Orthographic Competence Research Articles

Computer-Mediated Communication and Orthographic Competence: A Linguistic Pattern Analysis among Senior High School Students

Computer-Mediated Communication and Orthographic Competence: A Linguistic Pattern Analysis among Senior High School Students

English Code-Mixings in WhatsApp interactions among Spanish adolescents and their orthographic competence

Aims: The widespread use of computer-mediated communication (CMC) among adolescents has favored the creation of a newly written code called digitalk. This new code includes, among other characteristics, the use of foreign words as textisms, mainly anglicisms. These textisms also serve as a mark of identity among young speakers. The aim of this paper is twofold: first, to describe which are the more frequent anglicisms used by Spanish adolescents in their CMC and the code-mixing pathways of inclusion; second, to examine the possible influence between the use of anglicisms in the CMC of Spanish adolescents and their orthographic competence. Method: Based on an exploratory methodology, a corpus of interactions through WhatsApp of a group of adolescents attending Compulsory Secondary Education in a region of southern Spain has been analyzed. Data analysis: Sketch Engine software was used for corpus analysis, presenting the normalized frequency (1/1,000) of textisms, misspellings, and multimodal elements. Finally, for the descriptive statistical analysis of the data and for the bivariate correlation analysis applying Pearson’s coefficient, IBM SPSS v.26 software was used. Findings: The results indicate that young people use English Code-Mixings (ECM) as discursive framers with an expressive aim and as a sign of belonging to a specific community of speakers. Moreover, no positive correlation is observed between the use of these ECMs and a lower orthographic competence. Implications: ECMs show an important pragmatic function in CMC among Spanish adolescents. Furthermore, they are one of the elements that have been incorporated into the digital norm of Spanish and can be used in Compulsory Education as a resource for the acquisition of communicative competence in adolescents along with other textisms. Originality: This is the first research that analyzes the frequency and function of anglicisms in Spanish CMC and their impact on the orthographic competence of Spanish adolescents.

THE FRENCH ORTHOGRAPHY THROUGH THE EYES OF THE FRENCH: HISTORICAL, PSYCHOLOGICAL AND DIDACTIC ASPECTS

In this article, we have analyzed some recent publications in the French mass media that concern the issue of the historical development and the present state of the French orthography which is not without reason considered to be complicated. It is noted that when teaching French and French-speaking culture, the approach to problems related to the orthography should ultimately form in pupils and students not only the imperative for constant attention in the process of writing, but also an understanding of the modern linguistic and sociocultural reality: the French orthography is the result of certain linguistic, historical and political processes, a fact and an accomplishment of French-speaking civilization, a phenomenon that reflects a certain mentality and that deserves an unconditional respect, a friendly attitude and a willingness to accept the recommendations offered by scientists in the French-speaking world. It has been accentuated that it is desirable for pupils and students to get acquainted, in general or in depth, with the attitude of speakers of the French language and French-speaking culture – linguists, journalists, writers, artists, and educators in particular – to the specified problems. In the article the consequences of the French perception of the French language in general as a statebuilding factor and the orthography in particular as a cultural heritage that requires unconditional preservation under the French Academy have been highlighted. Some historical facts that caused the complexity of the French orthography have been given. The trends characterizing the situation in the formation of orthographic competence in the French school and the influence of orthographic competence on the professional career of the French have been specified. The factors contributing to the degradation of orthographic skills and the prospects for further reform of the French orthography have been analyzed. The possibilities of using dictation as the main means of formation and quality control of orthographic skills have been illustrated.

Pre-service Teachers’ perceptions on instant messaging and orthographic competence


 
 
 This work examines the perception held by pre-service teachers of Spanish in Chile and Argentina of the digital written norm in IM, together with their opinion regarding the influence of textisms on secondary students’ acquisition of orthographic competence. The study uses a transactional approach based on surveys and uses and applies a descriptive non-experimental design. Results, when compared with studies for the European Spanish variant, showed that pre-service teachers in Chile and Argentina considered use of textisms as harmful to secondary students’ development of orthographic competence, despite their own frequent use of textisms. However, one of the main findings is a certain degree of tolerance of specific types of textisms in digital writing, as was a more integrative approach to those written variables on the part of participants in Argentina.
 
 

Formation of Orthographic Competence in Future Primary School Teachers during Language Training in Higher Education Institutions

The article is dedicated to the orthographic competence of future primary school teachers. The purpose of the study is to develop and test the model of orthographic literacy formation in future primary school teachers, as well as define the pedagogical conditions that facilitate the efficient operation of the model in the context of the educational process in a higher education institution. The study utilizes the competency-based approach, the systemic approach and the linguodidactic approach. Through the competency-based, systemic and linguodidactic approaches, the theoretical-methodological strategy for forming the orthographic competence in future primary school teachers has been defined. The model of developing this component of linguistic competence has been developed and tested. A set of pedagogical conditions that ensure the efficient operation of this model has been experimentally tested. During the analysis of the scientific-methodological literature, the features of forming the orthographic competence in future primary school teachers have been defined. As a result of the experimental work, it has been proven that the implementation of the developed model and the adherence to certain pedagogical conditions facilitate the formation of orthographic competence in future primary school teachers. The experiment has proven that certain pedagogical conditions are efficient and the created model of orthographic literacy formation in future primary school teachers ensures the readiness to use the theoretical material in practice as well as the consistent motivation for further learning.

Funciones y criterios lingüísticos para el uso de la coma en la Ortografía académica (2010)

The RAE and the ASALE published their Ortografía de la lengua española in 2010, where, among other orthographic rules, the use of punctuation marks is established. The orthographic competence for the use of these signs, particularly in the case of the comma, requires a complex linguistic (prosody, morphosyntax, semantics, discourse analysis, etc.) and extralinguistic know-ledge on the part of its users. In view of such complexity, this article seeks to conduct a critical review of the main functions of the comma and the criteria followed in the aforementioned work to establish the rules for comma usage.

РОЗВИТОК ІНШОМОВНОЇ КОМУНІКАТИВНОЇ КОМПЕТЕНЦІЇ МАЙБУТНІХ ВЧИТЕЛІВ ІНОЗЕМНОЇ МОВИ ЗА ДОПОМОГОЮ МЕТОДУ ІНТЕЛЕКТ-КАРТ

The article deals with the issues of applying mind maps to develop foreign language communicative competence in training future foreign language teachers. According to the Common European Framework of Reference for Languages, Communicative Competence is divided into: Linguistic Competence: it refers to the ability of producing utterances in an efficient way in all its grammatical levels. It includes such competences as: lexical, grammatical, semantic, phonologic and orthographic competence. Sociolinguistic Competence: it is the ability of understanding and producing different utterances in different contexts of use where different factors play an important role, such as the relationship between participants, their situation, etc. Aspects to take into account here are social relationships markers, politeness norms, popular wisdom expressions, register differences, dialect and accent differences, etc. Pragmatic Competence: It makes reference to the ability of acting efficiently in a language taking into account grammatical forms and meaning to complete a text in different communicative events.One of the effective methods for the development of foreign language communicative competence is Mind Mapping. The Mind Mapping process involves a unique combination of imagery, colour and visual-spatial arrangement which is proven to significantly improve recall when compared to conventional methods of note-taking and learning by rote. The mind map format is becoming an alternative to the traditional way of making notes, storing large quantities of educational information by a student for further use. Mind maps are graphically expressed processes of multidimensional thinking; they show the hierarchical interrelation of ideas. They’re great for team use, as well as for all types of speech activity.Application of mind maps is fully efficient for the development of foreign language communicative competence in training future foreign language teachers.

Формування в здобувачів початкової освіти орфографічної компетентності на уроках української мови

In the article there have been done the attempt to generalize the concept of orthographic competence as ability to use rules, and consequently faultlessly to write all words with orthograms, that is not checked up. In the process of forming of vigilance of spelling it follows to adhere to such stages: to acquaint junior schoolchildren with basic orthographic concepts; on the basis of their to form orthographic abilities; to teach to write words with orthograms, that is not checked up; to teach to call to certificate editions (spelling dictionary); to create a necessary educational environment. Acquisition by the bread-winners of primary education of orthographic competence, in particular orthographic vigilance, undoubtedly, is one of main. From that, as far as skills of spelling will be proof for junior schoolchildren, their further studies and comfort educational environment depend, capacity for communication. Two ways of capture skill of spelling in psychological and methodical literature are described. First – as a process slow piling up of visualizations of words because of the of long duration mechanical writing; the second way of forming of orthographic competence is related to work of thinking, implementation of different types of linguistic analysis, realization of rules of spelling. Orthographic vigilance develops gradually and formed as a result of permanent reiterations by the junior schoolchildren of certain actions. During the systematic training to the action automatized and become part of orthographic skill. By the no less important means of forming of orthographic vigilance of junior schoolchildren on the lessons of Ukrainian, to our opinion, there is the correct and timely forming of concepts about orthograms. Thus making of ability to find orthograms is the first stage in the studies of spelling that has the methodology and special exercises. Drawn conclusion that gradually diminishing the role of realization of own actions, rolling up of mental operations and perfection of this process, it is possible to provide the high level of literacy of bread-winners of initial educations. Keywords: bread-winners of primary education, orthographic vigilance, orthogram, exercises, are on forming of orthographic vigilance, literacy of junior schoolchildren.

The supramarginal and angular gyri underlie orthographic competence in Spanish language

Orthographic competence allows automatic word recognition and reading fluency. To elucidate how the orthographic competence in Spanish-speaking adults might affect the neurofunctional mechanisms of visual word recognition, 32 young adults equally divided in two groups (HSS: High Spelling Skills, and LSS: Low Spelling Skills) were evaluated using fMRI methods, while they performed an orthographic recognition task involving pseudohomophones. HSS achieved significantly more correct responses and lower reaction times than LSS. Interestingly, LSS showed greater activation in the left angular and supramarginal regions with increased bilateral activation pattern in the inferior frontal gyrus, and the anterior temporal and posterior parietal regions. In contrast, HSS showed a more left-lateralized pattern over these regions along with higher activation of the anterior cingulated gyrus for misspelled words. Results suggest that the differences found in cortical activation patterns might be explained by the higher degree of specialization for word recognition in HSS, a group of participants that due to their greater orthographic skills require less engagement of processing resources to succeed in the task.

Testismi, messaggistica e didattica dell'italiano: percezioni degli studenti universitari

This study analyses the perception of the norm used in text messages among Italian university students, and its effects on the acquisition of orthographic competence in adolescent speakers. 107 graduate students from 48 provinces participated in the survey. Data were collected administering a 39 item ad hoc questionnaire. An exploratory factor analysis was conducted to gather construct validity of the developing instrument. The classification for italiano digitato textisms is confirmed by psycometric properties. The qualitative analysis showed a high degree of rejection in the educational context, although this writing norm was not considered as prejudicial to texts drafted by the participants of the study. The results revealed that the participants have a negative assessment of textisms related to the graphic and phonological level, while they accept textisms related to lexical and semantic level. Also, the dialectalisms are confirmed as relevant textisms in Italian digital writing.

The relationship between oral and written narratives: A three-year longitudinal study of narrative cohesion, coherence, and structure.

The relationship between oral language and the writing process at early acquisition stages and the ways the former can enhance or limit the latter has not been researched extensively. The predictive relationship between kindergarten oral narrative competence and the first- and second-grade written narrative competence was explored in a 3-year longitudinal study. Among the first and second graders, the relationship between orthographic competence and narrative competence in written productions was also analysed. One hundred and nine Italian children participated in this study. Kindergarteners produced an oral narrative, whereas the first and second graders produced a written narrative. The oral and written narratives were analysed in terms of cohesion, coherence, and structure. The first-grade orthographic competence was assessed via a dictation task. Multiple linear regression and mediational analyses were performed. Kindergarten oral narrative competence affected the first- and second-grade written narrative competence via a mediational effect of orthographic competence. The results suggest the importance of practicing oral narrative competence in kindergarten and first grade and the value of composition quality independent of orthographic text accuracy.

Orthographic competence among multilingual school children: writing Moroccan Arabic in France

This paper presents children's writing in their vernacular family language, Moroccan Arabic. It first provides some background to the family and school literacies of nine-year-old children of Moroccan Arabic (MA) background growing up in France with French literacy practices at school and Written Arabic literacy practices in the home. The paper then presents the results of an orthographic analysis of the children's attempts to write their vernacular family language, MA, an Arabic dialect not generally used for written purposes. When writing MA for the first time, the children have to rely on the implicit and explicit knowledge of the writing systems they have already acquired, namely, French, the language of schooling, and Standard Arabic which is regularly present in the home, although the children's competence in it is limited. The children's writing in Moroccan Arabic is highly structured and shows how the children harness French orthographic rules to conceive the new writing system.

Left hemisphere specialization for word reading potentially causes, rather than results from, a left lateralized bias for high spatial frequency visual information

There is considerable evidence showing that efficient visual word recognition relies on high spatial frequency (HSF) visual coding in the left posterior fusiform gyrus. But whether the bias for HSF in the left hemisphere (LH) causally contributes to the LH superiority for word recognition or possibly results from it remains unknown. To assess whether the lateralization for HSF information exists prior to the left lateralization for reading, we used a divided-visual field task to examine the LH bias for orthographic processing and for HSF Gabor patches in young children (mean age 4.5 years) with variable letter knowledge, and in adults. If LH specialization for orthographic processing results from a pre-existing HSF bias in the LH, then LH specialization for HSF information should be evident even in those young children with minimal, if any, letter knowledge. The adult participants showed the predicted LH lateralization for both HSF information and word recognition. Neither of these hemispheric biases, however, was statistically significant in the group of young children. Further investigation, however, revealed a correlation between these biases such that those children with the somewhat more developed LH advantage for orthographic representations also evinced an LH bias for HSF information. These findings suggest that, rather than serving as a precursor for the LH superiority for word recognition, the LH bias for HSF input might emerge in concert with it or potentially even be a consequence of the acquisition of orthographic competence.

ERP Effects of Word Exposure and Orthographic Knowledge on Lexical Decisions in Spanish

Orthographic knowledge is affected by language processing, which is associated with word exposure. This study used event-related potentials (ERP) to explore this association in Spanish-speaking adults with different levels of orthographic competence (High Spelling Skills: HSS; Low Spelling Skills: LSS) while they performed a lexical decision task on previously exposed words (1 or 5 times). Both groups benefited from the exposure rate, but HSS reached significantly higher correct and faster responses, particularly with repeated words. Word recognition potential (RP) amplitude was higher bilaterally in HSS group, especially with repeated words, while P220 was found to be right-lateralized and sensitive to word exposure. Also, the amplitude of P600 varied as a function of word exposure and positively correlated with reading speed. Results suggest that LSS group is less sensitive to word exposure and fails to automatize strategies to word recognition that affect reading fluency.

FORMATION OF SPELLING VISION IN YOUNGER SCHOOLCHILDREN

The article shows the dependence between the orthographic competence and the primary school students' ability to control their own writing, i.e. their orthographic vigilance.

Dyslexic Subtypes and Literacy Skills in L2 Opaque English

In theory, opaque orthographies should pose more difficulties for people with developmental dyslexia than transparent ones. (Frost, 2005). However, studies (Miller-Guron & Lundberg, 2000; Van der Leij & Morfidi, 2006) show that some people with dyslexia are better at reading L2 English than their L1 transparent orthography. The current study suggests that they have a form of dyslexia known as phonological dyslexia. On the basis of the dual-route model (Coltheart, 2005), it is proposed that membership of a dyslexic subtype - phonological or surface - influences success in dealing with orthographic depth. To test this, Dutch teenagers with phonological and surface dyslexia performed Dutch and English orthographic competence and spelling tasks. The results seem to indicate that people with phonological dyslexia are more successful in reading English as an L2 opaque than Dutch as an L1 transparent orthography; however, in the case of spelling, the reverse pattern is observed.

Dutch dyslexic adolescents: phonological-core variable-orthographic differences

The phonological-core variable-orthographic differences (PCVOD) model [van der Leij, & Morfidi (2006). Journal of Learning Disabilities, 39, 74–90] has been proposed as an explanation for the heterogeneity among dyslexic readers in their profiles of reading-related subskills. The predictions of this model were investigated in a sample of 72 Dutch secondary school students (dyslexics and controls). First, the PCVOD assumption was confirmed that phonological processing and orthographic competence are independent contributors to the prediction of reading fluency and spelling. Among the phonological processing tasks, phonological recoding explained substantial unique variance, but not phonemic awareness or rapid serial naming. Next, the dyslexic readers were divided into two subgroups based on high (ORTH+) and low levels (ORTH−) of orthographic competence. Both subgroups performed below controls on all measures tapping phonological processing, reading and spelling but the ORTH+ group performed as well as non-disabled controls on Dutch and English orthographic choice. As predicted by the model, there were no differences between the subgroups on the tasks that depend on phonological processing, with or without reading. There were differences on Dutch word reading fluency and spelling. Furthermore, the ORTH+ subgroup outperformed ORTH− on tasks demanding speeded word processing such as ‘flashed’ presentation. This finding was independent of lexicality (words or pseudowords), language (Dutch or English) or response mode (lexical decision or typing), but restricted to silent reading. This supports the view that the ORTH+ subgroup is better at identifying larger orthographic units. There was no indication of differences between the subgroups in reading experience. Our data, therefore, support the PCVOD model.

Core Deficits and Variable Differences in Dutch Poor Readers Learning English

To examine phonological core deficits and variable orthographic competence, Dutch poor readers were investigated as they began instruction in reading in English (at about 14 years of age). A subgroup of poor readers with good orthographic competence in English (Poor/Good) and a subgroup with poor orthographic competence in English (Poor/Poor) were identified. Verbal and reading tasks in Dutch and English were assessed twice within a 10-month interval, and the scores of the two measurements were combined to gain stability. For both subgroups, we found indications that phonological core deficits and variable differences in orthographic competence transferred across the two languages. However, the Poor/Good subgroup did not show the weaknesses in serial rapid naming and semantic fluency of the Poor/Poor subgroup in both languages. Moreover, the Poor/Good readers were relatively good in reading skills and verbal learning in English. They had a specific reading disability at the phonemic level but also had compensatory skills at the level of syllables and words that help them to acquire English as second language. In contrast, the Poor/Poor subgroup had a more general reading disability, most prominently present in L2. The results are discussed in terms of orthographic differences between Dutch and English, the phonological-core variable-differences model, and "subtypes" of dyslexia.

A Comparison of Components in Word Recognition between Dyslexic and Normal Readers

ABSTRACT Do dyslexic students read words differently to normal students? The present study was designed to examine this question. A group of 19 dyslexic students, 15 years old, was carefully selected from a full cohort of 1250 students. Nineteen normal readers were closely matched on all relevant variables except reading ability. A number of tests were used to assess word‐reading skill, phonological processing, orthographic competence and letter‐processing speed. The separability of phonological and orthographic processes was demonstrated in a multiple‐regression analysis. A path model displayed the differential impact of the factors in the two groups. Phonological ability was the main factor influencing the variance in word reading among normal readers, whereas this factor had no significant role among dyslexics. In contrast, the orthographic factor was the most influential factor in the dyslexics’ word reading.