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Brann, Barbara. "Spelling Instruction In Primary Schools". Set: Research Information for Teachers, n.º 1 (1 de junho de 1996): 1–4. http://dx.doi.org/10.18296/set.0906.
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Gasimova, Maya Rahim. "WAYS TO FORM CORRECT WRITING HABITS IN PRIMARY SCHOOL". Alatoo Academic Studies 23, n.º 1 (30 de janeiro de 2023): 189–201. http://dx.doi.org/10.17015/aas.2023.231.20.
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The article talks about the ways of forming spelling habits in elementary school students. Written speech plays an important role in a person's life. The decisive indicator at the level of writing culture is its level of literacy. Society has always recognized the need for orthographic literacy in order to ensure mutual understanding of people in written communication. That is why the issue of teaching literate writing has been and continues to be one of the central problems at all stages of development of the national school. Formation of stable spelling habits requires numerous and varied studies aimed at mastering grammatical concepts and spelling rules. For this purpose, the efficiency of using grammatical-orthographic and etymological analyses, studies accompanied by face transfer, various types of teaching and checking spellings, lexical-orthographic studies, expressions and essays, mnemonic principles, didactic aids and organization of work with punch cards was emphasized.
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Morina Bytytçi, Shyhrete, e Nexhmije Kastrati. "Some Language Problems in the Spelling of Primary School Students". Journal of Educational and Social Research 14, n.º 1 (5 de janeiro de 2024): 190. http://dx.doi.org/10.36941/jesr-2024-0016.
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This paper addresses language problems among primary school students, particularly focusing on spelling. The research encompasses a broad spectrum of linguistic aspects, including the pronunciation of phonemes and morphemes, the utilization of grammatical forms, as well as spelling and language use. A thorough study was conducted in two primary schools involving fourth and fifth-grade students, to identify language delays, particularly in spelling and pronunciation. The comparison between these schools indicates more frequent delays in the linguistic skills of students at this age. The rules governing spelling and pronunciation play a crucial role in enhancing the linguistic culture of students. Nevertheless, the primary influence on a student’s language originates from their family and cultural background, expanding and evolving further through social interactions and the educational process. The paper conducts a comprehensive analysis of students’ language, encompassing oral expression, various tasks, literary works, phonetics, and grammar. It emphasizes that linguistic mistakes made by students in their family environment can persist and impact their primary education. The discussion also delves into possibilities for avoiding these language mistakes.
Received: 8 September 2023 / Accepted: 24 December 2023 / Published: 5 January 2024
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Tang, Swee Gek, Julia Ai Cheng Lee e Jecky Misieng. "Spelling Scoring Metrics in Malay Language: An Investigation among Young Spellers". Theory and Practice in Language Studies 8, n.º 12 (1 de dezembro de 2018): 1622. http://dx.doi.org/10.17507/tpls.0812.07.
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The aim of this study was to investigate the relationship among three spelling scoring metrics, namely, words spelled correctly (WSC), correct letter sequences (CLS), and phonological coding (PC) in Malay language. The relationship between spelling measure and word reading measure was studied. There were 866 Primary 1 (Grade 1 equivalent) students from 11 randomly selected public primary schools in Kuching, Sarawak Malaysia who participated in this study. The study showed that the scores from each scoring metric were highly correlated to each other. There was a strong relationship between each spelling outcome to word reading.
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Li, Liping, Ruiying Li e Xinchun Wu. "The reciprocal relation between morphological awareness and spelling in Chinese: A longitudinal study of primary school students". PLOS ONE 15, n.º 12 (21 de dezembro de 2020): e0243050. http://dx.doi.org/10.1371/journal.pone.0243050.
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Spelling is a literacy skill that must be mastered during children’s academic development. It involves a variety of cognitive factors, including morphological awareness. Studies in the alphabet and Chinese systems have shown that there is a close relationship between morphological awareness and spelling. Although there is clearly a significant unidirectional effect of morphological awareness on spelling significantly, few studies have explored the bidirectional relationship between morphological awareness and spelling. This three-time point longitudinal study was designed to investigate the reciprocal effects of morphological awareness and character spelling in Chinese. Participants included 124 children from two primary schools in Mainland China. The students were tracked from first grade to third grade and were administered a battery of tests to measure morphological awareness (e.g., homophone awareness, homograph awareness, and compounding awareness) and spelling to dictation, controlling for IQ, phonological awareness, and orthographic awareness. A structural equation model was utilized to examine the reciprocal relation between the students’ morphological awareness and character spelling. Results showed that earlier morphological awareness predicted subsequent spelling abilities from first grade to third grade and spelling in first grade predicted morphological awareness in second grade; however, spelling in second grade did not predict the subsequent morphological awareness in third grade. This study suggests that there is a bidirectional association between morphological awareness and spelling from first grade to second grade in Chinese, and a unidirectional association between morphological awareness and spelling from second grade to third grade. Future studies could examine the causal relationship between morphological awareness and character spelling by using an instructional intervention.
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Algamal, Ameen Ali Mohammed, e Maha Abdu Saleh Altairi. "Efficiency of phonics-based instruction in developing reading, spelling, and pronunciation fluency among Yemeni EFL primary learners". Journal on English as a Foreign Language 14, n.º 2 (30 de setembro de 2024): 683–703. http://dx.doi.org/10.23971/jefl.v14i2.7884.
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In Yemen, there is a scarcity of research and a lack of application for phonics-based instruction. Hence, the present study aimed to explore EFL teachers' perspectives on the efficiency of phonics instruction in developing reading, spelling and pronunciation fluency among Yemeni EFL learners at primary schools. The study sample comprised 33 EFL teachers from six schools in Dhamar City, Yemen. The participants were asked to give their views and share their experiences on the efficacy of phonics-based instruction in developing the above-mentioned language skills. The participants were selected based on the convenient sampling technique and asked to respond to a questionnaire consisting of 15 statements. The data obtained were analyzed using the SPSS program version 22.0 to display descriptive statistics quantitatively. The results revealed that teaching phonics is so crucial for the development and improvement of learners' reading fluency, spelling mastery, and pronunciation proficiency. In addition, phonics teaching contributes to reducing and/or eliminating the learners' errors in spelling, reading, and pronunciation. The findings highlighted the importance of integrating phonics teaching into the curricula of English in the early stages at Yemeni schools.
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Porter, Alison. "Learning French sound/spelling links in English primary school classrooms". EuroAmerican Journal of Applied Linguistics and Languages 7, n.º 1 (20 de fevereiro de 2020): 78–107. http://dx.doi.org/10.21283/2376905x.11.187.
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Two classes (n = 45) of 9- to 11-year-old children in different English primary schools experienced weekly French phonics instruction as part of a foreign language (FL) learning programme. The underpinning rationale of the phonics instruction was that systematic and explicit FL phonics could contribute to the development of FL phonological decoding, operationalised as reading aloud individual word cards. The study explored progression in learning French sound/spelling links over this period with data from a sub-sample of students (n = 23) from both classes. Additional variables such as FL general proficiency and FL literacy, as well as L1 reading age, spelling age, and teacher assessed literacy levels were collected to explore relationships with the development of French phonological decoding. This study found that French sound/spelling links developed slowly but showed significant gains between mid- and post-test and that learning appeared resistant to attrition evidenced by delayed post-test scores. Successful phonological decoders were likely to be successful FL learners generally and proficient in L1 literacy.
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Waugh, David. "Improving Spelling in the Primary School". Reading 29, n.º 2 (julho de 1995): 5–11. http://dx.doi.org/10.1111/j.1467-9345.1995.tb00141.x.
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Hrona, N. V. "PROFESSIONAL TRAINING OF THE FUTURE PRIMARY SCHOOL TEACHER FOR THE FORMATION OF SPELLING SKILLS IN PRIMARY SCHOOL STUDENTS". Educational Dimension 28 (20 de dezembro de 2010): 342–94. http://dx.doi.org/10.31812/educdim.7189.
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In this article the author analyses the effective problems of work with pupils of primary school which are directed on the forming of the spelling habits. She proves the thought that the future teacher has to understand how a strong spelling habit is formed due to coordinating of all components of educational and.
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Tangel, Darlene M., e Benita A. Blachman. "Effect of Phoneme Awareness Instruction on Kindergarten Children's Invented Spelling". Journal of Reading Behavior 24, n.º 2 (junho de 1992): 233–61. http://dx.doi.org/10.1080/10862969209547774.
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The purpose of this study was to determine if children trained in phoneme awareness in kindergarten would differ in invented spelling from children who did not have this training. A reliable scoring system was created to evaluate the invented spelling of the kindergarten children. The children were selected from 18, all-day kindergartens in four, demographically comparable low-income, inner-city schools. Prior to the intervention, the 77 treatment children and the 72 control children did not differ in age, sex, race, PPVT-R, phoneme segmentation, letter name and letter sound knowledge, or word recognition. During March, April, and May of the kindergarten year, treatment children participated in an 11-week phoneme awareness intervention that included instruction in letter names and sounds. After the intervention, the treatment children significantly outperformed the control children in phoneme segmentation, letter name and sound knowledge, and reading phonetically regular words and nonwords. Of primary interest in this study is the fact that the treatment children produced invented spellings that were rated developmentally superior to those of the control children. The 7-point scale created for scoring the developmental spelling test was found to be highly reliable using either correlation ( r = .98) or percent of agreement (93%).
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Čičirkaitė, Ramunė. "How much does spoken language affect spelling among primary school pupils? Quantitative research on spelling over the period of 1950–2021". Taikomoji kalbotyra, n.º 19 (28 de dezembro de 2023): 122–42. http://dx.doi.org/10.15388/taikalbot.2023.19.8.
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Quantitative analysis of spelling among primary school pupils revealed that the spelling of primary school pupils was highly variable, but not chaotic. Despite deviations from norms, primary school pupils, probably based on the internal consistency of spelling, attempted to establish uniformity in their spelling by writing the same sounds or their combinations with the same orthographic codes. The theoretical consistency, grounded in spelling conventions, was statistically significantly higher in the essays of older primary school pupils compared to their younger counterparts, suggesting a potential influence of superior cognitive abilities in older children.The analysis confirmed the assumption that spoken language is a primary factor contributing to spelling variations in our primary school children. Its impact is particularly prominent in grades 1–2. Although teachers use corrections to maintain spelling consistency, only one-seventh of primary school children’s spelling remains unaffected by it.It was determined that spoken language alone accounted for spelling variations in one-fifth of primary school pupils. Additionally, one-fifth exhibited a stronger influence from causes other than spoken language, indicating a diverse range of factors affecting spelling. A small portion of primary school children had spelling influenced exclusively by factors unrelated to spoken language.Contrary to common assertions in the public sphere, the data of this research did not support claims of a decline in literacy among schoolchildren. No statistically significant difference was observed in the frequency of words failing to meet norms when comparing the spelling of primary school pupils from the Soviet era to the current period. Current primary school children do not exhibit a significantly higher tendency to write based on spoken language than their counterparts in the Soviet era.
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Lazarus, Kelechi Uchemadu, e Gabriel Ogundiya Ogunsola. "Effects Of Metacognition And Direct Instruction On Spelling Abilities Of Pupils With Learning Disabilities In Primary Schools In Ibadan, Oyo State, Nigeria". European Scientific Journal, ESJ 12, n.º 1 (29 de janeiro de 2016): 227. http://dx.doi.org/10.19044/esj.2016.v12n1p227.
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This study investigated the effects of metacognition and direct instruction on spelling abilities of pupils with learning disabilities in Ibadan, Oyo State, Nigeria. Pre-test, post -test, control group, quasi-experimental design with 3x2x2 factorial matrix was adopted. Purposive sampling technique was used to select three public primary schools in Ibadan. Sixty primary three pupils with spelling disabilities were randomly selected from the sampled schools and randomized into metacognition, direct instruction and control group. Four instruments were utilized: Pupil Rating Scale (r = 0.76), Right Word Recognition (r=0 .91), Pupils’ English Note Book and Test of Verbal Ability (r=0.96). Those who met the inclusion criteria were treated, while those in the control group received lessons in spelling instruction using the conventional method. Six hypotheses were tested at 0.05 level of significance. Data were analyzed using Analysis of Covariance. Despite the fact that there was no significant main effect of the treatment, participants who were exposed to direct instruction had the highest mean score of ( x = 46.35), this was followed by metacognition ( x = 44.90) while the control group obtained ( x = 30.93). There was no significant gender difference as male and female participants benefited equally from the treatment packages. Based on these findings, recommendations were made which included that teachers of pupils with learning disabilities should adopt the two strategies in teaching spelling to pupils with learning disabilities because these strategies proved better than the conventional method.
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Maurer, Michelle N., Lidia Truxius, Judith Sägesser Sägesser Wyss e Michael Eckhart. "From Scribbles to Script: Graphomotor Skills’ Impact on Spelling in Early Primary School". Children 10, n.º 12 (1 de dezembro de 2023): 1886. http://dx.doi.org/10.3390/children10121886.
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The acquisition of handwriting skills is a crucial goal in early primary school. Yet our comprehension of handwriting development, encompassing graphomotor skills and spelling, remains fragmented. The identification of predictors for handwriting skills is essential for providing early support. This longitudinal study aimed to explore the predictive roles of gender, working memory, and motivation to handwrite for graphomotor skills six months later and spelling skills one year later. Paper-and-pencil tasks (graphomotor skills, spelling), a tablet task (working memory), and a questionnaire (teachers’ ratings of children’s handwriting motivation) were employed. This study included 363 first-grade children (49.8% girls) aged 6–9 years. Results from a structural equation model, controlling for age and socioeconomic background, revealed that girls exhibited superior performance in graphomotor skills, while boys tended to spell more accurately. Furthermore, working memory predicted graphomotor skills but not spelling. Additionally, motivation to handwrite predicted both first-grade graphomotor skills and second-grade spelling. This study extends contemporary evidence, demonstrating that graphomotor skills predict spelling while considering gender and motivation. The findings underscore the pivotal role of graphomotor skills in spelling acquisition and suggest their contribution to spelling difficulties.
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Xiaojing, Liu, Junying Zhang e Huang Jing. "Case Study of Phonics among Primary School Students". International Journal for Innovation Education and Research 4, n.º 10 (31 de outubro de 2016): 11–16. http://dx.doi.org/10.31686/ijier.vol4.iss10.593.
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Phonics is a widely implemented teaching approach in primary schools in many English speaking countries. Through a flexural development, the teaching approach has been proved to be an efficient way of improving children’s decoding, spelling and general reading ability. This paper reports case study of presenting phonics to 10 students in Grade 3 in China. The study shows that phonics teaching can help the students to form a connection between words and their pronunciation, hence help students to acquire the ability to decode and spell new words in their further reading.
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Seidlová Málková, Gabriela. "Spelling skills of Czech primary school children in relation to the method of literacy instruction". Journal of Language and Cultural Education 5, n.º 1 (1 de janeiro de 2017): 59–77. http://dx.doi.org/10.1515/jolace-2017-0004.
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Abstract This study investigates the importance of having a set reading instruction method for the development of spelling skills among Czech children ranging in age across the four beginning grades of primary school. 238 children learning to read and spell using an analytical-synthetic method and 251 children learning to read and spell using a genetic method participated in this study. The outcomes of word spelling tests were assessed for the different grade and age levels: first, second- third and fourth. Distributional patterns of spelling skills performance for both instruction method subgroups were created in each of the grade groups. Comparisons of spelling task outputs between both methods were conducted using a non-parametric Mann-Whitney test. Results indicate that children using the genetic method are more effective in acquiring phoneme-grapheme correspondences throughout the first grade, and thus show more accurate word spelling in the first grade spelling task. However, this initial advantage for children learning to spell using the genetic method soon disperses, and it is not reflected in better spelling performance throughout the second to third and fourth grade.
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Sardar Babayeva, Ruqayya. "Organization of work on literary pronunciation in primary school". SCIENTIFIC WORK 56, n.º 07 (4 de agosto de 2020): 96–99. http://dx.doi.org/10.36719/2663-4619/56/96-99.
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Pronunciation means speaking in accordance with the general norms of our language. Literature requires adherence to the rules of pronunciation of individual words, even speech sounds. The set of these rules is called orthoepic norms. Spelling normalizes the written branch of our literary language. In our language, the pronunciation of some words is the same: for example, mother, morning, pomegranate, and so on. The basics of Azerbaijani orthoepy should be taught in practice from the first grade. Spelling exercises vary in nature. N.S. Rozhdestvensky shows its three groups: 1) due to the perceptual nature of students; 2) due to the nature of the analyzers involved in the implementation; 3) according to the purpose of the lesson. The formation of the spelling rule in this way leads to its automation. Key words: Pronunciation, norm, difference, speech, practice, identify
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Harun, Halipah, e Muhammad Kamarul Kabilan. "Errors in writing made by Malaysian rural primary school pupils". Studies in English Language and Education 7, n.º 2 (3 de setembro de 2020): 438–56. http://dx.doi.org/10.24815/siele.v7i2.17009.
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This study is to identify errors made by rural primary school pupils in writing and to get information about the causes or sources of errors that lead to pupils’ writing problems. The conceptual framework concerns four types of errors committed by rural primary school pupils in writing, namely tense, spelling, and vocabulary. The study is based on Corder’s (1971) Error Analysis (EA) and Richards’ (1974) Causes or Sources of Errors as its theoretical framework. It was conducted at two rural schools with 44 pupils of Primary 5, aged 11, as the research sample. A written task was taken as the study instrument in order to answer two research questions. This study has revealed that tense is the most frequent error committed by the pupils, followed by punctuation, vocabulary, and spelling. Moreover, the pupils’ errors are caused by both interlingual and intralingual transfer. It is concerned with rural primary school settings in Kerian where the majority of the pupils use the Malay language as their medium of instruction. In addition, this study has its implication for English Language Education in Malaysia, in which it affects rural pupils’ performance especially in Primary School Achievement Test also known as Ujian Pencapaian Sekolah Rendah (UPSR) in English Writing paper. Some adjustments in the education system and the total involvement from education departments are meant to better reduce the number of low performers, especially in English writing to enhance the level of English proficiency in rural schools.
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Cockerill, Maria, Allen Thurston e Andy Taylor. "Protocol: An efficacy randomized controlled trial of a spelling program in primary schools". International Journal of Educational Research 97 (2019): 131–38. http://dx.doi.org/10.1016/j.ijer.2019.07.001.
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Awal, Abdul, Mohammad Rezaul Karim e Wahaj Unnisa Warda. "A Diagnostic Study on English Spelling Errors Among the Elementary School Children in India". Theory and Practice in Language Studies 13, n.º 11 (1 de novembro de 2023): 3049–56. http://dx.doi.org/10.17507/tpls.1311.35.
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Learning the four skills of the English language is a requirement for pupils to utilize the language effectively, given the importance of learning it for both school and profession. Spelling – an important part of writing skill – is considered to be fundamental for written texts. The real meaning of a piece of writing can be changed by spelling mistakes, making it more challenging to understand. In India, teaching spelling is frequently overlooked while teaching English as a second language. The research attempts to determine the current level of spelling proficiency among Indian primary school students as well as the gaps and issues they encounter when spelling English words. The research approach used for this investigation was a form of descriptive survey. Children attending Jalpaiguri Municipal Corporation's elementary school in West Bengal, India, served as the study's sample. Normal probability curves and Ogive were created to analyze the frequency distribution of the English Diagnostic Test results. Central tendencies of the sample and sub-samples were studied. According to the study, spelling proficiency among elementary school students differs significantly depending on whether they attend government or non-government schools, even though there is no statistically significant difference between them based on gender and the medium of instruction they receive.
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Fletcher, Rachel. "Englicious: Teaching English Grammar in Schools". English Today 31, n.º 4 (2 de novembro de 2015): 63–64. http://dx.doi.org/10.1017/s0266078415000437.
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Englicious is a new online library of resources for English language teachers that has been designed by the Survey of English Usage at UCL. It offers not only lesson plans and activities for use in the classroom, but a collection of Continuing Professional Development resources for teachers, all aimed at supporting the teaching of the new National Curriculum in England. There is a particular focus on spelling, punctuation and grammar (SPaG), and especially on preparing pupils for the Year 3 and Year 6 SPaG tests, but users will also find materials covering many other aspects of English Language at both a primary and a secondary level.
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Janjić, Jovana, Snežana Nikolić e Danijela Ilić-Stošović. "Orthographic competencies and phonological awareness in children with developmental coordination disorder". Specijalna edukacija i rehabilitacija 20, n.º 3 (2021): 171–83. http://dx.doi.org/10.5937/specedreh20-33182.
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Introduction. Developmental coordination disorder is a disorder of planning and coordination of complex movements during action, without previously diagnosed intellectual disability, neurological or any other sensory impairment. Although it is a relatively common disorder in school-age population, the correlation between phonological awareness and spelling in these children has not been sufficiently investigated. Objective. The aim of this study was to determine the relationship between phonological awareness and spelling in children with developmental coordination disorder compared to children without coordination difficulty. Methods. The research included 65 children of the third grade of primary schools in Belgrade. Developmental coordination disorder was observed in 29 children, while 36 children did not have this disorder. The Questionnaire for Developmental Coordination Disorder was used to determine its presence. Phonological awareness was assessed by the Test of Phonological Awareness, and spelling by dictation. Results. The results show significant below-average achievements in the assessment of phonological awareness and spelling in children with developmental coordination disorder. Phonemic substitution was the least developed element of phonological awareness. The largest number of errors was observed at the word level, while substitution was the most common error at the syllabic and letter level. A positive correlation between phonemic segments and achievements in spelling indicates a relationship between the sublexical level and spelling development. Conclusion. Poor phonological awareness and spelling ability lead to learning disabilities during the educational process, which results in an overall poorer educational achievement in these children.
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McCurdy, Bethany H., Travis Bradley, Ryan Matlow, John P. Rettger, Flint M. Espil, Carl F. Weems e Victor G. Carrion. "Program evaluation of a school-based mental health and wellness curriculum featuring yoga and mindfulness". PLOS ONE 19, n.º 4 (4 de abril de 2024): e0301028. http://dx.doi.org/10.1371/journal.pone.0301028.
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Background Interest in the effectiveness of mindfulness-based interventions such as yoga in primary schools has grown. Evidence shows promise, as youth who engage in yoga to promote mindfulness show improved coping skills, increased socio-emotional competence and prosocial skills, academic performance, attention span, and ability to deal with stress. Objective This study reports the results of a program evaluation of a universal health and wellness curriculum, Pure Power, designed to teach youth yoga techniques, mindfulness, and emotion regulation. Methods A non-randomized comparison design examined outcomes among participants from schools that completed the intervention with highest fidelity of implementation (n = 461) and from students in matched comparison schools (n = 420). Standard measures of coping, emotion regulation and emotion dysregulation, spelling, and math achievement were collected. Results Analyses suggest the youth in the intervention schools demonstrated relative improvement on measures of emotion regulation, spelling, and math. Conclusions Challenges in implementation in real-life settings are vital to identify. The data provide some real-world evidence for the effectiveness of a universal health and wellness curriculum on emotion regulation and positive academic outcomes. Training school staff to deliver the intervention may foster implementation. Future research should test the effectiveness of who delivers the intervention; for example, teacher-delivered groups vs. other wellness personnel.
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Ajayi, Oyedokun Samuel. "Audio-Instructional Strategy as A Panacea to Listening Challenges Among Primary Pupils in Ikere Local Government Area of Ekiti State". international journal of Education, Learning and Development 11, n.º 10 (15 de novembro de 2023): 65–74. http://dx.doi.org/10.37745/ijeld.2013/vol11n106574.
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Listening is one of the language skills that poses challenges to learners most especially second language learners. The study finds out how audio-instructional strategy can be used to help learners: to discriminate English sounds, to improve listening comprehension and spelling abilities of learners. A sample of three hundred and twenty (320) are purposely selected across all public and private primary schools in urban and rural areas of Ikere Local Government of Ekiti State. There are two groups: experimental and control groups that are given pretest and posttest through an instrument tagged. “Effective Audio- Instructional Strategy Test” (EAIST). Three hypotheses were formulated and tested at 0.05 level of significance. The data collected are analyzed through t-test inferential statistics and the study finds out that those samples that are treated with audio-instructional strategy perform better than those not so treated in their abilities to discriminate English sounds, respond correctly listening comprehension questions and write correct spellings. The study recommends the use of audio- instructional strategy to ameliorate pupils’ listening challenges.
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Saeed Al-Sobhi, Bandar Mohammad, Sabariah Md Rashid, Ain Nadzimah Abdullah e Ramiza Darmi. "Arab ESL Secondary School Students’ Spelling Errors". International Journal of Education and Literacy Studies 5, n.º 3 (31 de julho de 2017): 16. http://dx.doi.org/10.7575/aiac.ijels.v.5n.3p.16.
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English spelling has always been described by many language researchers and teachers as a daunting task especially for learners whose first language is not English. Accordingly, Arab ESL learners commit serious errors when they spell out English words. The primary objective of this paper is to determine the types as well as the causes of spelling errors made by Arab ESL secondary school students. In order to collect the data, a fifty-word standardised spelling test was administered to seventy Arab student participants. The students’ types of spelling errors were detected, analysed and then categorised according to Cook’s (1999) classification of errors namely substitution, omission, insertion and transposition. In total, 2,873 spelling errors of various categories were identified. The study findings revealed that errors of substitution constituted the highest percentage of the students’ type of errors. In addition, the study indicated that the main causes of the students’ spelling errors were possibly attributed to the anomalous nature of the English spelling system, the Arab students’ lack of awareness of English spelling rules as well as L1 interference. Despite being conducted in an ESL context, the study was almost consistent with the findings indicated by other studies which were carried out in many Arabic EFL context. The findings suggest that spelling instruction should be emphasised while teaching English and should also be integrated with the skills and subskills of reading, writing, pronunciation and vocabulary in order to develop the students’ spelling accuracy.
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Abbas Jawad, Ph.D, Asst Prof Zainab. "Running Dictation Technique for Promoting EFL Primary Pupils’ Spelling, Pronunciation & Vocabulary Retention". ALUSTATH JOURNAL FOR HUMAN AND SOCIAL SCIENCES 59, n.º 4 (15 de dezembro de 2020): 75–88. http://dx.doi.org/10.36473/ujhss.v59i4.1208.
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The present study highlights the importance of using running dictation technique in teaching the textbook's songs at the primary schools. Running dictation technique is a classroom activity where the pupils are moving around and working together as groups to handle dictation and raise enjoyment at the same time. This study is an experimental one in which forty eight pupils is taught the textbook's songs by using running dictation technique. The present study aims at finding out the effect of applying this technique on primary pupils' spelling, pronunciation and vocabulary retention. To achieve this aim, the researcher has used three achievement tests as measurement tools. They are spelling test, pronunciation test and vocabulary worksheet in addition to the daily observation-test formula for two independent samples has been used to apply the data analysis technique.The sample of the study is forty pupils from AL-Aduaa primary school in Diyala Governoate . The results of this study reveal that there is a positive effect of using running dictation technique on the three aforementioned variables. They also reveal that the pupils at the primary level can gain much motivation towards learning songs by using running dictation technique.
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Che kamarudin, Adrina, e Ruslan Abdul Rahim. "A Hermeneutic Approach Utilising Interactive Visual Communication to Enhance Speech and Spelling For Dyslexic Children in Malaysia Primary Schools". Environment-Behaviour Proceedings Journal 6, SI4 (31 de julho de 2021): 3–8. http://dx.doi.org/10.21834/ebpj.v6isi4.2894.
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Based on earlier studies on visual communication issues, many have suggested improving "language, syllable, or phonetics" to enhance speech and spelling for dyslexic children. The objectives are: 1) to identify visual communication by integrating the learning through text and voice instructions; 2) to analyse the visual communication in the syllables of Bahasa Melayu. Results and findings from the two objectives in this study will form the latest learning platform for dyslexic children and the other learning language disorders of children as a medium for learning the syllables of Bahasa Melayu. Keywords: Dyslexia, Hermeneutic, Interactive Visual Communication, Speech and Spelling. eISSN: 2398-4287© 2021. The Authors. Published for AMER ABRA cE-Bs by e-International Publishing House, Ltd., UK. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians/Africans/Arabians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia. DOI: https://doi.org/10.21834/ebpj.v6iSI4.2894
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Baker-Henningham, Helen, Yakeisha Scott, Marsha Bowers e Taja Francis. "Evaluation of a Violence-Prevention Programme with Jamaican Primary School Teachers: A Cluster Randomised Trial". International Journal of Environmental Research and Public Health 16, n.º 15 (6 de agosto de 2019): 2797. http://dx.doi.org/10.3390/ijerph16152797.
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This study investigated the effect of a school-based violence prevention programme implemented in Grade 1 classrooms in Jamaican primary schools. Fourteen primary schools were randomly assigned to receive training in classroom behaviour management (n = 7 schools, 27 teachers/classrooms) or to a control group (n = 7 schools, 28 teachers/classrooms). Four children from each class were randomly selected to participate in the evaluation (n = 220 children). Teachers were trained through a combination of workshop and in-class support sessions, and received a mean of 11.5 h of training (range = 3–20) over 8 months. The primary outcomes were observations of (1) teachers’ use of violence against children and (2) class-wide child aggression. Teachers in intervention schools used significantly less violence against children (effect size (ES) = −0.73); benefits to class-wide child aggression were not significant (ES = −0.20). Intervention teachers also provided a more emotionally supportive classroom environment (ES = 1.22). No benefits were found to class-wide prosocial behaviour, teacher wellbeing, or child mental health. The intervention benefited children’s early learning skills, especially oral language and self-regulation skills (ES = 0.25), although no benefits were found to achievement in maths calculation, reading and spelling. A relatively brief teacher-training programme reduced violence against children by teachers and increased the quality of the classroom environment.
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Balci, Emine, e Aybala Cayir. "Reading Performance Profile of Children with Dyslexia in Primary and Secondary School Students". Journal of Education and Learning 7, n.º 1 (21 de setembro de 2017): 80. http://dx.doi.org/10.5539/jel.v7n1p80.
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The purpose of the present research was to provide information to the community about the reading subskill profiles of children with dyslexia in primary and secondary school students. 175 children (aged 7-15 yrs) were examined on a varied set of phonological coding, spelling and fluent reading tasks. For this purpose, students’ fluent reading were determined using The Informal Reading Inventory. The student’s letter recognition and phonetics were measured by the alphabet test. The syllable test was used to measure the learner’s ability to read syllables. Results have shown that most of the dyslexic students have the spelling problem (35%) and fluent reading problem (51%). The proportion of students who can only learn letters (5%) and students who never learn to read (7%) is very small. Results revealed that dyslexic students do not have any significant problems in the phonological coding process but these students at each grade level have problems especially in spelling and fluent reading processes.
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Gosse, Claire, Laurence Dricot e Marie Van Reybroeck. "Evidence of Altered Functional Connectivity at Rest in the Writing Network of Children with Dyslexia". Brain Sciences 12, n.º 2 (10 de fevereiro de 2022): 243. http://dx.doi.org/10.3390/brainsci12020243.
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Aim. Handwriting abilities in children with dyslexia (DYS) are not well documented in the current literature, and the presence of graphomotor impairment in addition to spelling impairment in dyslexia is controversial. Using resting-state functional connectivity (RSFC), the present study aims to answer the following question: are there markers of graphomotor impairment at rest in DYS children? Method. The participants were children with DYS and typically developing (TD) children (n = 32) from French-speaking primary schools (Mage = 9.3 years). The behavioural evaluation consisted of spelling and handwriting measures. Participants underwent a resting-state fMRI scan. Results. Analyses of RSFC focused on a brain region responsible for graphomotor processes—the graphemic/motor frontal area (GMFA). The RSFC between the GMFA and all other voxels of the brain was measured. Whole-brain ANOVAs were run to compare RSFC in DYS and TD children. The results demonstrated reduced RSFC in DYS compared to TD between the GMFA and brain areas involved in both spelling processes and motor-related processes. Conclusions. For the first time, this study highlighted a disruption of the writing network in DYS. By identifying functional markers of both spelling and handwriting deficits at rest in young DYS participants, this study supports the presence of graphomotor impairment in dyslexia.
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Baljandar Singh, Smita Kaur, Wan Muhammad Hazym Hyqal bin Wan Hashim e Karthiggeyen Kumaresan. "The Perception of Cursive Writing towards Spelling Accuracy among Year 3 Primary School Students". Journal of Translation, Linguistics and Literature 1, n.º 2 (30 de setembro de 2024): 66–79. https://doi.org/10.26714/translite.v1i2.469.
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Cursive writing has always been a part of our life to write. Its inclusion into the KSSR curriculum of Malaysian English classroom has brought about various positive remarks towards learning competency. However, there is an unexplored issue that worth noting focusing on cursive writing application towards improving spelling accuracy. There is limited research on this issue, thus it is worth to be researched. Hence this study aims to analyze the association between gender with application and motivation to use cursive writing for spelling accuracy. It also investigates the significant differences between males and females when focusing on application and motivation to use cursive writing for spelling accuracy. The instrument used is a questionnaire with 9 items. The items are divided into two dimensions, namely application and motivation. A total of 80 students participate din this study. SPSS Software was used to analyse the data given. The results show that there is no statistically significant association between gender , the application and motivation of using cursive writing. The study also found out that the female participants generally have higher application scores compared to male participants. Female participants also tend to have higher motivation scores compared to those male participants. There has been a positive feedback between the idea of cursive writing application towards improving spelling performance. The insertion of cursive writing in the national syllabus is indeed helpful for students to apply it in the classroom for the context of this study
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Haelermans, Carla, Madelon Jacobs, Rolf van der Velden, Lynn van Vugt e Sanne van Wetten. "Inequality in the Effects of Primary School Closures due to the COVID-19 Pandemic: Evidence from the Netherlands". AEA Papers and Proceedings 112 (1 de maio de 2022): 303–7. http://dx.doi.org/10.1257/pandp.20221107.
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Using a large dataset of around 500,000 students from about 1,900 schools, this paper shows the effect of two school closures and 1.5 years of the COVID-19 pandemic on standardized learning growth for mathematics, reading, and spelling in Dutch primary education. We find that the school closures have a negative effect on standardized learning growth, amounting to an annual average of 5.5 weeks of learning loss. When analyzing differential effects by socioeconomic status, parental education, household income, household structure, household size, and migration status, we find that the negative effect is larger for the more vulnerable students.
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Dunsmuir, Sandra, Claire Thomas, Rebecca May, Joyce Monroe, Tamara Roiter e Simon Wellman. "Developing an intervention for pupils with writing difficulties: Conceptualisation and analysis". Educational and Child Psychology 25, n.º 3 (2008): 150–64. http://dx.doi.org/10.53841/bpsecp.2008.25.3.150.
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This study involved evaluating the success of a writing programme that was delivered to 91 pupils in eight urban primary schools. This involved a partial replication of an intervention demonstrated by Berningeret al.(2002) to be effective at improving both spelling and composing. The intervention comprised phonemic awareness training, an element designed to support the development of compositional skills through teacher scaffolding and a cued spelling strategy. Pupils were randomly allocated to an experimental group and a waiting list control group. Sessions of 50 minutes duration were delivered four times a week for 10 weeks to Year 4 children experiencing difficulties in writing. Pre and post measures of the children’s written expression, spelling, metacognition, self perception as a writer and teachers’ attitude towards the children were obtained. The results indicated that, although there was an improvement in the children’s written expression, spelling and metacognitive skills, there was no significant difference in this improvement between the intervention and control groups. Some children, however, made greater progress than others. The factors that predicted which children were likely to make the best progress with writing compositional skills were Year 3 optional Standard Assesment Task (SAT) results, vocabulary score, teacher assessment of the pupil’s attitude to writing and spelling ability. Significantly fewer pupils in the experimental group obtained standard scores that either declined or stayed static following the intervention, when compared to the waiting list control group. The implications in terms of conducting evaluative studies and organization and delivery of interventions are discussed.
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Morin, Marie-France, Denis Alamargot, Thierno M. O. Diallo e Michel Fayol. "Individual differences in lexical and grammar spelling across primary school". Learning and Individual Differences 62 (fevereiro de 2018): 128–40. http://dx.doi.org/10.1016/j.lindif.2018.02.002.
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Prawira, Ni Nyoman Pradnyani, Luh Putu Artini, Ni Putu Era Marsakawati, Ni Nyoman Padmadewi, Ni Made Ratminingsih e I. G. A. Lokita Purnamika Utami. "The Implementation of Literacy Activities in Primary School". Jurnal Imiah Pendidikan dan Pembelajaran 7, n.º 1 (12 de março de 2023): 150–56. http://dx.doi.org/10.23887/jipp.v7i1.56108.
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School Literacy Movement is a program which has been voiced by the Indonesian Minister of Education and Culture since 2015. This program aimed to promote and support reading culture in school due to consistent unsatisfactory result of Program of International Student Assessment indicate the need for special effort to improve the young generation’s literacy skills. This study aimed at analyzing such efforts in the school level. The study employed a qualitative research design which explored the types of literacy activities implemented in the school to support literacy movement program. Classroom observation and interview were conducted to collect the data from Bali Kiddy School. There were 2 teachers who gave their consent to be involved in this study. The data were analyzed descriptively. These phases include categorizing the data, presenting the findings, and evaluating and validating the data. The finding reveals that the schools have some strategies to engage students to read non-subject books, write reading response journal, do spelling and writing activities. To encourage children's literacy development, building a literacy environment where they are highly exposed to the language is essential.
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Yao, Suifang, e Kornwipa Poonpon. "The Effects of Text-to-Speech Dictation on Chinese Elementary Students’ Listening and Spelling Skills at a Primary School in China". Theory and Practice in Language Studies 15, n.º 1 (8 de janeiro de 2025): 294–306. https://doi.org/10.17507/tpls.1501.32.
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The objectives of the study were to investigate the effects of text-to-speech (TTS) dictation on Chinese elementary students’ listening and spelling skills at a primary school and explore Chinese elementary students’ perceptions of TTS dictation on listening and spelling skills. The present study adopted a mixed method. Quantitatively, the two-group pre-test and post-test design were employed. The 74 participants studied in Guangzhou Liwan Puiching Primary School (grade 4). The experimental group of 37 students where the TTS dictation was given as the intervention in the classroom, while the control group of 37 students where instruction was taught only in class. The quantitative data were collected through pre- and post-tests. A semi-structured interview method was used to collect qualitative data on student opinions. The results showed that the experimental group students performed better than the control group after the TTS dictation intervention. The average scores of different items in the experimental group were higher than those in the control group, indicating the impact of TTS dictation on Chinese primary school students' listening and spelling skills. The interview data also reveals that TTS dictation, as an intervention, sparked strong interest among most participants. Many of them reported that TTS dictation had a positive impact on their listening and spelling skills. The findings suggest that TTS dictation not only engaged the students but also contributed to noticeable effects in these key areas of listening and spelling skills.
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Stevanovic, Jelena, Slavica Maksic e Lazar Tenjovic. "On written expression of primary school pupils". Zbornik Instituta za pedagoska istrazivanja 41, n.º 1 (2009): 147–64. http://dx.doi.org/10.2298/zipi0901147s.
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Normative rules of standard Serbian language are acquired during primary and secondary education through curriculum demands of Serbian language instruction, which takes place in three fields: grammar, orthography and culture of expression. Topic of interest in this paper is the quality of written expression of 6th and 7th grade pupils, in the context of all three fields specified to be mastered by the curriculum of Serbian language. Research comprised 148 primary school pupils from Belgrade. Linguistic analysis of spontaneously created written text was performed, in the conditions where it was not explicitly demanded form the pupil to write correctly. The results indicate that the majority of pupils make spelling and grammatical errors, meeting the condition for the basic level of mastering the knowledge in Serbian language according to the standards specified for the end of compulsory education. In addition to this, a considerable majority of pupils has a satisfactory level of culture of written expression. Pupils more often make spelling than grammatical errors. Seventh grade pupils are better than sixth grade pupils with respect to adhering to grammar rules and according to culture of written expression, while the mark in Serbian language and general school achievement of pupils correlate only with the degree of adhering to the orthographic rules. It was concluded that not only individual programs of support for pupils who make more errors are necessary, but also launching national projects for the development of linguistic competence of the young in Serbia.
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Colmar, Susan, Kit Double, Nash Davis, Linda Sheldon, Natalie Phillips, Matthew Cheng e Sophie Briddon. "Memory Mates: An Evaluation of a Classroom-Based, Student-Focused Working Memory Intervention". Journal of Psychologists and Counsellors in Schools 30, n.º 2 (22 de junho de 2020): 159–71. http://dx.doi.org/10.1017/jgc.2020.9.
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AbstractThis applied experimental research tested the effectiveness of a universal, student-focused intervention (‘Memory Mates’), specifically focused on supporting students to use attention and working memory strategies within academic contexts, unlike computer-based programs. Memory Mates is presented in the form of icons and explanations, with the strategies embedded within the classroom. Analyses compared the impact of the intervention over 8 months in three schools with three control schools, comprising 13 Year 4 primary school classes. The intervention group students showed a significant improvement in mathematics and spelling; however, there was no differential effect on reading comprehension or academic engagement. Based on the present results, it is contended that implementing Memory Mates within classroom contexts demonstrated promising potential as a new approach to supporting academic progress.
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Callinan, Carol, e Emile van der Zee. "A comparative study of two methods of synthetic phonics instruction for learning how to read: Jolly Phonics and THRASS". Psychology of Education Review 34, n.º 1 (2010): 21–31. http://dx.doi.org/10.53841/bpsper.2010.34.1.21.
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The National Strategy for Primary Schools in England (2006) advocates synthetic phonics as a means for teaching children to read. No studies exist to date comparing the effectiveness of different commercially available synthetic phonics methods. This case study compared two schools at which Jolly Phonics (JP) was taught with one school at which THRASS (Teaching Handwriting, Reading and Spelling Skills) was taught at Reception level (4 to 5 years) over a one-year period. Reading ability for words and non-words as well as short-term memory ability for words and phonemes improved in all schools. However, reading ability improved more in one JP school compared to the THRASS school, with no differences between the other JP school and the THRASS school. This paper considers how particular variables may mask instruction method effects, and advocates taking such factors into account for a more comprehensive future evaluation of synthetic phonics methods.
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Gilmore, Linda, Wendy Patton, Andrea McCrindle e Lee Callum. "Single-sex classes in a Queensland primary school: An evaluation of outcomes". Australian Educational and Developmental Psychologist 19, n.º 1 (2002): 49–58. http://dx.doi.org/10.1017/s0816512200028510.
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AbstractAlthough numerous studies have considered the benefits of single-sex schooling for secondary students, the results have open been inconclusive or inconsistent. Very few studies have considered the effects of single-sex schooling at the primary level. This paper reports a trial of single-sex Year 7 classes at a Queensland primary school. Measures of academic achievement (number facts, spelling, reading, and mathematics) and teachers’ reports of children’s classroom involvement and motivation were obtained prior to the formation of classes and again at the end of the trial year. Results showed that boys in the single-sex class, who initially displayed lower academic results than all other groups, made significant gains in spelling, reading, and mathematics. There were significant differences in children’s emotional and behavioural engagement across the trial year, with girls in the mixed-sex class demonstrating reduced scores on these measures compared to children in the other classes.
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Aziz, Azza Adel, Elham Ahmed Shaheen, Dalia Mostafa Osman e Ahmad El Sabagh. "Arabic psycholinguistic screening tool: a preliminary study". Egyptian Journal of Otolaryngology 28, n.º 1 (janeiro de 2012): 64–73. http://dx.doi.org/10.7123/01.ejo.0000411080.90712.1c.
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EnAbstract Background Psycholinguistics or the psychology of language refers to the study of the psychological and neurobiological factors that enable humans to acquire, use, and understand language. Objectives This work aimed at designing and applying an Arabic Psycholinguistic Screening Tool on a group of native Egyptian students aged 7 through 9, 11 years old, enrolled in primary grade 1 through primary grade 4, and analyzing the obtained results in order to attain a better understanding of psycholinguistic skills in the studied age range and preliminarily study the constituent items of the tool. Participants and methods The sample in this study included 45 healthy native Arabic-speaking Egyptian children: 25 boys and 20 girls. The groups were as follows: group I (from 7 to 7; 11 years old), group II (from 8 to 8; 11 years old), and group III (from 9 to 9; 11 years old). They were attending regular classes in schools following the Egyptian Arabic National curriculum. The participants were enrolled in primary grade 1 through primary grade 4. Children were randomly selected from a cluster of children reported to be subjectively free from any hearing difficulties, delayed language development, medical problems, and intellectual, social, psychiatric, psychological, or serious academic difficulties. Psycholinguistic abilities for each child were evaluated using the Arabic Psycholinguistic Screening Tool designed in the current study. Tested parameters included oral similarity, morphological closure, proper word and nonsense word repetition, phonological deletion, phonological rhyming awareness and production, spoken and written vocabulary, sequencing events, sight and sound decoding, in addition to sight and sound spelling. The results obtained were then analyzed using descriptive, comparative, correlation, reliability, and validity studies. Results The results reflected internal consistency as well as the content, construct, and convergent validity of the Psycholinguistic Screening Tool for children aged 7 through 9; 11 years for those items covering oral similarity, morphological closure, proper word repetition, spoken and written vocabulary, proper word repetition, spoken and written vocabulary, sequencing of events, sight and sound decoding, and sound spelling. Although nonsense word repetition, sight spelling, phonological rhyming awareness, and production subtests were found to have convergent validity as well as internal consistency, statistical studies did not quite prove their construct validity. Conclusion and recommendations (a) The phonological rhyming awareness and production as well as nonsense word repetition and sight spelling subtests should be revised taking into consideration the Arabic educational curriculum applied in Egyptian schools. (b) Further studies should be carried out on the Arabic Screening Tool to study predictive validity on a larger group of children. (c) Studies should be carried out using the Arabic Psycholinguistic Screening Tool on a group of children with learning disabilities to examine its diagnostic sensitivity.
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Осмонов, Б., Дурусалы кызы Айтурган, Т. И. Истамбекова e Курманжан Cаипова. "THE WORKS ARE DEVOTED TO DIDACTIC MATERIALS IN PRIMARY SCHOOL". Илимий-маалыматтык журналы 23, n.º 7 (2023): 54–58. http://dx.doi.org/10.58494/esai.23(7).2023.11.
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The content of the article is devoted to the didactic materials of the famous scientist, candidate of pedagogical sciences, professor Karatay Sartbaev for grade 3. When creating didactic material, the author proposed a curriculum, a system of creativity based on the methodological materials of the textbook. The methodological manual was first created by Karatay Sartabaev and is considered a multiple edition. When disclosing the content of the article, the methods, forms and techniques of using didactic materials were considered, and their practical content was revealed. It is analyzed that the didactic material in the work was created by the author on the basis of texts taken from folk works, songs, stories, newspapers and magazines, with special emphasis placed on its practical side. In the content of the work, the author was guided by the selection of text in order to form the student’s oral and written speech, as well as improve the student’s spelling, spelling, punctuation and stylistic literacy. It is analyzed that the work includes materials that form students’ calligraphic literacy. In general, the article emphasizes that the scientist’s didactic materials are a useful and necessary teaching aid for teachers.
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Herlina, Herlina, Novin Mayui, Muhammad Fasli e Nurul Fitria Aras. "IDENTIFICATION OF BEGINNING READING DIFFICULTIES IN CLASS II PRIMARY SCHOOL STUDENTS". Indonesian Journal of Educational Development (IJED) 5, n.º 2 (12 de agosto de 2024): 219–29. http://dx.doi.org/10.59672/ijed.v5i2.3838.
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This research aims to determine: 1) the difficulties faced by students in beginning reading, 2) teachers' efforts to overcome students' beginning reading difficulties, and 3) factors that cause difficulties in beginning reading. This research uses a qualitative approach with a phenomenological design. The research subjects were 14 students in class II of SD Inpres Bumi Sagu. Data was collected using observation, interviews and document study techniques. The data analysis used is data condensation, data presentation and drawing conclusions/verification. The results of this research show that the difficulties experienced by students in beginning reading are that they do not know letters, are slow in reading, students cannot yet read, letters and words are often confused, and have difficulty spelling. The factors that cause students to experience difficulty in reading at the beginning are internal factors which include the child's psychology and external factors, namely the family environment and the learning environment at school. The teacher's efforts to overcome this problem are by applying the EGRA teaching method, spelling method, sound method (phonic), syllabic method (silabel) and the method of the word institution.
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Vitіuk, Valentyna. "METHODS OF FORMING THE SPELLING COMPETENCE OF FUTURE PRIMARY SCHOOL TEACHERS". B U L L E T I N OF OLEKSANDR DOVZHENKO HLUKHIV NATIONAL PEDAGOGICAL UNIVERSITY 42, n.º 1 (2020): 28–39. http://dx.doi.org/10.31376/2410-0897-2020-1-42-28-39.
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Johnston, Rhona S., e Joyce Watson. "Developing Reading, Spelling and Phonemic Awareness Skills in Primary School Children". Reading 31, n.º 2 (julho de 1997): 38–41. http://dx.doi.org/10.1111/1467-9345.00052.
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Angelelli, Paola, Alessandra Notarnicola, Anna Judica, Pierluigi Zoccolotti e Claudio Luzzatti. "Spelling impairments in Italian dyslexic children: Phenomenological changes in primary school". Cortex 46, n.º 10 (novembro de 2010): 1299–311. http://dx.doi.org/10.1016/j.cortex.2010.06.015.
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Kazi, Saheb, e Dr Jakir Dr. Jakir. "Assessment of English writing skills of minority students at primary level in Murshidabad district". International Journal of Multidisciplinary Research and Growth Evaluation 4, n.º 4 (2023): 509–14. http://dx.doi.org/10.54660/.ijmrge.2023.4.4.509-514.
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It is well known that, Majority of learners are very weak in English language of Bengali medium schools. In case of the writing skills of the children, among various components, unfortunately, the spelling error, tense, sentence and punctuation effects on writing expression very much. Although, several times, in service teachers training on English language had been introduced from government, various modern techniques have been implemented, but in reality, the learning outcome of the minority students at primary level of Bengali medium schools in English language is not up to the expectation level. The researcher tries to assess the level of the English writing skills component wise and total using EGWSQ, a self-developed tool by questionnaire technique. The study reveals that the scores of the English writing skills of the minority students at primary level are not normally distributed. There is no mean difference between scores of English writing skills of the minority students at primary level due to gender variation and there is mean difference between scores of English writing skills of the minority students at primary level due to location wise variation and management wise variation. Policy implication of this study is to make the teaching learning process joyful and activity based. It recommends various modern teaching methods to develop the writing skills of the students. Also to set up English medium model schools and model Madrashas in rural area of the district.
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Mavilidi, Myrto F., David R. Lubans, Narelle Eather, Philip J. Morgan e Nicholas Riley. "Preliminary Efficacy and Feasibility of the “Thinking While Moving in English”: A Program with Integrated Physical Activity into the Primary School English Lessons". Children 5, n.º 8 (10 de agosto de 2018): 109. http://dx.doi.org/10.3390/children5080109.
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Background: The physical, cognitive, and learning benefits of physical activity for children have already been established. However, many schools are failing to provide children with sufficient activity at school due to a crowded school curriculum. Physical activity interventions that integrate physical activity with learning is a way to enhance physical and cognitive benefits without loss of academic time. This study evaluated the preliminary efficacy and feasibility of “Thinking While Moving in English”, a primary school program that integrates physical activity into English lessons. Method: Two classes of Grade 4 students (n = 55, 10–11 years old) were randomly assigned to the intervention (n = 29) or control (n = 26) conditions. The program components consisted of 3 × 40 min physically active academic lessons per week, delivered over a 4-week period. The following measures were taken at baseline and immediate post-intervention: on-task behavior, cognition (inhibition and working memory), and learning outcomes (spelling and grammar). Results: Results revealed significant improvements in on-task behavior and spelling in the intervention group, compared to the control group. There were no observed improvements in cognitive outcomes or grammar. Conclusions: This study provides preliminary evidence for the efficacy of physically active English lessons to enhance children’s educational outcomes.
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Nemeth-Jajić, Jadranka, e Petra Božanić. "Linguistic terms in contemporary textbooks of Croatian language". Školski vjesnik 71, n.º 1 (2022): 139–55. http://dx.doi.org/10.38003/sv.71.1.1.
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Since 2019, when the Croatian language subject curriculum was introduced, until today, new textbooks of Croatian have been written, and the aim of this paper is to investigate how consistent they are in the use of linguistic terminology. Previous research has pointed to the lack of uniformity and consistency in the use of linguistic terminology in Croatian language textbooks, which is reflected, among other things, in many pairs and sequences of synonyms, causing difficulties in school practice. In the first phase of the research, which is presented in this paper, all primary school textbooks for grades 5-8 were analyzed, focusing on the terms at the phonological, morphological, syntactic, lexicological, and orthographical levels. The results of the textbooks analysis were compared with the terminology in contemporary school grammar books and Croatian orthography and spelling books, with the 2006 Primary School Curriculum, and with the 2019 Croatian language subject curriculum entitled the Curriculum of the Subject Croatian Language for Primary Schools and Grammar Schools. Although certain different linguistic terms can be found in new textbooks at all mentioned levels, it can still be concluded that contemporary textbooks are more consistent than previous textbooks regarding the use of linguistic terms.
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WAN MAT, WAN LISMA. "تحليل الأخطاء الإملائية في كتابة النون عوضًا عن التنوين لدى طلبة قسم الدراسات اللغة العربية بجامعة السلطان زين العابدين". Jurnal Islam dan Masyarakat Kontemporari 25, n.º 2 (31 de dezembro de 2024): 86–96. https://doi.org/10.37231/jimk.2024.25.2.852.
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Arabic is one of the greatest languages and because it is related to the sciences of the Islamic religion, delving into it is important. However, it is necessary to master the study of spelling. Studying it is considered one of the most important studies among the rules of the Arabic language because it is in mastering the skill of correct writing. Because studying it is important, the researcher aimed in this research to analyze spelling errors in writing the letter “Noon” instead of “Tanween” among students of the Department of Arabic Language Studies in the second semester of the year 2023/2024 AD at Sultan Zainal Abidin University, due to the presence of many obstacles and defects in the skill of spelling. The qualitative-analytical approach was chosen in collecting and analyzing data according to the required goal. Among the objectives of the research, it seeks to show the extent of students’ level of understanding about writing the letter “Noon” instead of “Tanween”, and to show the percentage of correct words and the percentage of incorrect words. After collecting and analyzing the data, the researcher concluded that the percentage of correctness in writing the letter “noon” instead of “tanween” was only (12.9%), i.e. a very low degree, and the opposite was that the percentage of errors exceeded (87.1%), a very high degree. Given the results mentioned, it shows us the level of students’ ability in writing the letter “Noon” instead of “Tanween”. For example, the researcher suggested that the study of spelling in Malaysia should start early, i.e. from primary school, as they are prepared to enter religious schools, where most of the religious subjects were in Arabic.
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Syamsi, Ibnu, e Dwitya Sobat Ady Dharma. "Identification and Academic Assessment Models for Students with Specific Learning Difficulties in Inclusive Elementary Schools". Jurnal Prima Edukasia 11, n.º 1 (30 de janeiro de 2023): 16–29. http://dx.doi.org/10.21831/jpe.v11i1.51927.
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This study aims to identify students with special learning difficulties in inclusive primary schools and develop assessment models. The research subjects were inclusive elementary school students in Sleman Regency. Methods of collecting data were observation, tests, interviews, and surveys. The results showed that 85 students (18.27%) were identified as having certain learning difficulties. Male students have more specific learning difficulties than female students (55.3%: 44.7%). Specific learning difficulties were found in reading (26 students or 22.10%); in writing (23 students or 19.55%); and in mathematics (36 students or 30.60%). In assessing difficulties in writing, the researchers applied the practice of handwriting (beginner writing), spelling, and expressive writing. Informal and formal assessments were used to identify mathematical difficulties.