Learning Of Spelling Research Articles

L’action conjointe dans l’apprentissage de l’orthographe

Cette contribution propose une réflexion sur la pratique de la langue écrite à l’école primaire. Elle interroge les actions conjointes entre professeur et élève lors d’une pratique particulière qui est l’écriture du texte libre. Cette pratique du texte libre relève d’une culture didactique de la langue jouant sur l’alternance de situations de coopération et de situations individuelles. Nous analysons deux épisodes didactiques précis et de courte durée concernant le processus d’écriture du texte libre en vue d’objectiver la pratique dite de tâtonnement expérimental dans la pédagogie freinetienne. Notre démarche s’attache à objectiver l’action conjointe du professeur et de l’élève portant sur une recherche d’écriture orthographique correcte de deux mots : « nécessaire », puis « amélioré ». Nous tentons de dégager quelques éléments d’analyse permettant de caractériser ce qu’Élise et Célestin Freinet nommaient la part du maître dans une démarche proche du schème de l’enquête selon la conception de Dewey.

An Overview of the Persian EFL learners’ Spelling Difficulties

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

Cuando los memes me enseñan algo bueno (a escribir).

This paper exhorts you to think of the meme as an implement that high school students can use to improve their learning of spelling and writing, as well as a tool to be used by teachers to widen their teaching strategies. This paper is divided into three sections: in the first one we discuss what learning means, in the second one we point out and submit three learning styles, highlighting the visual learning, and in the final section the meme is displayed as a teaching resource that can impact the processes of teaching and learning for young people.

Student and teacher perspectives on spelling

This paper employs a mixed methods multiple case study approach to offer an insight into strategy-use in the teaching and learning of spelling within an Australian primary school context. Eight low-achieving spellers and eight high-achieving spellers aged between eight and 12 years were selected following completion of a normed dictation task comprising 70 words. Spelling errors produced by the students in the dictation task and their narrative and expository written texts were then analysed to determine potential breakdowns in phonological, orthographic and morphological processing. Finally, semi-structured interviews with the students and their teachers were then conducted to further elicit strategy-use among the students and to capture interactions between the teaching and learning of spelling. Data triangulation revealed that the high-achieving spellers were able to flexibly draw on a range of linguistic strategies while the low-achieving spellers relied on a sounding out approach. The findings also highlight the importance of explicitly teaching students to develop a repertoire of strategies, including morphological processing, and a need for teachers to develop confidence and knowledge of the linguistic processes involved in spelling. Implications for the teaching of spelling emphasise a need for pedagogical content knowledge, and for teachers to use metalanguage and to integrate quality children’s fiction and/or non-fiction texts when explicitly teaching spelling.)

Empirical Evaluations of Skinner's Analysis of Problem Solving.

We reviewed 12 studies in which the researcher taught problem-solving strategies, such as self-questioning and visual imagining, to children and adolescents with and without disabilities to facilitate the learning of math, spelling, play/social, and communication skills. We analyzed these studies in terms of types of problem-solving strategies, the multiple control involved in problem solving, the extent to which problem solving occurred at the overt or covert level. In addition to suggesting limitations of the literature, we recommend areas for future research and practice.

Issue Editor Foreword

Issue Editor Foreword

Training Implicit Learning of Spelling in Italian Children With Developmental Dyslexia

It had been hypothesized that, in developmental dyslexia (DD), an implicit learning deficit explains children's problems in encoding the phoneme–grapheme correspondences underlying the writing system and thus the development of spelling skills. The present study tested the efficacy of an intervention to facilitate implicit learning of context-sensitive spelling rules with Italian children with DD. Mapping of phonological and orthographic information during spelling was implicitly modeled during 6 sessions of intervention. Thirty-eight elementary-aged children with DD were assigned either to this (phonological–orthographic mapping) condition (n = 19) or to a comparison condition (n = 19) in which phonological spelling procedures and spelling from dictation were used to train word spelling. The two groups were matched on intelligence, vocabulary, and their spelling skills at pretest. The experimental group showed significant improvements in spelling the words trained during the intervention and generalized their acquired spelling knowledge to untrained words. The comparison group also showed improvements, but these were in most cases not significant. Moreover, this group did not show generalization to untrained words. The results seem to confirm that the core problem in DD is inaccurate mappings between phonological and orthographic spelling units and that phonological–orthographic mapping in written word encoding can be modeled for children with DD to facilitate implicit learning.

TEACHING SPELLING THROUGH GAMES

Games have been believed to be good media in assisting teaching for years. Games are believed can promote learning become more interesting. Many studies have been conducted on utilizing games in learning. Some have proved that games can catch students’ attention better than traditional media such as textbook. In this study, games were used in teaching students about spelling. Since spelling is the basic form of language, there are still contradicts in how to teach it better. The researchers believed that games can assist in enacting more interactive spelling course well. Thus, this research employed some spelling games to be used in teaching third grade students of English as a Foreign Language (EFL) Elementary school, Bungcala, Aceh Besar. The researchers wanted to know the students’ responses after teaching by using spelling games. Thus at the end of teaching and learning process after four meetings by applying games in teaching spelling, the researcher distributed questioners to students asking their opinion about spelling games in learning spelling. The students’ responses showed that they love to study spelling through games, games make them interested in studying spelling. Games let them work more in groups.

Teaching and Learning Spelling

AbstractLearning to spell is important for writing and reading, but how spelling should be taught is a controversial topic. Although children learn about spelling to some extent as they encounter words while reading, this is not usually enough to make them good spellers. Children need systematic spelling instruction to learn how the writing system works and not just memorize how words are spelled. Phonics instruction is more effective than some other instructional approaches, but teaching phonics presents a simplified and in some ways inaccurate picture of English and some other writing systems. Studying words and the patterns they follow is more effective. To use such methods well, teachers need more opportunities to learn about writing systems and the development of spelling.

La didactique de l’orthographe en question : étude expérimentale avec un public adulte

The didactics of spelling in question: experimental study with an adult audience
 Writing in all its forms guarantees the survival and persistence of human thought, which is how it is transmitted from generation to generation. At the heart of this practice, which is both social and individual, we see the emergence of the need to improve one's learning of spelling, the most obvious component of writing. In fact, with the emergence of Internet and the new means of communication, learning to spell is becoming more and more important. This study questions the dimension of this learning in an adult audience, it aims to identify what this teaching has as specific when it comes to the transmission of a foreign language to adults. The reflection initiated here refers to experimental research. The results of this didactic survey are analyzed with a qualitative methodology that allows the data to be interpreted according to several paradigms. The study of the FLE method used and the learning context gives us multiple analytical leads, the choice of a given approach depends on the characteristic elements of the corpus studied.

Vocabulary acquisition and young learners: Different tasks, similar involvement loads

AbstractLaufer and Hulstijn (2001) suggest that the motivational-cognitive construct ofinvolvementmay explain and predict different levels of effectiveness for vocabulary-learning tasks. Drawing on their original work and on later research on theinvolvement load hypothesis(ILH), this study set out to compare the effectiveness of carefully-designed tasks for incidental vocabulary acquisition in children. Thirty-eight EFL elementary-level 10-year-olds from a public school in Warsaw, Poland, participated in the experiment. Divided into three groups, the participants performed three different sequences of tasks, each sequence inducing similar levels of involvement load. In order to measure receptive lexical learning and retention of meaning and spelling, the children were tested with an orthography test, an L2-L1 translation test, and a multiple-choice test immediately after the treatment, and one week later. In support of the ILH, the MANOVA results showed no significant differences between the treatments (irrespective of them being input- or output-based) in any of the test measurements, either in the immediate or in the delayed posttest. We discuss the results in light of the ILH, and outline some limitations and possible implications for pedagogy.

INTRODUCTION OF THE NATIVE LANGUAGE PHRASEOLOGICAL DIVERSITY TO PRIMARY SCHOOL: EXPERIMENTAL INVESTIGATION

The article reveals the peculiarities of learning phraseological units of the Ukrainian language at primary school. Theoretical aspects of leading scientists` investigations into pupils` knowledge of phraseological units are considered, specific features of the traditional system of teaching phraseological units in classes of Ukrainian are defined. The importance of learning the phraseological units as the tool of developing emotional as well as figurative writing and conversation is underlined. Ukrainian language curriculums and textbooks for primary schools are analyzed; exercises which are the basis for acquiring knowledge of the phraseological material are worked out. Verification experiment was aimed at determining the effectiveness of the exercises. As a result, lack of effectiveness of traditional methods and violation of the principle of systematic study, low level of phraseological units knowledge, habits and skills are revealed. The system of exercises for extension pupils` phraseological skills at primary school is created on the basis of progressive pedagogical synthesis, traditional methods of teaching and personal consideration. The exercises were included in the Ukrainian language curriculum for the experimental form. The system of exercises was integrated into the structure of the curriculum, systematic work based on the phraseology in the process of learning grammar and spelling of Ukrainian was carried out on the forming stage. The control experiment was conducted after the forming stage and it has shown a higher quality level of knowledge acquisition of phraseological units by pupils from experimental form. Taking into consideration the results of the investigation, the effectiveness of the elaborated system of exercises is proved and the expediency of using the new system in teaching process of Ukrainian at primary school is determined.

Effectiveness of the AngoLingo Mobile Game Technology in English Language Learning in Adamson University Basic Education Department

Technology is gradually shifting the focus of learning to less traditional methods; like eBooks, audiobooks, and more recently, mobile applications. This shift indicates an apparent need to incorporate entertaining components into learning tools to keep users engaged in critical thinking, and comprehension activities. There is untapped power in mobile entertainment, particularly mobile games that can and must be harnessed to improve current methods, and even introduce new methods of learning English. This study seeks to determine the effectiveness of AngloLingo, a mobile game that is built on the basics of English, in facilitating learning of English vocabulary, spelling and grammar in students in the Basic Education Department of Adamson University, Philippines. A control group (N=18) and an experimental group (N=18), were used during the test. Quasi-Experimental Research Design with pretest and posttest was used to determine the difference in performance between the control and experimental groups. Results indicate a significant improvement in performance on the post-test of the experimental group due to the use of AngloLingo before administration of the posttest. The overall results of the three sub-tests (P-Value = 6.39E-08) indicate the effectiveness of AngloLingo in learning Basic English vocabulary, spelling, and grammar. This study also offers recommendations on the incorporation of mobile games in teaching and learning Basic English.

The Teaching and Learning of Spelling in the Spanish Heritage Language Classroom: Mastering Written Accent Marks

Spanish spelling, especially the use of written accent marks, is a major stumbling block for Spanish heritage language (SHL) learners (Carreira 2002). In fact, Mikulski (2006) found that most SHL learners ranked bettering their spelling and grammar as a very important learning goal. Despite its importance in literacy development and its perceived value as a signal of an accomplished writer, few empirical studies have addressed spelling and use of accent marks. To address this gap, the present study evaluated a step-by-step instructional approach focusing on stress identification, which was delivered in three computer-based training sessions. The sessions consisted of listening exercises containing exaggerated and contrastive stress. Additionally, students received an introductory lesson and two explicit explanations of written accent rules with practice activities. Pre- and post-test results show the instruction effectively improved students' stress identification skills and ability to add written accent marks when appropriate. In addition, results find that the most complex aspect of learning accent use is identification of the stressed syllable. Poor spelling ability can affect students' attitudes toward writing, their fluency, and their self-confidence as writers. Therefore, it is important that SHL learners master correct accent placement through effective instructional procedures.

The effect of computer game assisted teaching on Iranian EFL learners' motivation for learning spelling

The effect of computer game assisted teaching on Iranian EFL learners' motivation for learning spelling

Translational research in education for knowledge mobilisation: a study of use and teacher perception in primary schools in England, UK

In order to achieve the standard expected in the classroom, teachers benefit from continuing professional development that enables access to resources with which to inform their practice. Smith and Helfenbein's “Translational Research in Education: Collaboration and Commitment in Urban Contexts.” In The Collaborative Turn: Working Together in Qualitative Research (2009), edited by W. S. Gershon. Rotterdam: Sense, identified that translational research ‘creates a space for collaborative, co-constructed inquiry that values and utilises the expertise of all stakeholders involved’ (page 91). This paper presents an overview and investigation of a founding model, MESH (Mapping Education Specialist knowHow guides, www.meshguides.org), for translational educational research and knowledge mobilisation in schools and colleges. MESH guides aim to support improved evidence-based and research-informed teaching practice, to in turn improve professional practice for better student attainment. Findings from this qualitative investigation focusing on the use of one MESH guide on the teaching and learning of spelling – in 120 Primary Schools in the South West of England, UK for curriculum development – suggest that teachers value evidence-based resources for curriculum planning and delivery. Furthermore, when resources such as MESH guides are used they do help in planning curricula and lessons and have an impact on both pedagogy, by improving opportunities for learning, and on practice, by reducing planning time. Translational research for knowledge mobilisation in education is shown to give confidence to the teacher through resources that are perceived to be ‘tried and tested’, and can therefore be ‘trusted’ to improve learning.

The influence of graphotactic knowledge on adults' learning of spelling.

Three experiments investigated whether and how the learning of spelling by French university students is influenced by the graphotactic legitimacy of the spellings. Participants were exposed to three types of novel spellings: AB, which do not contain doublets (e.g., guprane); AAB, with a doublet before a single consonant, which is legitimate in French (e.g., gupprane); and ABB, with a doublet after a single consonant, which is illegitimate (e.g., guprrane). In Experiment 1, the nonwords were embedded within texts that participants read for meaning. In Experiment 2, participants read the nonwords in isolation, with or without instruction to memorize their spellings; they copied the nonwords in Experiment 3. In all of these conditions, AB and AAB spellings were learned more readily than ABB spellings. Although participants were highly knowledgeable about the illegitimacy of ABB spellings, the orthographic distinctiveness of these spellings did not make them easier to recall than legitimate spellings. When recalling ABB spellings, participants sometimes made transposition errors, doubling the wrong consonant of a cluster (e.g., spelling gupprane instead of guprrane). Participants almost never transposed the doubling for AAB items. Transposition errors, biased in the direction of replacing illegitimate with legitimate orthographic patterns, show that graphotactic knowledge influences memory for specific items. An analysis of the spellings produced in the copy phase and final recall test of Experiment 3 further suggests that transposition errors resulted not so much from reconstructive processes at the time of recall but from reconstructive processes or inefficient encoding at earlier points.

Proceso de construcción ortográfica de las mayúsculas en Educación Primaria

From the perspective of constructivism, children's learning of spelling is a constructive process involving errors, questions and hypotheses that can be more or less correct. A study was conducted on first and second year primary school children in the province of Toledo (Spain) to assess the different spelling errors related to capitalization. Qualitative and quantitative analyses were performed on the different kinds of texts prepared in didactic workshops. The results and conclusions should help to better understand the children's concepts of spelling norms, and should help to improve their teaching.

Relação entre conhecimento explícito da ortografia e desempenho ortográfico

Aprender a escrever demanda, além do domínio do sistema alfabético, aprendizagem da ortografia. Apesar do caráter convencional e reprodutivo das regras ortográficas, é reconhecido que a apropriação dessas não é um processo passivo. Pesquisas sugerem que o desempenho ortográfico varia em função do nível de elaboração das representações ortográficas do aprendiz. Neste estudo investigamos a relação entre desempenho ortográfico e nível de explicitação do conhecimento ortográfico de 22 crianças da 4ª série do Ensino Fundamental. Estas realizaram três atividades: ditado de frases, escrita com violação proposital da ortografia e entrevista. Os resultados mostram relação entre desempenho ortográfico e natureza da violação da ortografia. As crianças com melhor desempenho ortográfico violaram a ortografia de forma a não alterar a fonologia das palavras, demonstrando também maior conhecimento explícito das regras ortográficas. Esses dados sugerem a importância de introduzir no ensino da escrita atividades que favoreçam a reflexão sobre a ortografia.

Teaching Spelling to English Language Learners

This book sets out to provide answers to three questions: Why is there a problem with teaching and learning spelling? What can be done about it? How can this be accomplished? The Introduction says the book aims ‘to present a fresh and effective methodology for spelling improvement along with the activities to help students who struggle with English spelling’ (p. 5). It also explains that the book is divided into three parts (briefly: ‘Part A tells us why we have a problem, Part B tells us what we can do about it, and Part C shows how’ (p. 6)) and directs readers to the author’s website: The Spelling Blog at http://thespellingblog.blogspot.com for worksheets, sound files, PowerPoint presentations for use in class, and a list of available resources related to spelling. Some of the website is embryonic, and it does not seem to be updated very regularly, but it is worth a visit; you may find the book offered at a discount, and you will find some of its content there, with comments from other teachers and readers.