Journal articles: 'Spelling ability'

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Jutba, Jocel Ann E., Katelyn V. Kilat, Beverly B. Dionio, Analyn S. Clarin, and Juby H. Vallejo. "The Use of Textism and Students’ Spelling Ability." International Journal of Research and Innovation in Social Science VIII, no. II (2024): 1856–67. http://dx.doi.org/10.47772/ijriss.2024.802130.

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Textism, or SMS language, is the abbreviated and informal language often used on digital communication platforms. While textism had gained popularity and efficiency in modern communication, its impact on language skills, particularly spelling abilities among students, had become a subject of interest for researchers. This study explored the relationship between textism and the spelling ability of Junior High School students during the School Year 2022-2023. The study used a descriptive-correlational research design involving 238 students selected through a stratified random sampling method. The data was collected using a Modified-Textism Questionnaire and a Researcher-made Spelling Ability Test. Mean, Standard Deviation, and Pearson Product Moment Correlation Coefficient were the statistical tools used in the study. Results showed high textism usage regarding shortenings, contractions, clippings, acronyms and initialisms, letter and number homophones, non-conventional spellings, and onomatopoeic spellings. The students’ spelling ability was good, reflecting their mastery of word formation rules and conventions. The study found a significant relationship between contractions, homophones, clippings, and spelling ability, but no correlation was observed for shortenings, acronyms, non-conventional spellings, and onomatopoeic spellings. The study further revealed that heavy reliance on textisms could decrease spelling ability over time. Future studies may investigate additional linguistic aspects of textism, such as syntactic structures or grammar usage, to comprehensively understand its impact on students’ spelling ability.

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Bahr, Ruth Huntley, Elaine R. Silliman, and Virginia W. Berninger. "Derivational Morphology Bridges Phonology and Orthography: Insights Into the Development of Word-Specific Spellings by Superior, Average, and Poor Spellers." Language, Speech, and Hearing Services in Schools 51, no. 3 (July 15, 2020): 640–54. http://dx.doi.org/10.1044/2020_lshss-19-00090.

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Purpose Morphology, which is a bridge between phonology and orthography, plays an important role in the development of word-specific spellings. This study, which employed longitudinal sampling of typically developing students in Grades 3, 4, and 5, explored how the misspellings of words with derivational suffixes shed light on the interplay of phonological, orthographic, and morphological (POM) linguistic features as students learn to integrate POM features appropriately to generate correct spellings. Method Sixty typically developing Grade 3 students were tested using the Spelling subtest from the Wechsler Individual Achievement Test–Second Edition (Wechsler, 2001) and were divided into superior, average, and poor spellers. Students' spelling skill was then assessed using the Wechsler Individual Achievement Test–Second Edition annually for another 2 years. Misspelled derivations from these three testing sessions were analyzed for linguistic feature errors and error complexity/severity. Differences in the integration of POM features across spelling ability levels at Grades 3–5 were analyzed with Kruskal–Wallis analyses of variance. Results Longitudinal results demonstrated POM integration for the development of word-specific spellings involving derivational morphology was in its initial stages over Grades 3–5 and was influenced by spelling ability level. Information from a qualitative analysis revealed considerable variability in how students applied their POM knowledge to spell complex derivations. Conclusions Word-specific spellings draw on multiple linguistic codes—P, O, and M—and their interconnections. It involves more than an understanding of orthographic rules. Rather, accurate spelling develops through an increased understanding of the phoneme–grapheme relationships as facilitated by the identification of word parts (base + or − affixes) in written language. Educational and clinical implications are discussed.

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TREIMAN, REBECCA, and DERRICK BOURASSA. "Children's written and oral spelling." Applied Psycholinguistics 21, no. 2 (June 2000): 183–204. http://dx.doi.org/10.1017/s0142716400002022.

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For adults, written spelling is generally superior to oral spelling. To determine whether the same holds true for children in kindergarten through second grade, we compared children's ability to spell real words (Experiment 1) and nonsense words (Experiment 2) orally and in writing. Building on the work of Tangel and Blachman (1992, 1995) and others, we developed a reliable system to assess the overall quality of the children's spellings. We also examined the phonological and orthographic legality of the spellings. By first and second grade, written spellings were superior to oral spellings in both overall quality and representation of phonological form. This held true for both words and nonwords. The results suggest that children, like adults, more accurately analyze the linguistic structure of a spoken item when they can represent the results in a lasting, visible form than when they cannot.

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Henbest, Victoria S., Lisa Fitton, Krystal L. Werfel, and Kenn Apel. "The Relation Between Linguistic Awareness Skills and Spelling in Adults: A Comparison Among Scoring Procedures." Journal of Speech, Language, and Hearing Research 63, no. 4 (April 27, 2020): 1240–53. http://dx.doi.org/10.1044/2020_jslhr-19-00120.

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Purpose Spelling is a skill that relies on an individual's linguistic awareness, the ability to overtly manipulate language. The ability to accurately spell is important for academic and career success into adulthood. The spelling skills of adults have received some attention in the literature, but there is limited information regarding which approach for analyzing adults' spelling is optimal for guiding instruction or intervention for those who struggle. Thus, we aimed to examine the concurrent validity of four different scoring methods for measuring adults' spellings (a dichotomous scoring method and three continuous methods) and to determine whether adults' linguistic awareness skills differentially predict spelling outcomes based on the scoring method employed. Method Sixty undergraduate college students who were determined to be average readers as measured by a word reading and contextual word reading task were administered a spelling task as well as morphological, orthographic, phonemic, and syntactic awareness tasks. Results All four scoring methods were highly correlated suggesting high concurrent validity among the measures. Two linguistic awareness skills, morphological awareness and syntactic awareness, predicted spelling performance on both the dichotomous and continuous scoring methods. Contrastively, phonemic awareness and orthographic awareness predicted spelling performance only when spelling was scored using a continuous measure error analysis. Conclusions The results of this study confirm that multiple linguistic awareness skills are important for spelling in adults who are average readers. The results also highlight the need for using continuous measures of spelling when planning intervention or instruction, particularly in the areas of orthographic and phonemic awareness.

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Ormrod, Jeanne Ellis. "Proofreading the Cat in the Hat: Evidence for Different Reading Styles of Good and Poor Spellers." Psychological Reports 57, no. 3 (December 1985): 863–67. http://dx.doi.org/10.2466/pr0.1985.57.3.863.

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While previous research indicates a relationship between ability to spell and proofreading, two variables, knowledge of word spellings and presentation time, have consistently not been controlled. In this study, a very easy passage (allowing control of word knowledge) was presented in short segments on a computer screen (controlling presentation time). Ten pairs of 9th- and 10th-grade students, matched for IQ and sex but differing in spelling ability, were asked to identify whether each segment contained a spelling error (half of the segments contained a misspelled word). An analysis of variance yielded significant main effects for both spelling ability and correctly spelled versus misspelled segments and a significant interaction between these: good and poor spellers performed equally well on correctly spelled segments, but good spellers were superior to poor spellers in identifying misspelled segments. The results are interpreted as supporting Frith's (1980) “partial cues” hypothesis regarding different reading styles in good and poor spellers.

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Brooks, Peter, Sally Weeks, and John Everatt. "Individualisation of learning in mainstream school children." Educational and Child Psychology 19, no. 4 (2002): 63–74. http://dx.doi.org/10.53841/bpsecp.2002.19.4.63.

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AbstractIn order to assess the effects of individually selected learning programmes groups of year 2 and 3 mainstream school children used individualised techniques for learning new spellings. Techniques ranged from phonic to visualisation to multi-sensory methods. Each child was directed to use a particular technique based on the findings of a trial phase in which several different methods were used with each child when learning sets of word spellings. The method that produced the fastest rate of learning for the individual child was chosen from this trial phase. The child was encouraged to use this method whenever new spellings had to be learned. No further alterations or additions were made to the school curriculum. The effectiveness of the individualised methods was assessed by comparing the children’s improvements in spelling ability with matched control children in schools where the normal curriculum was followed, together with extra sessions involving free writing/drawing tasks. The findings indicated that both year 2 and 3 children given the individualised method showed significantly larger increases in spelling ability over the school year. These results suggest that individualising learning may be a valuable tool in the effective teaching of literacy and can be used to produce significant advances in learning about spelling.

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Dougherty, Sharon, and Mark Clayton. "The Effect on Spelling Ability of Exposure to the Printed Word." Research in Education 59, no. 1 (May 1998): 80–94. http://dx.doi.org/10.1177/003452379805900109.

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The effect on spelling ability of exposure to print This study explores the contribution of print exposure to spelling achievement. The hypothesis that exposure to print accounts for individual differences in spelling ability was tested on 129 Year 7 female students from a predominantly non-English-speaking background. A multiple regression analysis was employed to determine the relationship between spelling and the predictor variables - exposure to print (TRT), phonological processing, comprehension level and general ability. The results indicated that phonological processing ability accounted for individual differences in spelling performance regardless of general ability. However, this specific student cohort appear to reflect stages in spelling development associated with word knowledge and reading experience. The analysis also indicated that other factors not addressed in this study are implicated.

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Burns, Jeanne M., and Donald J. Richgels. "An Investigation of Task Requirements Associated with the Invented Spellings of 4-Year-Olds with above Average Intelligence." Journal of Reading Behavior 21, no. 1 (March 1989): 1–14. http://dx.doi.org/10.1080/10862968909547655.

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This study examined whether conscious use of phonological knowledge is associated with invented spelling and whether a relation exists between invented spelling and reading. Thirty-two 4-year-olds with scores of 116 or higher on the Stanford-Binet Intelligence Test were classified as Non-spellers and Inventive Spellers based on their spellings of 10 words on the Invented Spelling Test. All subjects were administered 11 different tasks which examined alphabet knowledge, word segmentation, sound/letter association, and reading knowledge. Results indicated that all subjects displayed a similar ability when required to recite the alphabet, recognize uppercase letter names, segment words into syllables, and identify basic concepts about print. Inventive Spellers demonstrated superiority at letter/sound identification and segmentation of words by phonemes. Although significant differences were observed between Non-spellers and Inventive Spellers on wordknowledge tasks, dramatic differences among Inventive Spellers were evident. Forty-four percent of the Inventive Spellers were found to be Proficient Word Readers whereas the remaining 56% displayed reading proficiency at a similar level as the Non-spellers. A relation was found between spelling ability and conscious use of phonological knowledge; however, word reading appeared to be a related (but separate) ability from word writing.

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Giles, David C., and Colin D. Terrell. "Visual Sequential Memory and Spelling Ability." Educational Psychology 17, no. 3 (September 1997): 245–53. http://dx.doi.org/10.1080/0144341970170301.

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Notenboom, Annelise, and Pieter Reitsma. "Investigating the Dimensions of Spelling Ability." Educational and Psychological Measurement 63, no. 6 (December 2003): 1039–59. http://dx.doi.org/10.1177/0013164403258442.

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Kamhi, Alan G., and Linette N. Hinton. "Explaining Individual Differences in Spelling Ability." Topics in Language Disorders 20, no. 3 (May 2000): 37–49. http://dx.doi.org/10.1097/00011363-200020030-00006.

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Bailey, Benjamin, and Joanne Arciuli. "Subskills associated with spelling ability in children with and without autism spectrum disorders." Autism & Developmental Language Impairments 3 (January 2018): 239694151880380. http://dx.doi.org/10.1177/2396941518803807.

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Background and aims Effective literacy instruction demands a clear understanding of the subskills that underpin children’s reading and writing abilities. Some previous research on reading has questioned whether the same subskills support literacy acquisition for typically developing children and children with autism spectrum disorders. This study examined the subskills associated with spelling ability in a group of 20 children with ASD aged 5–12 years (ASD group). A group of 20 typically developing children matched for age and word spelling accuracy (TD group) provided comparative data. Methods Participants completed standardised assessments of vocabulary, phonological awareness, letter knowledge and word spelling. Errors produced in response to the word spelling assessment were analysed for evidence of phonological awareness. In addition, all spelling attempts were analysed for evidence of phonological, orthographic, and morphological awareness, ‘linguistic awareness’, using the Computerised Spelling Sensitivity System. Results Correlation and regression analyses showed statistically significant relationships between phonological awareness and word spelling accuracy for children in the ASD and TD groups. Spelling errors produced by both groups contained evidence of phonological awareness. Analysis of all spelling attempts showed that the overall level of linguistic awareness encoded by children in the ASD and TD groups was not significantly different. Conclusions These findings provide evidence that phonological awareness and other subskills support spelling in children with autism spectrum disorders as they do in typically developing children. Implications The similar spelling profiles exhibited by children with autism spectrum disorders and their typically developing peers suggest that these populations may benefit from literacy instruction that targets the same underpinning subskills.

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Ibrahim, Raphiq, and Samih Badarny. "Effect of Empathic Tones on Spelling Ability among Native Arab Children." JOURNAL OF ADVANCES IN LINGUISTICS 6, no. 1 (May 21, 2015): 823–28. http://dx.doi.org/10.24297/jal.v6i1.4555.

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Little research has been conducted on the development of spelling in general and in the Arabic language in particular. In this research, we intend to examine the effect of empathic tones in words on the accuracy of spelling. The study included 162 elementary school children. They were asked to spell concrete nouns, including frequently and less frequently used words, from literary and spoken Arabic containing both empathic and non-empathic tones. Significant effect of empathic tones on spelling accuracy was found. This manifested itself in a better spelling performance of words without empathic tones than in words with empathic tones. The research results reinforce a specific characteristic of Arabic orthography and emphasize the need for appropriate intervention to improve the spelling abilities of children.

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Keuning, Jos, and Ludo Verhoeven. "Screening for word reading and spelling problems in elementary school: An item response theory perspective." Educational and Child Psychology 24, no. 4 (2007): 44–58. http://dx.doi.org/10.53841/bpsecp.2007.24.4.44.

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The purpose of the present study was to explore whether the Item Response Theory (IRT) provides a suitable framework to screen for word reading and spelling problems during the elementary school period. The following issues were addressed from an IRT perspective: (a) the dimensionality of word reading and spelling ability, (b) the development of word reading and spelling ability throughout the elementary grades, and (c) measurement precision and differential item functioning. Two computer-based tests were administered to measure word reading and spelling ability. In the word reading test, a progressive demasking technique was used to present isolated words. In the spelling test, children used the computer keyboard to spell words. The children’s spelling ability was also tested using a paper and pencil test. Analyses showed unidimensionality for the children’s word reading and spelling abilities in grades 2 to 6. The effect sizes also showed the growth in word reading and spelling abilities to be substantial. Furthermore, the informative value of both the word reading and the spelling ability scale was satisfactory for all of the elementary grades and the results did not indicate that the children score systematically higher or lower on the computer-based spelling test than on the paper-based spelling test. The present results open up possibilities to map progress in the reading and spelling process systematically and accurately.

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Carlisle, Joanne F. "Knowledge of derivational morphology and spelling ability in fourth, sixth, and eighth graders." Applied Psycholinguistics 9, no. 3 (September 1988): 247–66. http://dx.doi.org/10.1017/s0142716400007839.

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ABSTRACTThis study investigated students' knowledge of derivational morphology and the relationship between this knowledge and their ability to spell derived words. The subjects (fourth, sixth and eighth graders) were given the Wide Range Achievement Test, Spelling subtest, and experimental tests of their ability to generate base and derived forms orally, to spell the same base and derived words, and to apply suffix addition rules. The results indicate strong developmental trends in both the mastery of derivational morphology and the spelling of derived words; however, spelling performances lagged significantly behind the ability to generate the same words. Success generating and spelling derived words depended on the complexity of transformations between base and derived forms. Further, mastery of phonological and orthographic transformations most strongly distinguished the three grades in both spelling and generating derived words. Indications that the older students were using knowledge of morphemic structure in spelling derived words were found in analysis of the spelling of base and derived word pairs and the application of suffix addition rules.

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Rzepka, Nathalie, Katharina Simbeck, and Hans-Georg Müller. "Impact of the Covid-19 pandemic on students’ spelling ability." Research on Education and Media 14, no. 2 (December 1, 2022): 57–63. http://dx.doi.org/10.2478/rem-2022-0022.

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Abstract In order to cope with the Covid-19 pandemic, many schools have been closed for several months as of March 2020 in Germany. The unplanned and rapid shift to distance learning formats has led to fears that extensive learning deficits will be created and educational inequality will be further exacerbated. This paper, therefore, investigates the impact of the Covid-19 pandemic on spelling skills (capitalisation, sounds and letters, separate and compound spelling and punctuation) of students in German-speaking countries. For this purpose, we use granular learning process data from an online learning platform for spelling competences with over 1 million solved exercise sets. We compare successful completion of exercise sets before the pandemic and after the first wave of the pandemic and estimate personal competence by a Rasch model. The result shows a loss of competence in 2020 and an increase in inequality in some grade levels and spelling domains. A linear model cannot confirm an overarching loss of competence.

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Dolean, Dacian Dorin. "The relationship between pitch discrimination and Romanian students’ spelling performance." Psychology of Language and Communication 17, no. 3 (December 1, 2013): 233–40. http://dx.doi.org/10.2478/plc-2013-0015.

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Abstract Previous studies have shown that music can have a positive impact on phonological awareness and on foreign language acquisition. The present research investigates specifically the role of pitch discrimination ability in native and foreign language spelling performance. Two groups of elementary school children were selected based on their pitch discrimination abilities (high and low). Their spelling performance in their native and a foreign (fictional) language was assessed. The results indicate that pitch discrimination ability can be linked to spelling ability in both the native and a foreign language. They also suggest that studying a musical instrument might predict enhanced spelling performance ability

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Bredikhina, S. V. "Methodological Tasks as a Means of Preparing Future Teachers for Teaching Orthography to Younger Students." Prepodavatel XXI vek, no. 1, 2020 (2020): 142–53. http://dx.doi.org/10.31862/2073-9613-2020-1-142-153.

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The article considers the problem of methodological preparation of students for professional activities in elementary school. Indicator of the development of professional competence of future primary school teachers is the ability to correctly draw orthographically written words, to master spelling skills. The spelling aspect of the training is seen as an essential component of the qualification characteristics of future teachers. It is defined that an effective means of forming the methodological skills of future teachers for teaching spelling to younger students is a methodological challenge. The author identifies the following kinds of teaching tasks: analysis of didactic material; selection of the correct option from a range offered; resolution of the pedagogical situations; development of a fragment of the lesson; making of methodological decisions. Examples of different types of teaching objectives are given. The article defines that in a generalized form, the spelling skills that a future primary school teacher should master are the following: the ability to detect an orfogramm; the ability to determine its type; the ability to choose the appropriate rule; the ability to act according to an algorithm based on the rule; the ability to solve a spelling problem. The article de-scribes the theoretical prerequisites for the formation of conscious spelling skills using methodological problems, presents the operation logic from developing students ’ ability to find and classify orfogramms to performing exercises aimed at using rules in solving spelling problems.

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Lee, Youngun, and Kyunghee Jung. "The Effects of a Morphological Awareness-based Intervention Program on Spelling for School-aged Children with Spelling Difficulties." Communication Sciences & Disorders 28, no. 2 (June 30, 2023): 255–73. http://dx.doi.org/10.12963/csd.23962.

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Objectives: The purpose of this study was to investigate the effects of a spelling intervention program based on morphological awareness on school-age children’s spelling and morphological awareness abilities. Methods: A total of 3 children with spelling difficulties in 3rd to 4th grade were selected. A dictation test tool was applied, focusing on words with aspirated consonants and ‘ㅎ’ (/h/) deletion; and consisting of single words, compound words, and derivative words. A multi-intermittent baseline design methodology including pre-, post-, and maintenance procedures was applied, and the intervention period was 2-3 times a week for 5-6 weeks, for a total of 16 sessions. Results: First, it was found that the spelling intervention effect focusing on aspirated and ‘ㅎ’ deletion of children with spelling difficulties based on morphological awareness ability resulted in improved performance compared to the baseline and was maintained 2 weeks after the intervention. Second, as a result of the spelling intervention based on morphological awareness ability, it was found that the morphological awareness ability of children with poor writing skills improved compared to the baseline and was maintained even 2 weeks after the intervention. Conclusion: The results of this study suggest that morphological awareness-based spelling interventions can be used for evidence-based spelling education for children with spelling difficulties.

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Yavorska, Stefaniia. "Types of Excersises for Developing Spelling Literacy of Students in the Ukrainian Language in Institutions of General Secondary Education of Ukraine." Studia Gdańskie. Wizje i rzeczywistość XVI (March 27, 2020): 23–40. http://dx.doi.org/10.5604/01.3001.0014.2513.

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The article analyzes the scientific sources on the research problem, clarifies the leading trends and shortcomings in the methodology of teaching spelling. It is recognized that the education of a literate person with a high language and speech culture – a multi-level problem and not so much school but also national. The scientifically substantiated and experimentally tested method of teaching Ukrainian spelling in Ukrainian language classes is represented, exercises and tasks for them are developed, which promote the formation of spelling skills and abilities of students. Based on the analysis of scientific achievements of researchers, the author proposes her own approach to solving the problem of forming students' spelling skills. The concept of "spelling" has been clarified, the understanding of which as a result of step-by-step mental actions contributes to the development of students' logical thinking and raising the level of their spelling literacy. Exercises of different nature are presented, their implementation will provide strong knowledge, develop practical skills. The ways of formation of spelling skills are determined. On the basis of theoretical and empirical research it is proved that work on spellings creates a basis of strong and deep knowledge if it is logically constructed and conducted systematically. Based on pedago-gical observations, it was found that the teaching method, based on the close relationship of spelling analysis with the ability to perform word analysis by structure, as well as word-formation analysis, is effective. It is argued that the formation of spelling competence of students is impossible without the appropriate level of speech culture, spelling literacy, thorough knowledge of language theory. The expediency of introduction of the system of exercises and tasks developed taking into account interlevel communications and intensive spelling workshop is substantiated. Methodical advice, selected exercises, covered in the study, can be useful for teachers of philology, students-interns of philological profile in preparation for Ukrainian language classes.

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Harsanti, HG Retno. "The Use of Orthography to Increase Young Learners’ Basic Literacy: Spelling Ability." ELT Worldwide: Journal of English Language Teaching 7, no. 2 (October 31, 2020): 89. http://dx.doi.org/10.26858/eltww.v7i2.13859.

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The mastery of literacy skills of young learners is essential and fundamental which include reading and writing. Literacy skills are closely related to cognitive abilities that provide knowledge, information, and meaning. Spelling ability is one of the essential skills in reading that must be considered. This study aims to examine the use of orthography to improve the ability to spell in reading. This study was conducted with a qualitative approach through a systematical review method with meta-synthesis as the analysis tool. Data obtained from 4 previous research articles with criteria Q1 Scopus index. The results showed that orthography could improve young learners’ spelling ability.Keywords: orthography, literacy, spelling, reading

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Grigorakis, Ioannis, and George Manolitsis. "Η συμβολή της μορφολογικής επίγνωσης στα πρώτα στάδια ανάπτυξης της ικανότητας ορθογραφημένης γραφής." Preschool and Primary Education 4, no. 1 (May 30, 2016): 128. http://dx.doi.org/10.12681/ppej.8581.

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Recent research studies in several alphabetic orthographic systems have shown a significant contribution of morphological awareness in the development of spelling ability. It is assumed that awareness of morphemes facilitates the application of morphophonemic principles on spelling. However, apart from its effect on understanding the conventions of the general spelling system of a language, morphological awareness seems to facilitate the orthographic performance of specific morphemes as well, especially inflectional suffixes, through their morphemic differentiation. The aim of this longitudinal study was to examine the contribution of morphological awareness in Kindergarten and Grade 1, on children’s spelling ability of inflectional suffixes in both Grades 1 and 2. Two hundred and fifteen Greek – speaking children from Kindergarten up to Grade 1 were assessed on measures of: (a) morphological awareness (e.g., word analogy, decomposition of derivative words, reversing compounds), (b) general cognitive skills (nonverbal intelligence, verbal intelligence, short-term memory, vocabulary), and (c) early literacy skills (phonological awareness, rapid automatized naming, letter knowledge). Also, in both Grades 1 and 2 children were assessed on measures of spelling ability of inflectional suffixes in words and pseudowords. The results of the hierarchical regression analyses showed that the morphological awareness of children in both Kindergarten and Grade 1 predicted significantly their spelling of inflectional suffixes only in words, in Grades 1 and 2 respectively, beyond the effects of cognitive and language skills. Morphological awareness skills did not contribute significantly to children’s spelling of inflectional suffixes in pseudowords. Overall, these findings highlight that early morphological awareness skills contribute significantly to the development of spelling ability even at the early primary school years. Therefore, it is suggested that the teaching of spelling inflectional suffixes has to emphasize the semantic and syntactic role of inflectional suffixes through activities of writing rather than memorizing rules for the correct spelling of each inflectional suffix.

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Weeks, Sally, Peter Brooks, and John Everatt. "Differences in learning to spell: Relationships between cognitive profiles and learning responses to teaching methods." Educational and Child Psychology 19, no. 4 (2002): 47–62. http://dx.doi.org/10.53841/bpsecp.2002.19.4.47.

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AbstractThis research investigated the impact of linking teaching approaches to cognitive profiles in two children with poorly developed literacy skills but with differing patterns of cognitive deficit. One child presented average ability levels but specific deficits in spelling and poor scores on tasks related to motor skills. The second child showed more wide ranging deficits and below average ability. Both children were taught spellings via six teaching programmes over a period of 15 months. Improvements indicated that the child with specific spelling deficits benefited greatly from teaching programmes that built upon visual/phonological strengths compared to areas of weaker motor skills. The child with low attainment levels in all areas except motor skills presented little evidence of learning with any method of instruction. The results are interpreted in terms of current theories of literacy development and disability. They indicate the need to consider effective individual strategies for learning beyond the application of one favoured teaching strategy, and how profiling strengths and weaknesses may inform strategy selection.

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Martin, Katherine I. "How a Phonics-Based Intervention, L1 Orthography, and Item Characteristics Impact Adult ESL Spelling Knowledge." Education Sciences 14, no. 4 (April 17, 2024): 421. http://dx.doi.org/10.3390/educsci14040421.

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Spelling ability is a key dimension of orthographic knowledge and a crucial component literacy skill that supports automatic word recognition and fluent reading. There has been substantial research on first language (child) English speakers’ spelling ability, including the effectiveness of instruction interventions for improving spelling knowledge. However, there is relatively little research on spelling in adult learners of English as a second language, and even less examining instructional interventions for improving their spelling. The current study addressed this gap by implementing an adaptation of a phonics-based instructional intervention in a university-based intensive English reading class. Compared to two different control cohorts, the cohort receiving the intervention significantly improved their ability to accurately identify whether an English word was spelled correctly or not. Analyses also considered the influence of a variety of lexical characteristics as well as participants’ L1 writing system. The results demonstrate the efficacy of this intervention in adult L2 English learners and also highlight the importance of considering word characteristics and participants’ language background when examining spelling performance.

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Rimbar, Hazelynn. "THE INFLUENCE OF SPELL-CHECKERS ON STUDENTS’ ABILITY TO GENERATE REPAIRS OF SPELLING ERRORS." Journal of Nusantara Studies (JONUS) 2, no. 1 (June 30, 2017): 1. http://dx.doi.org/10.24200/jonus.vol2iss1pp1-12.

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Recent studies show that spell-checkers help reduce students’ surface errors in writing by flagging spelling errors and giving correct spelling suggestions. This study investigates if the error correction provided by the spell-checker tool in word processors are internalized by students. A quasi-experimental two-group study was conducted on 30 Form 1 students in a school in Kuching, Sarawak. The learners were given dictations which contained words listed as commonly misspelled words according to Oxford University Press (2012). The experimental group were given three dictations- one in which they used word processors and allowed to use the spell-checker tool and the control group was given two dictations, both handwritten. The data gathered were analysed using a software for statistical analysis. This study found that, while the spell-checker helped the learners revise their spelling on one dictation exercise, learners still made the same errors in their spelling after the use of spell-checkers. Therefore it argues that while spell-checkers help eliminate surface errors, they have very little influence on correcting the errors on the cognitive level. Keywords: Spell-checkers, word processors, error correction, dictation, spellingCite as: Rimbar, H. (2017). The influence of spell-checkers on students’ ability to generate repairs of spelling errors. Journal of Nusantara Studies, 2(1), 1-12.

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Dalby, J. Thomas, and Richard Williams. "Preserved reading and spelling ability in psychotic disorders." Psychological Medicine 16, no. 1 (February 1986): 171–75. http://dx.doi.org/10.1017/s0033291700002609.

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SynopsisStandard scores on tests of intelligence, memory and academic achievement were obtained from individuals with either schizophrenic spectrum disorders, mania, alcohol abuse, antisocial personality disorders or no mental disorder. The three cognitive measures were highly and positively correlated in three groups (normal controls, alcohol abusers and antisocial personality disorders), while in the schizophrenic spectrum and manic groups a pattern of average reading and spelling achievement was contrasted with lower intelligence and memory quotients. It was suggested that reading and spelling ability are more accurate predictors of premorbid ability in psychotic disorders than other psychometric scales. This parallels previous findings with organic dementias and raises questions about possible shared aetiological bases between dementias and psychoses.

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Newman, S. P., J. F. Wadsworth, R. Archer, and R. Hockly. "Ocular dominance, reading, and spelling ability in schoolchildren." British Journal of Ophthalmology 69, no. 3 (March 1, 1985): 228–32. http://dx.doi.org/10.1136/bjo.69.3.228.

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Andrews, Sally, Aaron Veldre, and Indako E. Clarke. "Measuring Lexical Quality: The Role of Spelling Ability." Behavior Research Methods 52, no. 6 (April 13, 2020): 2257–82. http://dx.doi.org/10.3758/s13428-020-01387-3.

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Tongue, Andrea. "Ocular dominance, reading and spelling ability in schoolchildren." Survey of Ophthalmology 31, no. 2 (September 1986): 138–39. http://dx.doi.org/10.1016/0039-6257(86)90084-6.

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Milburn, Trelani F., Kathleen Hipfner-Boucher, Elaine Weitzman, Janice Greenberg, Janette Pelletier, and Luigi Girolametto. "Cognitive, linguistic and print-related predictors of preschool children’s word spelling and name writing." Journal of Early Childhood Literacy 17, no. 1 (July 24, 2016): 111–36. http://dx.doi.org/10.1177/1468798415624482.

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Preschool children begin to represent spoken language in print long before receiving formal instruction in spelling and writing. The current study sought to identify the component skills that contribute to preschool children’s ability to begin to spell words and write their name. Ninety-five preschool children (mean age = 57 months) completed a battery of cognitive, linguistic, as well as print-related measures, including spelling/writing tasks (i.e. letters, words and name). All writing samples were scored using scoring matrices and inter-rater reliability was 90% and above. Hierarchical linear regression was conducted for word spelling, indicating that after controlling for age and IQ, the model of best fit included expressive vocabulary, working memory, blending, letter naming and letter writing ability. Logistic regression was conducted for name writing, indicating that the model that included age, expressive vocabulary, letter naming and letter writing identified preschool children who wrote their name conventionally and those who could not. Letter writing explained unique variance in both word spelling and name writing, and phonological awareness explained unique variance in word spelling only. These findings suggest that different processes underlie word spelling and name writing, supporting the consideration of a dual-route model of children’s early spelling and writing ability.

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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.

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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.

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Dich, Nadya. "Development of sensitivity to phonological context in learning to spell in English." Written Language and Literacy 13, no. 1 (March 4, 2010): 99–117. http://dx.doi.org/10.1075/wll.13.1.04dic.

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The study attempts to investigate factors underlying the development of spellers’ sensitivity to phonological context in English. Native English speakers and Russian speakers of English as a second language (ESL) were tested on their ability to use information about the coda to predict the spelling of vowels in English monosyllabic nonwords. In addition, the study assessed the participants’ spelling proficiency as their ability to correctly spell commonly misspelled words (Russian participants were assessed in both Russian and English). Both native and non-native English speakers were found to rely on the information about the coda when spelling vowels in nonwords. In both native and non-native speakers, context sensitivity was predicted by English word spelling; in Russian ESL speakers this relationship was mediated by English proficiency. L1 spelling proficiency did not facilitate L2 context sensitivity in Russian speakers. The results speak against a common factor underlying different aspects of spelling proficiency in L1 and L2 and in favor of the idea that spelling competence comprises different skills in different languages.

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Westwood, Peter, and Kerry Bissaker. "Trends in spelling standards, 1978–2004: A South Australian study." Australian Educational and Developmental Psychologist 22, no. 1 (2005): 65–76. http://dx.doi.org/10.1017/s0816512200028662.

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AbstractThis paper reports information from three separate large-scale surveys of students' spelling achievement in South Australian schools. The data were collected over a period of twenty-six years. Changes in spelling standards are discussed, with particular reference to the possible impaa that changes in teaching methods may have on children's spelling ability. The instrument used for testing was the South Australian Spelling Test (SAST).

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NIOLAKI, GEORGIA Z., and JACKIE MASTERSON. "Transfer effects in spelling from transparent Greek to opaque English in seven-to-ten-year-old children." Bilingualism: Language and Cognition 15, no. 4 (January 23, 2012): 757–70. http://dx.doi.org/10.1017/s1366728911000721.

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The study investigated single-word spelling performance of 33 English- and 38 Greek-speaking monolingual children, and 46 English- and Greek-speaking bilingual children (age range from 6;7 to 10;1 years). The bilingual children were divided into two groups on the basis of their single-word reading and spelling performance in Greek. In line with predictions, we found that scores on an assessment of phonological awareness were a significant predictor of spelling in English for the bilingual children with stronger Greek literacy skill. Phonological awareness scores were also a strong predictor of spelling in Greek in the monolingual Greek-speaking children. For the bilingual children with weaker Greek literacy ability, spelling in English was predicted by performance in a test of visual memory. This was more in line with results for the monolingual English-speaking children, for whom spelling performance was predicted by visual memory and phonological awareness scores. Qualitative analysis of misspellings revealed that phonologically appropriate errors were significantly greater in the strong Greek literacy ability bilingual group than the weaker Greek literacy ability bilingual group. Stimulus analyses using regression techniques are also reported. The results are interpreted to suggest that in biliterates literacy processes are transferred from one language to the other (Mumtaz & Humphreys, 2002).

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Taylor, H. Gerry, Debra Lean, and Sybil Schwartz. "Pseudoword repetition ability in learning-disabled children." Applied Psycholinguistics 10, no. 2 (June 1989): 203–19. http://dx.doi.org/10.1017/s0142716400008523.

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ABSTRACTA test of pseudoword repetition was developed and administered to a group of 24 learning-disabled children. Twenty nondisabled children were also assessed. The major objective was to investigate associations between learning-disabled children's ability to repeat pseudowords and their performances on other measures of phonological processing, as well as on measures of academic achievement. Results revealed that the repetition procedure had good psychometric characteristics, including the ability to distinguish disabled and nondisabled groups independent of IQ. Within the learning-disabled sample, repetition ability was more closely related to reading and spelling skills than to math achievement. Measures of phonological skill were moderately associated with one another. Findings suggest that the repetition task may be useful in identifying one important correlate of childhood learning disabilities. Results justify further research on the mechanisms responsible for repetition difficulties and on the significance of these difficulties for reading and spelling acquisition.

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Garcia, Noelia P., Robert D. Abbott, and Virginia W. Berninger. "Predicting poor, average, and superior spellers in grades 1 to 6 from phonological, orthographic, and morphological, spelling, or reading composites." Written Language and Literacy 13, no. 1 (March 4, 2010): 61–98. http://dx.doi.org/10.1075/wll.13.1.03gar.

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Superior (10 girls, 10 boys), average (10 girls, 10 boys), and poor (10 girls, 10 boys) spelling ability groups were identified in first (age 6) or third (age 8) grade and assessed annually for four years. In separate analyses, a simultaneous set of phonological, orthographic and morphological predictors, a simultaneous set of pseudoword spelling and word-specific orthographic spelling predictors, and a simultaneous set of real-word and pseudoword reading accuracy and rate predictors jointly predicted individuals’ spelling ability group (superior, average, or poor) from first to sixth grade. Results are discussed for significance of results for Triple Word Form Theory (relationships of multiple language skills to spelling development), advantages of multivariate approaches that analyze a set of joint predictors, and importance of designing studies so that findings can be generalized to specific regions of the distribution — upper, middle, and lower — rather than the entire distribution of spellers in an unreferred sample.

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Parker, Adam J., and Timothy J. Slattery. "Spelling ability influences early letter encoding during reading: Evidence from return-sweep eye movements." Quarterly Journal of Experimental Psychology 74, no. 1 (August 25, 2020): 135–49. http://dx.doi.org/10.1177/1747021820949150.

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In recent years, there has been an increase in research concerning individual differences in readers’ eye movements. However, this body of work is almost exclusively concerned with the reading of single-line texts. While spelling and reading ability have been reported to influence saccade targeting and fixation times during intra-line reading, where upcoming words are available for parafoveal processing, it is unclear how these variables affect fixations adjacent to return-sweeps. We, therefore, examined the influence of spelling and reading ability on return-sweep and corrective saccade parameters for 120 participants engaged in multiline text reading. Less-skilled readers and spellers tended to launch their return-sweeps closer to the end of the line, prefer a viewing location closer to the start of the next, and made more return-sweep undershoot errors. We additionally report several skill-related differences in readers’ fixation durations across multiline texts. Reading ability influenced all fixations except those resulting from return-sweep error. In contrast, spelling ability influenced only those fixations following accurate return-sweeps—where parafoveal processing was not possible prior to fixation. This stands in contrasts to an established body of work where fixation durations are related to reading but not spelling ability. These results indicate that lexical quality shapes the rate at which readers access meaning from the text by enhancing early letter encoding, and influences saccade targeting even in the absence of parafoveal target information.

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Richgels, Donald J. "Invented Spelling Ability and Printed Word Learning in Kindergarten." Reading Research Quarterly 30, no. 1 (January 1995): 96. http://dx.doi.org/10.2307/747746.

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Lim, Lisa, Joanne Arciuli, Susan Rickard Liow, and Natalie Munro. "Predictors of Spelling Ability in Children With Down Syndrome." Scientific Studies of Reading 18, no. 3 (December 17, 2013): 173–91. http://dx.doi.org/10.1080/10888438.2013.862247.

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Van Nijlen, Daniël, and Rianne Janssen. "Measuring Mastery Across Grades: An Application to Spelling Ability." Applied Measurement in Education 24, no. 4 (October 2011): 367–87. http://dx.doi.org/10.1080/08957347.2011.607064.

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Holmes, V. M., and E. Ng. "Word-Specific Knowledge, Word-Recognition Strategies, and Spelling Ability." Journal of Memory and Language 32, no. 2 (April 1993): 230–57. http://dx.doi.org/10.1006/jmla.1993.1013.

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Westwood, Peter. "The correlation between results from different types of spelling test and children's spelling ability when writing." Australian Journal of Learning Disabilities 4, no. 1 (March 1999): 31–36. http://dx.doi.org/10.1080/19404159909546584.

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Greenwood, Bill. "Adventures in Learning: Spelling." Gifted Education International 10, no. 1 (September 1994): 31–32. http://dx.doi.org/10.1177/026142949401000107.

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The gifted child has a superior ability to perceive relationships where they are not obviously perceptible. At the Willings Learning Clinic we devise a set of learning games for each individual underachiever. However, these games many of which call for the perception of relationships are very useful for gifted children either in groups or (especially) played with a child and a mentor. This article and the ones which follow describe games which a teacher or mentor can offer.

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Endlich, Darius, Tobias Richter, Peter Marx, Wolfgang Lenhard, Kristina Moll, Björn Witzel, and Gerd Schulte-Körne. "Spelling Error Detection." Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie 52, no. 1-2 (January 2020): 25–40. http://dx.doi.org/10.1026/0049-8637/a000227.

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Abstract. The ability to spell words correctly is a key competence for educational and professional achievement. Economical procedures are essential to identifying children with spelling problems as early as possible. Given the strong evidence showing that reading and spelling are based on the same orthographic knowledge, error-detection tasks (EDTs) could be considered such an economical procedure. Although EDTs are widely used in English-speaking countries, the few studies in German-speaking countries investigated only pupils in secondary school. The present study investigated N = 1,513 children in elementary school. We predicted spelling competencies (measured by dictation or gap-fill dictation) based on an EDT via linear regression. Error-detection abilities significantly predicted spelling competencies ( R² between .509 and .679), indicating a strong connection. Predictive values in identifying children with poor spelling abilities with an EDT proved to be sufficient. Error detection for the assessment of spelling skills is therefore a valid instrument for transparent languages as well.

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Andriani, Lati, Syihabuddin Syihabuddin, Andoyo Sastromiharjo, and Dadang Anshori. "Pengaruh Proses Menulis dan Kognitif terhadap Kemampuan Menulis Teks Naratif Siswa." Diglosia: Jurnal Kajian Bahasa, Sastra, dan Pengajarannya 6, no. 2 (February 26, 2023): 275–88. http://dx.doi.org/10.30872/diglosia.v6i2.585.

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This study aimed to investigate the aspects of an individual's writing process that play an important role in improving the quality of writing products, as well as the role of individual cognition on the quality of writing products. A factorial analysis design was used in this study. The results of this study, first, the aspects of spontaneous revision and vocabulary revision affect the quality of writing. In addition, it was also found that students with better reading ability tended to do more intensive online revision. Second, the process aspects that affect the quality of students' narrative writing are spelling ability and the number of revisions. In addition, students' cognitive abilities also have a significant influence on their writing ability. The aspects of cognitive ability that influence are oral language ability, reading, vocabulary selection, capitalization, and spelling. The process aspects that play an important role in improving narrative writing skills are spelling and reading cognitive abilities. The processes that contributed significantly to improving writing quality were oral language ability, attention, and working memory.

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Alipour, Maryam, Khazriyati Salehuddin, and Siti Hamin Stapa. "An Overview of the Persian EFL learners’ Spelling Difficulties." International Journal of Multicultural and Multireligious Understanding 6, no. 6 (December 13, 2019): 127. http://dx.doi.org/10.18415/ijmmu.v6i6.822.

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Spelling is considered a difficult skill for foreign and second language learners of English as the ability to spell in English language comes with a lot of effort, particularly when the English spelling system is known to be a complex system, even among native speakers. The difficulties could be linguistic and extra-linguistic. This conceptual paper reviews the differences and similarities between English and Persian spelling system, the sages of spelling difficulties among children, particularly the approach suggested by Tabrizi, Tabrizi, and Tabrizi (2013)in which the stages of learning spelling among Iranian learners are analyzed. The types of morphological, phonological, and orthographical spelling difficulties, factors contributing to the spelling difficulty, as well as a comprehensive literature review of EFL studies conducted on English spelling are provided in this paper. Finally, the mental processing and the role of memory are discussed briefly. It was concluded that examining the differences between the learners’ first language and English language may provide useful insights into the English spelling problems faced by EFL learners.

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Harjanti, Fransisca Dwi, and Ni Luh Ramayani. "Implementation of Problem Based Learning Methods in Student Spelling Learning." INNOVATION RESEARCH JOURNAL 1, no. 1 (May 11, 2020): 48. http://dx.doi.org/10.30587/innovation.v1i1.1443.

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In the Indonesian Language curriculum, especially those in the Indonesian Language curriculum usedat the High School level of Class X Science, one of the basic competencies discussed is writing theobservation report text. In writing a text report the results of observation require the ability of thelanguage field, specifically the ability to use spelling. To give students a good understanding ofspelling, special strategies are needed. Strategies that can be used to explore students' competenciesin the spelling field are problem based learning. In this strategy students are required to be moreactive and creative in solving problems given by the teacher. This strategy is applied to students ofClass X Science 2 at Hang Tuah 4 Surabaya High School. After applying problem-based learningbased on the results obtained that the average ability of students in understanding spelling is above75%. Only a small proportion of groups whose ability is under 75%. The most mistake students makeis in using comma (,) punctuation. The least mistake made is the use of period punctuation

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Silva, Nathane Sanches Marques, and Patrícia Abreu Pinheiro Crenitte. "Comparison of students from private and public schools on the spelling performance." CoDAS 27, no. 2 (April 2015): 113–18. http://dx.doi.org/10.1590/2317-1782/20152014002.

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Objective: To compare the spelling ability of schoolchildren from the fourth to sixth grades of the elementary schools in the private and public schools of Bauru, São Paulo, and to verify whether errors are overcome as studies progress and the hierarchy of errors as to how often they occur. Methods : A dictation was applied to 384 schoolchildren: 206 from the private schools: 74 were at the fourth grade, 65 at the fifth grade, and 67 at the sixth grade; and 178 from the public schools; 56 at the fourth grade, 63 at the fifth grade, and 59 at the sixth grade of elementary school. Student's t test was used. Results: In comparison of total spelling errors score, difference was found among the fourth and sixth grades of the private and public schools. Spelling errors decreased as education progressed, and those related to language irregularities were more common. Conclusion: Spelling ability and performance of students from the private and public schools are not similar in the fourth and sixth grades, but it is in the fifth grade. Spelling errors are gradually overcome as education progresses; however, this overcome rate was considerable between the fourth and fifth grades in the public schools. Decrease in the types of spelling errors follows a hierarchy of categories: phoneme/grapheme conversion, simple contextual rules, complex contextual rules, and language irregularities. Finally, the most common type of spelling error found was that related to language irregularities.

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Oraby, Khaled Khader, and Salameh Saleem Mahmoud. "The Impact of Adopting an Eclectic Spelling Program on Minimizing KAU Engineering Students’ Spelling Mistakes." LET: Linguistics, Literature and English Teaching Journal 13, no. 2 (December 25, 2023): 254–75. http://dx.doi.org/10.18592/let.v13i2.10446.

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Competence in a certain language including correct spelling is very crucial for successful communication. Spelling mistakes may convey a totally different message and cause disastrous consequences. This study investigates the frequency of spelling mistakes in the writing of preparatory year engineering students at King AbdulAziz University. The researchers prepared three main questions related to reasons behind spelling mistakes, suggested solutions and the impact of an eclectic training program on students’ ability to minimize their spelling mistakes. They interviewed five instructors and five students and made the students write five essays about topics related to their IE200 course after receiving a training course. The findings of the study revealed determination and seriousness on the part of instructors and students to eliminate this dilemma. This was very clear in their diagnoses of the problem and their suggestions for minimizing the spelling mistakes. The study recommended giving more attention to spelling mistakes and doing more research with a bigger sample and over a longer time.

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Mangiri, Roni1. "THE EFFECTIVENESS OF USING BINGO GAMES TO IMPROVE STUDENT’S SPELLING ABILITY AT SMP KRISTEN SA’DAN." Teaching English as a Foreign Language Overseas Journal 10, no. 2 (August 17, 2022): 83–88. http://dx.doi.org/10.47178/teflo.v10i2.1739.

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Journal articles on the topic 'Spelling ability'

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