all editions of the Ukrainian orthography is made and the most typical changes and establishments in the spelling and pronunciation of foreign words are systematized. It is proved that the lack of clearly formulated and formed rules for spelling borrowed words has led to variable spelling and pronunciation. After all, the phonetic system of the Ukrainian language can not fully reflect the peculiarities of the sound system of a foreign language, which indicates a complex process of stabilization of pronunciation and spelling norms of words of foreign origin in the Ukrainian literary language.
35
Vokic, Gabriela. "When alphabets collide: Alphabetic first-language speakers’ approach to speech production in an alphabetic second language." Second Language Research 27, no. 3 (May 31, 2011): 391–417. http://dx.doi.org/10.1177/0267658310396627.
Full textAbstract:
This study analysed the extent to which literate native speakers of a language with a phonemic alphabetic orthography rely on their first language (L1) orthography during second language (L2) speech production of a language that has a morphophonemic alphabetic orthography. The production of the English flapping rule by 15 adult native speakers of Spanish (NSS) was analysed. Flap production should not be problematic for NSS learning English as L2, since the flap [ ] exists in the Spanish phonemic inventory and it has similar acoustic, articluatory, and distributional properties in English and Spanish. However, this study hypothesizes that access to the flap is blocked by NSS participants’ lack of phonological awareness in English, which is brought about by the participants’ reliance on the Spanish orthographic system, since the graphs used to represent the English flap intervocalically have either different surface realizations in Spanish (such as <t> and <d>) or have no equivalents in the Spanish orthographic system (such as <tt> and <dd>). It was found that NSS relied on the Spanish orthographic system at a statistically significant level, despite both languages having alphabetic orthographies and sharing the same visual code. Less reliance on L1 orthography was observed in frequent L2 lexical items, demonstrating that negative effects of L1 orthography are inversely correlated to familiarity with L2 lexical items and that frequent lexical items promote L2 phonological awareness.
36
Appelt, Annalen, Miriam Balestra, and Martin Neef. "Orthographic constraints on the spelling of German a-sounds." Written Language and Literacy 18, no. 1 (February 12, 2015): 153–74. http://dx.doi.org/10.1075/wll.18.1.07app.
Full textAbstract:
In the framework of the Modular Writing System Theory (Neef 2005a), two levels of representation are distinguished that are relevant for the analysis of phonographic writing systems. These levels are called graphematics and systematic orthography, respectively. In this text, we focus on the latter module. As a case study, we take into account the spelling potential of the German vowels [a] (lax) and [ɑ] (tense). For this purpose, we first discuss the graphematic properties of these two vowels which allows deriving their graphematic solution spaces that capture such spelling variants that are theoretically given in the writing system of German. Subsequently, we use the spelling potential of [a] and [ɑ] to investigate their distribution in the systematic orthography of German. In doing so, we formulate orthographic constraints that regulate the appearance of the spelling variants. These constraints are sensitive for different levels of the German vocabulary. Some of the constraints have already been found relevant for the spelling of other phonemes as well, while others are specific to the two sounds under consideration. This theoretical approach allows analyzing a much broader part of the vocabulary compared to other theories.
37
Vətən qızı Camali, Dilbər. "ORTHOGRAPHY OF COMPOUND NAMES IN TURKISH AND AZERBAIJANI LANGUAGES." SCIENTIFIC RESEARCH 08, no. 4 (April 27, 2022): 170–73. http://dx.doi.org/10.36719/2789-6919/08/170-173.
Full textAbstract:
Məqalədə müasir Azərbaycan dilindəki mürəkkəb adların yazılış qaydaları təhlil olunmuş, müasir kitab və saytlardan nümunələrlə əsaslandırılmışdır. Müasir türk dilindəki mürəkkəb adların orfoqrafiya normaları tədqiqata cəlb edilmiş, Azərbaycan dili ilə oxşar və fərqli cəhətlər üzə çıxarılmışdır. Məqalədə bütün dil faktları “Azərbaycan dilinin Orfoqrafiya Normaları” ilə bağlı Azərbaycan Respublikası Nazirlər Kabinetinin qərarlarına istinadən verilmişdir. Açar sözlər: orfoqrafiya, dil, azərbaycan dili, türk dili, yazılış Dilber Vatan Jamali ORTHOGRAPHY OF COMPOUND NAMES IN TURKISH AND AZERBAIJANI LANGUAGES Abstarct In the article, orthographic norms and changes in the spelling of complex names in the Azerbaijani language have been written under the guidance of spelling norms of the Azerbaijani language approved by the Resolution No. 174 of the Cabinet of Ministers of the Republic of Azerbaijan dated April 16, 2019, and by the Resolution No. 438 of certain amendments dated November 3, 2020, and substantiated on examples from contemporary books and sites. At the same time, similarities and distinctions in the spelling of compound nouns with modern Turkish have been revealed comparatively. Key words: orthography, language, Azerbaijani, Turkish, spelling.
38
Joseph Ottenheimer, Harriet. "Spelling Shinzwani." Written Language and Literacy 4, no. 1 (March 19, 2001): 15–29. http://dx.doi.org/10.1075/wll.4.1.03jos.
Full textAbstract:
This paper surveys the history of dictionary construction and orthographic choice in the Comoros — a former French colony in the Indian Ocean — with special reference to issues of literacy, identity, and politics. Evidence ranging from 16th century wordlists to contemporary bilingual/bidirectional dictionaries, as well as colonial, missionary, and scholarly approaches to lexicography and orthography in the Comoros, are examined and compared. While Arabic-influenced writing systems have a long history in the Comoros, the experiences of colonialism and independence in the 20th century introduced French- and phonemically-influenced systems. As the Comoros move into the 21st century, linguists and ethnographers are attempting to assist with questions of standardization, literacy, and dictionary construction. The situation remains fluid, with considerations of tradition, modernity, nationalism, and representation to be taken into account. This paper seeks to address the complex interrelationships between orthographic choice and ethnic identity in the Comoros, with special reference to the development of the first bilingual/bidirectional Shinzwani-English dictionary.
39
Vinogradov, Iurii Mikhailovich. "About the implicit variant of the affix of the third person of the category of possession of nouns in the Chuvash language." Development of education, no. 1 (1) (September 25, 2018): 82–84. http://dx.doi.org/10.31483/r-21461.
Full textAbstract:
The article deals with the spelling of nominal word combinations in the Chuvash language, the components of which are connected by an implicit version of the affix of the third person. The work points to the contradiction in the orthography of similar word combinations: кĕреке пуçĕ "toast-master", вăйă пуçĕ "head of the game", кĕтÿ пуçĕ "leader of the pack" (separately) – пирĕн çулпуç "our leader", гений çулпуç "brilliant leader" (in one word). The modern spelling dictionaries do not include a number of word combinations, which are identical in structure with the syntagmas represented in dictionaries in the joined-up writing. The author proves that a separate spelling corresponds to the orthography of all nominal syntagmas.
40
Salas, Naymé. "Concurrent predictors of spelling accuracy in secondary education in a semi-consistent orthography." Written Language and Literacy 25, no. 1 (June 7, 2022): 40–66. http://dx.doi.org/10.1075/wll.00060.sal.
Full textAbstract:
Abstract Spelling is a complex skill that requires mobilizing various levels of linguistic and orthographic representation. While there is substantial evidence of the impact of phonological skills in its development, less is known about the explanatory value of non-phonological (e.g., morphological, orthographic) strategies in conventional spelling scores. This study assessed the unique impact of non-phonological spelling strategies after accounting for a large set of linguistic and cognitive predictors, as well as contextual variables (e.g., SES) in a language with a semi-consistent orthography: Catalan. Participants were 328 eighth-grade students from low-income households. Results showed that non-phonological spelling skills explained a substantial proportion of the variance in conventional spelling, over and above the rest of predictor variables, including phonographic skills, with the final model explaining more than 80% of the variance. Theoretical and educational implications are discussed.
41
Elimelech, Adi, and Dorit Aram. "Evaluating preschoolers’ references to characteristics of the Hebrew orthography via a computerized early spelling game." Written Language and Literacy 25, no. 2 (December 6, 2022): 159–82. http://dx.doi.org/10.1075/wll.00065.ara.
Full textAbstract:
Abstract The current study evaluated how characteristics of Hebrew, a Semitic language with an abjad writing system, are manifested in Hebrew-speaking preschoolers’ play with a computerized spelling game adapted for Hebrew. The game words were of different lengths and structures so as to include the entire Hebrew alphabet and all the vowels (a, e, i, o, u) in all possible positions in the word (first, last, second). We analyzed the 18,720 spellings typed by 96 preschoolers aged 5;7 years (on average) who played the game during eight sessions (about 20 minutes per session) in one month. The study indicated a greater difficulty in spelling א, ה, ו, י letters as consonants than as vowels, and more success in spelling ב, כ, פ letters that are pronounced as stops, as compared to the same letters that are pronounced as spirants. The success in spelling consonants and consonant-vowel letters was identical. Within a word, there was greater success in spelling the first letter, than in spelling the last letter, and the second letter. The length of the word did not influence success in spelling the first, second, or last letter in the word. At the same time, spelling an entire shorter word was easier than spelling an entire longer word. Lastly, spelling of words to which children had more exposures was easier than spelling words with only a single exposure. The discussion focuses on the implications of the study and refers to the nature of appropriate literacy-oriented digital Hebrew games and activities with preschoolers.
42
Larionova, L. G. "Topical Issues of Methodology in Teaching Spelling on the Pages of the Russian Language at School Journal (1979–2019)." Russian language at school 81, no. 1 (January 22, 2020): 36–44. http://dx.doi.org/10.30515/0131-6141-2020-81-1-36-44.
Full textAbstract:
This article reviews works devoted to the methodology of teaching orthography (spelling) published in the Russian Language at School journal from 1979 to 2019. The reviewed works cover the following aspects: theoretical (linguistic, didactic, psychological and psycholinguistic) foundations of teaching orthography in secondary school; study techniques and methods for explaining spelling rules; essential characteristics of the various methodological systems for a phased process in studying complex spelling rules; types of developmental spelling exercises; lesson plan description, repetition of spelling topics and systematization of the lessons studied at different levels of secondary education from grades 5 to 11 in accordance with changing requirements of Federal State Educational Standards and respective textbooks for teaching Russian as a native language. The article focuses on the aspect of spelling training and preparing students for mandatory written exams in the Russian (native) language in grades 9 and 11, including the final essay in grade 11. In addition, the article provides a general overview of reviews of textbooks and spelling exercise workbooks for pedagogues and pupils published by methodologists. The research methodology was based on the theoretical analysis of scientific knowledge (problematic, comparative, aspective, recapitulative) and practice-based experience of pedagogues. It is concluded that the reviewed publications (in the indicated period) are relevant for modern readers.
43
Rivera, Joel Laffita. "Orthography Analysis-Spanish Graphical Accentuation Setting." International Journal of Contemporary Education 2, no. 2 (September 16, 2019): 130. http://dx.doi.org/10.11114/ijce.v2i2.4528.
Full textAbstract:
This research article is setting up an outlined-linguistic-overview regarding to the use of the “Tilde” in the writing context of Spanish Language. The study looked over various-literature-materials from different sources and added new-insights into its contextual framework to expose Spanish-language-Orthography such as Words-Type; Accents-Type; Vocabulary and Grammar-Patterns. The use of the “tilde” in teaching and learning Spanish as Second Foreign Language (ELE) continue to be a focus of concern and discussion among Spanish language teachers as well as the learners of this particular foreign language subject (FLs). Numerous studies have emphasized on the need to provide accuracy-learning-materials in relation to this orthography-linguistic-trait. Consequently to this observation, the study aimed to deliver valuable text-references through which Spanish language learners know about the application of the “Tilde” in the writing system of Spanish language. Furthermore, methodological schemes are provided to assist Spanish language teachers in formatting and delivering Spanish-language-assignments that fit into the subject-matter-discussed.
44
Afonso, Olivia, Paz Suárez-Coalla, and Fernando Cuetos. "Writing Impairments in Spanish Children With Developmental Dyslexia." Journal of Learning Disabilities 53, no. 2 (September 17, 2019): 109–19. http://dx.doi.org/10.1177/0022219419876255.
Full textAbstract:
This study investigated which components of the writing production process are impaired in Spanish children with developmental dyslexia (DD) aged 8 to 12 years. Children with and without dyslexia ( n = 60) were assessed in their use of the lexical and the sublexical routes of spelling as well as the orthographic working memory system by manipulating lexical frequency, phonology-to-orthography (P-O) consistency, and word length in a copying task and a spelling-to-dictation task. Results revealed that children with dyslexia produced longer written latencies than chronological age-matched (CA) controls, more errors than CA and reading age-matched (RA) controls, and writing durations similar to CA controls. Latencies were more affected by frequency, consistency, and length in the DD group and the RA group than in CA controls. Children in the DD and RA groups produced longer written latencies in the copying than in the spelling-to-dictation task, while controls in the CA group were not affected by the task. Results indicate that spelling impairments in Spanish children with dyslexia affect the relative involvement of lexical and sublexical information during handwriting. Meanwhile, effects on writing speed seem to be related to deficits in reading ability, and accuracy scores seem to be poorer than expected by children’s reading skill.
45
Hilte, Maartje, Mieke Bos, and Pieter Reitsma. "Effects of spelling pronunciations during spelling practice in Dutch." Written Language and Literacy 8, no. 2 (December 31, 2005): 61–77. http://dx.doi.org/10.1075/wll.8.2.06hil.
Full textAbstract:
Because it is often assumed that difficulties in spelling are of phonological origin, the aim of this study was to examine whether emphasis on the pronunciation of individual graphemes is beneficial for learning to spell words in poor spellers. In the first experiment Dutch children with a spelling deficit had to practice words in two types of exercises: (1) full production after memorizing the orthographic pattern, and (2) a special pronunciation, so-called spelling pronunciation, accompanied by full production after memorizing. Spelling pronunciation showed to have no additional effect on spelling. The orthographic information might have overruled the effect of spelling pronunciation. Therefore, in Experiment 2 orthographic information was excluded from the comparison between training with spelling pronunciation and training with normal pronunciation. Spelling pronunciation appeared to be more effective than normal pronunciation. However, spelling pronunciation was as effective as priming the orthography in memorization training, which may indicate that the common process of uncovering orthographic details is the main driving force for accelerated learning.
46
Borgwaldt, Susanne R., Frauke M. Hellwig, and Annette M. B. de Groot. "Word-initial entropy in five languages." Written Language and Literacy 7, no. 2 (March 22, 2005): 165–84. http://dx.doi.org/10.1075/wll.7.2.03bor.
Full textAbstract:
Alphabetic orthographies show more or less ambiguous relations between spelling and sound patterns. In transparent orthographies, like Italian, the pronunciation can be predicted from the spelling and vice versa. Opaque orthographies, like English, often display unpredictable spelling–sound correspondences. In this paper we present a computational analysis of word-initial bi-directional spelling–sound correspondences for Dutch, English, French, German, and Hungarian, stated in entropy values for various grain sizes. This allows us to position the five languages on the continuum from opaque to transparent orthographies, both in spelling-to-sound and sound-to-spelling directions. The analysis is based on metrics derived from information theory, and therefore independent of any specific theory of visual word recognition as well as of any specific theoretical approach of orthography.
47
Genee, Inge. "“It’s written niisto but it sounds like knee stew.”." Written Language and Literacy 23, no. 1 (October 19, 2020): 1–28. http://dx.doi.org/10.1075/wll.00031.gen.
Full textAbstract:
Abstract This paper argues for pragmatism rather than linguistic purity in orthography design for endangered Indigenous languages such as Blackfoot, emphasizing the need to see orthography standardization as a dynamic process rather than a static result. It explores the ongoing lack of community agreement about the best way to write the Blackfoot language and lack of widespread proficiency in the use of its standard orthography, and then describes ways in which this is mitigated in the Blackfoot Language Resources and Digital Dictionary project, a suite of web resources created to support language maintenance and revitalization work. The website uses a combination of relaxed searches, alternative spelling fields, and multimedia content to increase accessibility of the resources for users lacking proficiency in the standard orthography.
48
Genee, Inge. "“It’s written niisto but it sounds like knee stew”." Written Language and Literacy 23, no. 1 (September 15, 2020): 1–28. http://dx.doi.org/10.1075/wll.00031gen.
Full textAbstract:
Abstract This paper argues for pragmatism rather than linguistic purity in orthography design for endangered Indigenous languages such as Blackfoot, emphasizing the need to see orthography standardization as a dynamic process rather than a static result. It explores the ongoing lack of community agreement about the best way to write the Blackfoot language and lack of widespread proficiency in the use of its standard orthography, and then describes ways in which this is mitigated in the Blackfoot Language Resources and Digital Dictionary project, a suite of web resources created to support language maintenance and revitalization work. The website uses a combination of relaxed searches, alternative spelling fields, and multimedia content to increase accessibility of the resources for users lacking proficiency in the standard orthography.
49
Kim, Michael. "The Han’gŭl Crisis and Language Standardization: Clashing Orthographic Identities and the Politics of Cultural Construction." Journal of Korean Studies 22, no. 1 (March 1, 2017): 5–31. http://dx.doi.org/10.1215/21581665-4153412.
Full textAbstract:
Abstract The first attempt at spelling reform in South Korea took place in the early 1950s as the Korean War (1950–53) drew to a close. The subsequent Han’gŭl Crisis is often interpreted as an example of the authoritarianism of President Syngman Rhee (Yi Sŭngman), yet the event also represents a clash of generations between the supporters of the Unified Orthography of 1933 and the previous spelling standard. During the han’gŭl simplification debates, the legacies of Chu Sigyŏng (1876–1914) and Pak Sŭngbin (1880–1943) reemerged as their followers continued a contentious linguistic debate that stretched back into the colonial period. The event ended as a victory for the Unified Orthography of 1933, but several ambiguous questions remain for further investigation. Ultimately, behind the claims of “scientific rationalism” in the current han’gŭl spelling are the forgotten memories of linguistic activism and the difficulties in uniting divergent linguistic practices in post-Liberation Korean society.
50
Fogg, Kevin W. "The standardisation of the Indonesian language and its consequences for Islamic communities." Journal of Southeast Asian Studies 46, no. 1 (January 12, 2015): 86–110. http://dx.doi.org/10.1017/s0022463414000629.
Full textAbstract:
In the 1940s and 1950s, several organs of the newly independent Indonesian state oversaw the standardisation of the Indonesian national language. In this process, Western-oriented bureaucrats pushed the language towards European normativity, significantly decreasing the influence of Arabic. While this reform carried symbolic meaning, the practical ramifications on Indonesian orthography, spelling, and word selection also carried real, non-symbolic effects on the accessibility of this language to Indonesian Islamic leaders. Standardising orthography to use the Roman alphabet rendered many Muslims illiterate in a language they had been using for decades. Choices in word selection and spelling limited the Islamic meanings that the new language could carry, thus impacting how Muslims could use the national language for religious and other purposes. Indonesian linguistic reform carried serious social and political consequences in addition to the symbolic meanings often studied.