Learning Of Spelling Research Articles

INTERACTIVE PRACTICES BETWEEN PEERS AND THE CONSTRUCTION OF ORTHOGRAPHIC KNOWLEDGE

This article reports on one of the axes of a research project developed by the author at the doctoral level, entitled “Learning spelling from the perspective of interactive practices”. Considering that learning written language, in addition to discursive reflection, depends on the elaboration of notational aspects, and that classroom interaction affects this process, this article has as its object of study the learning of spelling, contemplating the progression of this acquisition by students, from the perspective of interaction between peers. Using the theoretical framework of psychogenetic and historical-cultural studies (the conception of children as active subjects and protagonists of learning; language as a social practice; and learning as the construction of the individual in relation to lived experiences), the article assumes the objective of analyzing how interactive practices between peers can generate different possibilities for reflection, especially with regard to learning spelling. To this end, the longitudinal case study, conducted with students from a private school in Santos/SP, covered five stages between the 2nd and 4th grades of Elementary School, a period in which learning conventional writing becomes one of the main focuses of reflection for children. Data collection was carried out based on the writing of word dictations and rewriting of texts, considering both the process and the product of these activities. The data demonstrated that, in the interactions between students, there were different degrees of reflection based on situations of conflict, situations in which one student centralized the referrals, and situations of agreements based on linguistic criteria or social agreements. Based on the understanding of spelling learning and the potential of interactive situations in this process, it was possible to glimpse pedagogical implications that suggest the revision of teaching practices.

Exploring dysgraphia in elementary school students: assessment and tailored intervention strategies from a psycholinguistic perspective

Primary school is a unique period when children develop their writing and orthography skills. If, in preschool age, special attention was paid to the correct holding of the pen and writing simple signs. Then, during the school years, it is necessary to teach the child how to draw letters correctly and write without spelling errors. At this very time, most children experience the phenomenon of dysgraphia. It is a persistent specific disorder of learning spelling knowledge, writing skills, and abilities caused by the underdevelopment of a range of speech and non-speech mental functions. Therefore, it is necessary to diagnose this disorder in time and address this issue. This study aims to define a psycholinguistic approach to the study of dysgraphia in junior schoolchildren, its diagnosis, and individualized correction methods. The primary school age is the period when the focus should be on the child's development. Diagnosing dysgraphia at this age should include adequate correction methods for this problem. It is worth noting that each child is unique, and therefore, methods should be selected based on the peculiarities of a particular case. Well-chosen correctional methods help to quickly and effectively eliminate disorders related to the acquisition of spelling knowledge, writing skills, and abilities caused by the underdevelopment of various speech and non-speech mental functions. While learning and acquiring knowledge, children need to feel confident in their own skills, supported and attended to. Successfully overcoming dysgraphia can affect the child's personal development, increase self-esteem, overcome stress and psychological discomfort, and contribute to the child's psychological well-being and emotional development. The article defines the concept of "dysgraphia," its content, and its symptoms. The authors analyze the peculiarities of primary school age and the cognitive and psychological aspects of a child at this age. In addition, they reveal the content of the psycholinguistic approach to studying dysgraphia. The authors have selected and provided characteristics of individualized methods of intervention to overcome dysgraphia in primary school children.

ƏVƏZLİYİN TƏDRİSİNƏ İNTEQRATİV YANAŞMALAR

Integrative Approaches to Replacement Learning Summary A pronoun is a unique, peculiar part of speech. Pronouns prevent unnecessary repetition of words that denote objects, signs and qualities in speech. Pronouns replace and replace nouns, adjectives, numbers, and adverbs, allowing for deeper understanding of these parts of speech. Most definitions and rules learned during pronoun teaching have integrative features; Pronouns are also important when studying spelling and spelling material. When teaching pronouns in the elementary grades, careful attention should be paid to highlighting and integrating each topic with spelling and spelling, since learning the features of these topics is closely related to their spelling and pronuncia¬tion. When teaching pronouns, in addition to teaching their grammatical features, the rules of writing and pronunciation are also studied, which creates favorable conditions for the application of morphological knowledge and spelling and spelling rules together, students' literacy, increases their fluency and develops their speech. Incorporating pronouns into spelling and orthography results in rapid and robust learning of spelling and spelling rules. Key words: pronoun, learning, integration, spelling, spelling

Teaching and learning spelling: an analysis of 6th grade students' writing

Understanding how students acquire orthographic knowledge has become an area of interest for many teachers, especially Portuguese language teachers. As different theorists have argued, a reflective teaching-learning process is important, enabling students to understand graphophonemic relationships and overcome the obstacles that can arise in appropriating knowledge of orthographic conventions. This paper presents the results of a study which aimed to: Identify the most productive spelling changes in the writing of 6th grade students. The investigative analysis, carried out by means of quantitative-descriptive and field research, was based on eight written productions by 6th grade students from a public and state school in Piauí. The theoretical framework was based on studies by authors such as Cagliari (1994), Zorzi (1998, 2009, 2018), Morais (1999, 2000, 2007), Simões (2006), among others. This research, like the studies by Zorzi (1998, 2009), Miranda, Medina and Silva (2005), Quadros (2015), concluded that multiple representations, resulting from the arbitrariness of the system, are the most recurrent types of errors in the written productions of elementary school students. In view of this, it is argued that these errors should be understood as hypotheses that students formulate in order to acquire knowledge of the written language.

Playful strategies in learning spelling of students from a public school in Loja - Ecuador, academic year 2018 – 2019

The present work has as a general objective: analyze playful strategies in the learning of spelling in fourth grade B students of the Unit Educational Lauro Damerval Ayora de Loja, Ecuador, academic period 2018 – 2019. The diagnosis allows us to show that the teacher has very little knowledge about the use of ludic strategies oriented to the learning of the spelling, while 50% of students indicate that the teacher sometimes uses games, and thus it was also detected that it uses methodological strategies traditional, which negatively influences the learning of spelling, since that 67% of students have a grade of less than 7.00 points, verifying If they have spelling problems. Finally, various recommendations are presented to address the aforementioned issue.

A comparative study on digital versus traditional flashcards of an individual vs group study in learning spellings as well as word production in context

This research aimed to compare the effectiveness of digital versus traditional flashcards as both an individual and group study tool for improving spelling and contextual word production skills. The study involved participants who were divided into four distinct groups: traditional flashcard group study, digital flashcard group study, individual traditional flashcard study, and individual digital flashcard study. The orthographic production test and word production test were administered to assess participants' performance. The results indicated that both individual study approaches, using either traditional or digital flashcards, led to high performance in the orthographic production test. Surprisingly, the traditional flashcard group study also exhibited comparable results. In contrast, the digital flashcard group study had the lowest performance. In the word production test, the traditional flashcard group study demonstrated exceptional performance, while the individual digital flashcard study group did not fall significantly behind. The other two groups showed average performance. Further analysis revealed that the traditional flashcard group study excelled in word production, suggesting that group dynamics and collaborative learning positively influenced the ability to produce words accurately. Similarly, the digital flashcard group study showed some improvement in word production, albeit to a lesser extent. Regarding orthographic test results, individual training using either traditional or digital flashcards yielded better outcomes compared to group study in both settings. The survey responses indicated a preference for self-study in learning spelling, emphasizing the importance of individualized approaches. These findings highlight the varying impacts of digital and traditional flashcards as well as individual versus group study on spelling and contextual word production skills. The tactile nature and engaging interactions of traditional flashcards appeared to enhance performance, while the digital flashcard approach was perceived more as an individual task. The study emphasizes the importance of considering diverse learning strategies to optimize language learning outcomes. Future research should delve deeper into the underlying factors that contribute to the differential effectiveness of group and individual flashcard study in various linguistic tasks. Additionally, exploring different variables such as learner preferences, motivation, and attention during flashcard use could provide valuable insights for instructional practices.

Learning Spelling From Meaning.

According to the instance-based approach, each novel word encounter is encoded as an episodic trace, including different aspects of word knowledge (orthography, semantics, phonology) and context. Experiencing the novel word again leads to reactivating the previous instances to support word identification. Accordingly, once a link between orthography and meaning is established through several instances of co-occurrence, presenting the novel word form enhances semantic learning even if the contexts are uninformative about the meaning (Eskenazi et al., 2018). Here, we investigated whether informative contexts enhance orthographic learning in the absence of the novel word form. Participants read pseudowords in three definition-like sentences, followed by three unrelated filler sentences (baseline condition), three uninformative sentences (orthographic condition), or three informative sentences with synonyms replacing the pseudoword (semantic condition). After reading, participants were better at spelling pseudowords exposed in the semantic than in the baseline condition and recalled more definitions of the pseudowords exposed in the orthographic than in the baseline condition. Such results indicate that both semantic and orthographic learning benefit from the contexts where the target information is absent. Overall, this supports the instance-based approach and contributes to the understanding of the interplay between orthography and semantics in contextual word learning.

A Systematic Review of Mobile Learning Trends in Supporting the Mastery of Spelling

Teaching and learning to spell forms the basis for mastering English Language. The emerging mobile learning trends in the current 21st century education is useful in teaching and learning spelling. However, there were limited reviews about them. As such, a systematic review was conducted to provide an up-to-date synthesis on the mobile learning trends in supporting the mastery of spelling from year 2012 to year 2022. This review adhered to Preferred Reporting Items for Systematic Reviews and Meta-Analyses which is also known as the PRISMA guideline. Three databases were involved: Web of Science, Scopus and Educational Resources Information Centre. After a rigorous screening process, a total of 19 articles fitted its objectives. Firstly, significant findings from the studies portrayed the use of four platforms in mobile learning trends in supporting the mastery of spelling namely mobile apps, spell-checker apps, word prediction apps and text messaging apps. Secondly, the primary level of education was more dominant in the related studies than the secondary and tertiary levels. Thirdly, it emphasised more on the students with a lower prevalence on teachers and both teachers and students as the respondents in the associated studies. This paper contributes to systematically reviewing 19 eligible related studies through a step-by-step protocol of identification, screening, eligibility and included as in the PRISMA guideline to establish quality review. It benefits both the English Language teachers and students in utilising various mobile learning platforms to support the mastery of spelling at all levels of education. It aspires to foreground the paucity in this topic in which more substantial studies are required to address the research gaps. The ultimate goal is to impose effective and practical strategies to advance mobile learning trends in supporting the mastery of spelling.

Primary school teachers’ use and perception of digital technology in early reading and writing education in inclusive settings

Purpose The present study aimed to investigate teachers’ use and perceptions of digital technology to promote learning and participation for all young students in early reading and writing education in inclusive primary schools. Methods Primary school teachers [N = 289] in Sweden were asked to complete a survey about digital technology in reading and writing education. The data were analysed statistically and with summative content analysis. Results The results showed that 82% of the teachers were interested in teaching young students to read and write using digital technology. More than 50% of the teachers included digital technology to promote students’ learning of phonological awareness, decoding skills, vocabulary, spelling, or text editing every week, and 74% used digital technology to support students with special needs every week. Those who perceived digital technology as a facilitator of all students’ participation in early reading and writing education also reported that they used digital technology to promote different reading and writing skills more frequently. Their perceived knowledge of managing digital technology was also positively related to their perception of digital technology as a facilitator of students’ participation in reading and writing education. IMPLICATIONS FOR REHABILITATION Teachers who are positive about digital technology perceive such technology as beneficial for all students in reading and writing education, also for those students who have special needs. Teachers use digital technology to compensate students with special needs in reading and writing. However, there is an unawareness of the advantages of using digital technology in inclusive education.

Word-Level Instruction for Deaf and Hard-of-Hearing Students: An Observation Study.

Despite the fact that children's word reading and spelling skills are crucial for developing text-level comprehension and composition, little is known about what teachers do in classrooms to promote deaf and hard-of-hearing (DHH) students' learning of word reading and spelling. This observational study examined strategies teachers of DHH students used when teaching word reading and spelling to DHH students who used spoken English. One day of language arts instruction in 23 kindergartens through second-grade classrooms was observed. Teachers' word-level instruction was coded. Results indicated that teachers spent substantially more time on word-level instruction during decoding and encoding contexts than they did during text reading and writing contexts. In addition, differences were found in teachers' use of strategies depending on the instructional contexts. Teachers utilized phonological strategies considerably more frequently than any other strategy in their word-level instruction.

Squaring the Circle of Alternative Assessment in Distance Language Education: A Focus on the Young Learner

Because of the suspension of face-to-face (F2F) teaching activities caused by COVID-19, practitioners are in limbo regarding the assessment of young learners (YLs) in the virtual learning environment, as they are left with minimal guidance and evidence on what can be applicable and effective in the new context. In many countries worldwide, as a consequence of the COVID-19 pandemic lockdown, schools in Greece were closed in March 2020. Schools began re-opening in September 2020; however, the second wave of COVID-19 struck, and the number of cases began to grow dangerously. Consequently, schools closed for the second time at the beginning of November 2020, causing teachers and students to face significant assessment challenges. The article presents a case study that concentrates on eight YLs aged 8–10 years old. Alternative assessment was applied during the students’ online language lessons as a means for the teacher to assess and evaluate students’ progress and learning of vocabulary and spelling. For the needs of the study, online observations were conducted, and field notes, record sheets and checklists were kept for a period of two months. Two months after the online lessons commenced, the students were interviewed in order to gain a holistic view of their progress and their feelings toward the experience of an alternative form of assessment.

Learning to Spell Novel Words: The Relationship Between Orthographic and Semantic Representations During Incidental Learning.

The current study investigated whether semantic (meaning) knowledge benefits learning orthography (spelling). Adult readers read 14 novel non-words embedded in sentences with informative or uninformative context. Orthographic and semantic posttests assessed learning. In E1, results indicated that the relationship between context and orthographic accuracy was moderated by spelling frequency. In E2, all novel words had low-frequency spelling bodies. The results did not show a main effect of access to meaning on learning spelling, but they did reveal a strong association between learning spelling and meaning. In E3, participants received fewer exposures to increase the task difficulty. There was no main effect of access to words' meaning on learning spellings, but there were strong associations between orthographic and semantic posttest accuracy. These findings indicate that teaching words' spellings and meanings independently of one another may not be the most beneficial means of learning new words.

Exploring Primary Pupils’ Perception in Using Online Games to Improve Spelling

During the time of pandemic, face-to-face interactions are forbidden and by no means, allowed to help in controlling the spreading of COVID-19. Mobile devices and internet connection are necessary to participate in e-learning. E-learning plays a critical role in delivering a successful educational knowledge toward pupils. The adoption and incorporation of Information Communication Technology (ICT) elements into the formal education environment are crucial for teachers and students to work better during the pandemic. Pupils had played the online game to improve their spelling previously but their opinion on using online game yet to be asked. Therefore, this study explored the perspectives of Year 3 pupils in rural Chinese school towards the use of online games in improving spelling skill. A survey was conducted involving 20 respondents of Malaysian primary school pupils from one of Sabah rural primary schools using a questionnaire. The findings revealed that the pupils had fun learning spelling through online games and that they can learn the spelling pattern better through online game platforms. The results also show that pupils are motivated to improve their spelling when learning through the use of online games and they prefer online games compared to the traditional methods of learning spelling.

An Analysis of the Orthographic Conversion of the Phoneme /S/

This article describes a study on the learning of spelling, in particular, the multiplicity of graphic representations of the phoneme /s/ by students in the 5th year of primary education. Spelling acquisition related to the phoneme /s/ is highly complex for those learning to write in Portuguese, as it involves different relationships—some of them irregular—between the phoneme and the graphemes that represent it (LEMLE, 1994; MORAIS, 2008). This study takes usage-based phonology as its theoretical foundation (BYBEE, 2001; PIERREHUMBERT, 2001). The theory posits that the experience of language use shapes the grammar and lexicon, and that frequency effects are important. To conduct the present study, the written data of students in the 5th year of primary education at a public school in the municipality of Bom Sucesso, MG, (Brazil) was collected. The results of this work indicate that writing acquisition is based on usage and experience.

Об ИЗУЧЕНИИ ОРФОГРАФИЧЕСКИХ ПРАВИЛ В СРЕДНЕЙ ШКОЛЕ: ИСТОРИЯ И СОВРЕМЕННОСТЬ

The article is devoted to the main problems of studying the rules of Russian spelling at secondary school at different stages of its development. It is presented a general overview of scientific and methodological works, from the 19th century to the present day, which consider the history of formation, streamlining of methodological thought in the study of spelling rules, determining their significance for the formation of literate writing of students. In addition, in the process of research, problems are raised: why spelling rules are necessary; if it is possible to teach schoolchildren to write literally without memorizing the wording of spelling rules; if you teach students on the basis of rules, then what should be the requirements for the formulation of spelling rules from a linguistic, methodological and psychological-pedagogical point of view. The author’s analysis of thesis research from 2000 to 2020 made it possible to determine the basic approaches to the study of spelling rules in a modern secondary general education school: the communicative-activity approach, the cognitive-activity approach, the programmed approach (or programmed teaching) - and to identify the linguodidactic principles underlying the study of spelling rules within each of these approaches. In the course of the study, special attention was paid to the analysis of the spelling course in the new educational-methodical complex (EMC) in the Russian language (authors: M.M. Razumovskaya, S.I. Lvova, V.I. Kapinos, V.V. Lvov). It is concluded that the study of spelling rules (and this has been proven by leading scientists-methodologists of the past and present times) form the basis of the school spelling course, which is therefore called rule-oriented. Learning spelling is impossible without rules and dictionaries. The formation of the relative literacy of students, which is formed in secondary school, requires time, observance of stages and reliance on spelling rules studied as educational and scientific texts of linguistic content, taking into account the development of all types of speech activity in unity and interconnection. Each lesson of the Russian language, in which the spelling rule is studied, is a lesson in the development of students’ speech, where their literacy is formed in the broad sense of the word.

Causes of EFL Learners’ Procrastination: A Classical Grounded Theory

In the long process of learning English as a foreign language, learners may become exhausted and, if not treated properly, decide to give up learning temporarily and even permanently. Therefore, it seems necessary to explore the reasons for their temporal delays and consider them appropriately to avoid permanent give-ups. As an attempt to determine the reasons for English as a Foreign Language (EFL) learners’ delays, the researchers in the present study explored their contributing factors through application of a classical grounded theory approach which led to the development of Language Learning Procrastination (LLP) theory. The research data were collected through semi-structured interviews from 43 EFL learners in Tabriz, Iran, and were coded in open, selective, and theoretical coding stages through a Constant Comparative Method. The emerged theory involved a core category (i.e., Dilatory Behavior) indicating that EFL learners mostly procrastinate in five domains of doing exercises, preparation for exam, submitting projects, starting up speaking, and learning spelling. Furthermore, three major categories of Learners’ Characteristics, Environmental Conditions, and Task Features as the causes of Dilatory Behavior emerged during the iterative data collection and analysis procedures. The results of the study indicated that both EFL learners’ own characteristics and external factors related to the learning environment and language tasks are significant in shaping the EFL learners’ procrastination. The theory of LLP can be applied in EFL settings to recognize the learners’ sources of Dilatory Behavior and devise appropriate solutions for them.

How Can I Improve the Spelling of Class Four Students?

This research shows how the spelling of class four students, and students need to know the spellings so that their sentence structure is correct and in a way they can improve pronunciation. The need to study spelling from a communicative and functional approach arises from the interest of the researcher to perform a systematic analysis of this problem. In it, we realized the difficulty of writing correctly, and at the same time, the great link between writing correctly and developing in certain contexts in the classroom. For this reason, spelling acquires great importance in the educational context, it is necessary to promote in students the need for written communication, to promote the use of written language in different situations, and to support a progressive approach in learning spelling.
 The researcher target is for class four students and the school has 10 students with six boys and four girls. Their age range is between 10 and 12. The research is conducted from 1st June to 15th August 2021. The data was collected using three methodologies namely observation of their notebooks, dictation, and the writing of articles. The research was made authentic by the data collected by the researcher and observation, a critical friend's observation, and the field notes maintained by the researcher. The researcher compiled the data by keeping a record of class four students' performance both pre-data and post-data. Towards the end, there was a remarkable improvement in the spellings of class four students. Thus, this research helped the researcher to explore ways to improve the spelling which would benefit the students of grade four at the workplace of the researcher. Refer local terminology in Appendix A.

The Space Where Language Fails

Explaining her 1963 adaptation of William Gibson’s The Miracle Worker, Marguerite Duras writes that through her work on the play she wishes to explore “the development of a situation that cannot at any moment be resolved by language.” While Duras works to “decongest” the text, her adaptation problematizes the very act of translation as one that is always doomed to fail to express, blinding the audience to the nuances and meanings of the word. Yet Duras’s text also valorizes the experience of blindness and mutism as a liminal space (absent of language/sight), which the writer likens to a womb. In shifting the focus of the play off of the learning of spelling and vocabulary and onto the very discovery of language, Duras transforms William Gibson’s original work into a probing of its own medium of transmission.

Different Cognitive Correlates of Early Learning of Spelling of Different Target Types in Korean Hangul Among First Language Children and Adult Foreign Language Learners

This study examined whether different cognitive correlates are associated with spelling of different target types, such as phonologically consistent and inconsistent syllables, of Korean Hangul among 94 five-year-old first language (L1) Korean children and 41 foreign language (FL) learners who are Hong Kong Chinese college students. Korean children performed tasks of spelling, along with measures of syllable and phoneme coda awareness, phonological and orthographic working memory, morphological awareness, vocabulary, and orthographic knowledge. Among Korean 5-year-old children, coda awareness and orthographic working memory explained unique variance in spelling of phonologically consistent syllables, whereas syllable and coda awareness, orthographic working memory, orthographic knowledge, and vocabulary all explained unique variance in spelling of inconsistent syllables. When Chinese college students were tested on spelling of Korean Hangul as a foreign language, along with a battery of tasks in Korean similar to those administered to the L1 children, only orthographic working memory significantly explained spelling of consistent syllables, whereas only vocabulary knowledge explained spelling of inconsistent syllables. In both groups, spelling accuracy was lower in phonologically inconsistent than in consistent Hangul syllables. These findings suggest that different cognitive demands are involved in early spelling of phonologically consistent and inconsistent syllables in Korean Hangul among L1 and FL learners.

Errors Analysis of Spelling Among University Students of English in Jordan: An Analytical Study

This paper aims at investigating the spelling mistakes made by students of English language in The World Islamic Sciences and Education University (WISE) in Jordan. The researcher adopted Cook‘s classification of errors in this study. Students mistakes were categorized into four classifications: substitution, omission, insertion, and transposition. Fifty students were participated in the study by enrolling in the "Error Analysis" course in two semesters of the academic year 2016/2017. The data for the study were derived from three exams: the first, the second, and the final exams, given to the students during the two semesters. Then the data were analyzed after completing the course in the second semester of 2016-2017. The results of the study revealed that (38%) of the errors referred to omission and (28%) to insertion. However, the study showed that (22%) of errors referred to substitution, while only (15%) of them referred to transposition. This study showed that using vowels and pronunciation incorrectly is one of the major causes of the learners' errors. Further, the interference of the first language plays a significant role in this regard. The study concludes that more efforts and concern should be given to spelling errors made by students since the learning of spelling is an integral part of language learning. The researcher suggested some recommendations and pedagogical implications to be studied in the future.