Spelling Skills Research Articles

SPELLING ERRORS OF DYSLEXIC CHILDREN IN TRANSPARENT ORTHOGRAPHY: SPECIFIC DEFICIT OR DEVELOPMENTAL DEALY?

The aim of this paper was to analyze the spelling errors of children with dyslexia, in order to determine whether they have a specific pattern of spelling errors or are simply late in acquiring spelling skills. The sample included 30 children with dyslexiaand 30 spelling-level-matched younger children. The research was conducted in the area of Sarajevo Canton and Tuzla Canton in the period from March to May 2022. The results showed that children with dyslexia make similar patterns of errors as spelling-level-matched group. The obtained results show that children with dyslexia in transparent orthography do not have a specific deficit in spelling, but rather delay in acquiring spelling skills. Key words:dyslexia, transparent orthography, spelling errors, specific deficit, delay.

Teaching RAP Paraphrasing Strategy for Leveling-Up Readers Performance

The visual field of the written word (writing must be seen, spatially mapped) is essentially distinct from the auditory field. We can only read printed material as individuals while we listen as an audience. The body forms and vibrates with the voice, which "disappears the moment it is pronounced," whereas writing "separates the word from the live presentation, where only spoken words may remain". However, writing as speech and writing about speech contribute crucial elements to work, and one might argue that creative writing, which sprang from an oral tradition, not only minimizes the distance between writing and voice but also feeds on their closeness. If speech "disappears," then creative writing maintains its traces alive. According to Richard and Willy (2002), writing is considered an active skill that demands output more than recognition, and hence, Second language writers must take notice of "the higher level skills of planning and arrange and the lower-level skills of spelling, punctuation, and so on". The students are expected to acquire not just the talent of acquiring and arranging ideas but also the art of expressing those ideas in legible prose. Therefore, the messages may be sent effectively.

The Rising Star Scaffolding Guide: Supporting Young Children's Early Spelling Skills

AbstractSupporting early writing skills in pre‐kindergarten lays an important foundation for later writing achievement as well as reading achievement. Specifically, encouraging children to write affords teachers the opportunity to provide scaffolds to improve spelling development. Teachers, however, tend to provide more support than necessary to guide children's early spelling, which may stifle children's opportunities to engage in important thinking that helps them to grow in their literacy knowledge. In this article, we introduce the Rising Star Scaffolding Decision Guide, a step‐by‐step framework for teachers to use when selecting instructional moves to support spelling development while engaging in one‐on‐one writing interactions with children. We describe the types of scaffolds that teachers can use with children, with an emphasis on low‐support scaffolds (RISE) and high‐support scaffolds (STAR). We include examples of teacher–child interactions to illustrate specific scaffolding techniques based on children's writing attempts.

Influence of cognitive abilities on literacy skills in a Korean-Japanese bilingual child with developmental dyslexia.

Some individuals with developmental dyslexia show dissociation in reading skills between languages. The occurrence of dissociation depends on differences in the orthographic characteristics and cognitive demands of languages. This article reports on a Korean-Japanese bilingual and biliterate boy, SJ, with developmental dyslexia (aged 11 years), who displayed dissociation between Korean and Japanese in reading and writing accuracy. This study aimed to discuss possible accounts for the profile of his literacy skills from orthographic and cognitive perspectives. To accomplish this aim, we measured SJ's literacy skills, receptive vocabulary, and cognitive abilities (i.e., phonological skills, naming speed, and visual skills) in both Korean and Japanese. Then, we compared his skills to those of monolingual and bilingual children. In terms of accuracy, his reading skills in Korean did not differ significantly from those of bilinguals, although they were lower than Korean monolinguals. His spelling skills were within the average range for Korean monolinguals and bilinguals. In contrast, his reading and writing accuracy levels in Japanese were low compared to both Japanese monolinguals and bilinguals. Moreover, his reading and writing deficits were more remarkable in Japanese kanji. However, his cognitive profile was similar between languages. Specifically, he showed deficits in phonological skills and naming speed in both languages, as well as deficits in visual skills. These results were explained by the facts that visual skills are one of the significant predictors of reading and writing accuracy in Japanese but not in Korean, and that visual skills are a key in learning kanji. Thus, our case, SJ, supports the cognitive account, namely, the idea that different cognitive demands on the development of literacy skills can cause dissociation in literacy skills (especially in terms of accuracy) in bilingual children.

Improving Students’ English Spelling Ability Through Activity-Based Teaching-Learning for Standard VII

This paper’s problem is improving the spelling ability of Standard VII students of a selected Higher Secondary School in Pune. The primary reasons behind the low ability of spelling highlighted by teachers of the English language are 1. Irregularities in classes/guidance/practice during covid-19 related periods, 2. Lack of interest in practicing spelling due to online and limited classes, and 3. Lack of motivation to work on spelling at home. Studies on improving spelling include Language games, storytelling, activity-based learning, specialized guidance, and so forth. The research methodology consists of identifying an issue with spelling ability, planning ac- activities to improve spelling, implementing/action, and checking the effectiveness of the activities by reflecting on the results. The researcher conducted activities with the help of school teachers. The researcher used activities like word breaks, word journals, personal dictionaries, and dictation with test scores to interpret results. For analyzing data, the researcher used test scores and compared them with two situations, pre-test and post-test conditions of an experiment. Activities implemented were found beneficial to increase interest in getting essential skills in English like spelling and confirmed by the results. Similarly, this study showed significant improvement in spelling using activity-based teaching-learning.

Do learning disabilities in reading, spelling and numeracy have common underlying factors? Evidence from Arabic-speaking children sample

We examined the role of phonemic awareness [PA], rapid naming [RAN], and verbal short-term memory [VSTM], phonological verbal fluency (PVF) along with literacy related skills (letter naming and orthographic knowledge) in reading, spelling, and numeracy performances. The study was carried out on a sample that consists of 245 native Arabic children of grade 1 and 2. The results showed a significant effect of Group on PA, RAN, VSTM, PVF, and letter naming and orthographic knowledge. There is also a comorbidity effect on PA and orthographic knowledge. The regression analysis indicated that PA and orthographic knowledge are the strongest predictors of the three academic outcomes, whereas VSTM, PVF and RAN displayed less predictive relationships with reading, spelling and numeracy. The results suggest that there are a number of underpinning factors that are linked to PA and orthographic knowledge, which are also accounted for a comorbidity condition between literacy and numeracy.

Spelling and writing skills in minority-language bilingual children exposed to a transparent orthography: multilevel profiles and concurrent predictors

ABSTRACT Many studies have explored how Language-Minority Bilingual Children (LMBC) read and comprehend, while the way they learn to spell and write has received less attention. This study aimed to assess a comprehensive profile of spelling and writing skills in LMBC, comparing performances of 4th and 5th grade bilingual (n = 74) and monolingual (n = 131) children in word and nonword reading and multilevel spelling and writing tasks (word, nonword and passage dictation, and written narrative production). Furthermore, we explored the role of linguistic and cognitive predictors (nonverbal Intellectual Quotient, verbal knowledge, morphosyntactic comprehension, nonword repetition) in spelling and writing outcomes. Our findings showed that, overall, LMBC did not reach a monolingual-like proficiency in spelling by the end of primary school, while they were similar to monolinguals in reading tasks and were able to produce written narratives with adequate macrostructure, syntactic complexity, and lexical variety. Moreover, morphosyntactic comprehension predicted spelling in both groups. Nonverbal intelligence and verbal knowledge predicted spelling skills only for the bilingual group. With regards to writing skills, morphosyntactic comprehension emerged as a predictor exclusively in the bilingual group. These results are discussed with reference to educational and clinical implications.

Using Sound Walls to Promote Independent Spellers

Improving students’ spelling proficiency can increase their reading performance. Unfortunately, many students with specific learning disabilities in reading struggle with spelling. These students are often served in general education settings and provided with limited support for spelling. Recently, however, teachers have begun to incorporate sound walls—a visual representation of the connection between letter sounds (phonemes) and letters (graphemes)—as a tool to promote spelling and other literacy-related skills. This article provides information on what sound walls are, how they differ from word walls, and guidance on how to incorporate sound walls within a structured approach to literacy.

Use of mobile technology in the development of cognitive skills of high school students with special educational needs

Mobile technology can help personalize instruction and enhance generic and specific learning skills for students with special educational needs. This study examines the effects of a technology intervention strategy on the attention/concentration and spelling skills. Participants were students with permanent and temporary educational needs attending secondary schools in Chile. A pretest-posttest experimental design with a control group was adopted. 73 students participated, under three conditions: a) control group, with a printed guide-based strategy and without the use of technology, b) an experimental group with a computer-based strategy, and c) an experimental group with an iPad-based strategy. Analysis of Variance was used to compare the means of the three groups. The results show that the iPad-based strategy obtained significant differences compared to the other conditions. It is concluded that iPad mobile technology can improve both the generic attention/concentration skills and the specific spelling skills in students with special educational needs.

FORMATION OF SPELLING KNOWLEDGE AND SKILLS OF STUDENTS IN THE PROCESS OF PERFORMING MENTAL ACTIONS

In this article, we used methods of analysis, synthesis, comparison, and systemization. The generalization of theoretical positions of scientific work has been developed and the feasibility of the study of the selected problem has been demonstrated; based on a modern methodology, theoretical and methodological principles and specificities of linguistic norms and rules in the production of practical skills and skills from the Ukrainian language in the fifth-grade students are substantiated.An effective method of their formation is proposed, the components of which are defined: innovative approaches, general-practice, and lingua didactic principles, the use of didactic material, the study of spelling of the Ukrainian language as a dynamic system, the assimilation of spelling norms based on knowledge about the structure of the word, systematic assimilation of spelling material, a skillful combination of theory and practice in learning, the selection of effective exercises, methods, and techniques that will increase the literacy of five-graders. It was established that when learning language material and developing language skills, students need to name new terms, update the content of the grammatical concepts that they already have, so that, by merging them, forming a new rule. Specific examples of this approach are given when studying the suffix (“a significant part of the word that stands at the root and serves to create new words”). It is emphasized that this rule should be formulated completely, precisely, without rotation, using accepted motivation. The role of additional questions has been highlighted in studying the substance of itsformulation. It is determined that among the most effective ways of conscious mastery of grammatical concepts and rules is the reception of comparison, which develops logical thinking, teaches to highlight their characteristic features in comparing phenomena.The expediency of using such a technique as comparing certain grammatical phenomena with the corresponding rules, such as to find in the text presented in visual or auditory form, spellings studied in order to avoid possible spelling mistakes is proved. As a result of the conducted research, it was found out that the collective understanding of the studied linguistic material in the lesson promotes a better understanding of the mastered terms.
 Keywords: spelling; grammar; orphogram and rules; spelling skills and abilities; cognitive activities; word structure; prefix; suffix; derived and non-derived words; comparison.

أثر برنامج تعليمي في تنمية بعض المهارات الكتابية والإملائية لدى طلاب الصف الرابع الأساسي

This study aimed to reveal the effect of an educational program in developing some of thewriting and spelling skills of the fourth grade students, and the study used the quasiexperimentalapproach, and the study sample consisted of (55) students who were chosen bythe intentional method, they were distributed into two experimental groups consisting of (27)students. And a control group consisting of (28) students, and to achieve the goal of thestudy, an educational program was designed, and a list of the most important writing andspelling skills appropriate for the fourth grade was prepared. Statistics in the development ofwriting and spelling skills attributed to the method of teaching in favor of the experimentalgroup that learned using the educational program, with a large effect, and in light of theresults, the study recommends using educational software in teaching Arabic language ingeneral, especially the skill of writing and spelling.

Auditory Experience, Speech Sound Production Growth, and Early Literacy in Children Who Are Hard of Hearing.

Children who are hard of hearing (CHH) are at risk for literacy difficulties. Speech sound production is related to literacy skills in typically hearing children. Speech sound production abilities can also be markedly weak in CHH due to inconsistent access to the speech signal. We longitudinally examined relations between auditory experience, speech sound production abilities, and literacy (i.e., nonword reading and spelling in second grade) in CHH. Participants included 166 CHH. All participants used hearing aids (HAs). Auditory experience is a weighted measure of the number of hours of daily HA use and the amount of audibility with and without their HAs. Children's speech sound production was tested 2-3 times between the ages of 3 and 9 years. At age 5 years and again in second grade, children were tested on a battery of language and literacy measures. Auditory experience was significantly correlated with speech sound production abilities, but age at HA fitting was not. Speech sound production abilities at age 5 years did not predict nonword reading in second grade but did predict spelling skills in second grade. Our results support the importance of auditory experience and speech sound production for later literacy abilities. Specifically, we found that speech sound production abilities and print knowledge at age 5 years are related to second grade spelling outcomes. Interestingly, we found that morphological knowledge at age 5 years was more predictive of decoding in second grade than was speech sound production. Although there are multiple factors that contribute to literacy success, our results underscore the unique contributions of speech sound production abilities in CHH.

Contribution of oral narrative textual competence and spelling skills to written narrative textual competence in bilingual language-minority children and monolingual peers.

This study investigates the developmental pattern and relationships between oral narrative textual skills, spelling, and written narrative textual skills in monolingual and bilingual language-minority (BLM) children, L1-Chinese and L2-Italian. The aims were to investigate in monolingual and BLM children: (1) the developmental patterns of oral and writing skills across primary school years; (2) the pattern of relationships (direct and mediated) between oral narrative textual competence, spelling skills, and written narrative textual competence with age and socio-economic status (SES) taken under control. In total, 141 primary school children from grades 2 to 5 in Central Italy (44% BLM, 56% monolinguals) aged between 7 and 11 years (M-age = 8.59, SD = 1.13; 41% girls, 59% boys) obtained scores for oral and written narrative textual competence, spelling accuracy in dictation, and written texts. One-way ANOVA and ANOVA with robust method (Welch test) analyses and Bonferroni’s correction showed that BLM children had poorer spelling skills in dictation and written narrative textual competence (i.e., text structure) than their monolingual peers. After preliminary correlation analysis, the results of hierarchical regression showed that the relationship between oral and written narrative textual competence is completely mediated by spelling accuracy in BLM children. These results suggest that adequate performance in written narrative textual competence depends on adequate spelling accuracy in writing stories. The Sobel test verified the power of this mediation. In monolinguals, the strongest predictor of written narrative textual competence is oral narrative textual competence. This relation is stronger in older children whose spelling skills are automatized. The identified pattern of relationships shows a complex network of oral and written processes. The scarce spelling skills characterizing BLM children may explain why spelling skills determine a low written narrative textual level. Scarce spelling skills absorb cognitive resources, hindering high-level cognitive processes that regulate narrative production. In monolinguals, the medium of writing does not impact narrative textual competence. Children’s oral narrative textual competence easily transfers into their written narrative productions. These findings have implications for the assessment and instruction of literacy skills in young BLM children and their monolingual peers.

The Contributions of Cognitive Abilities to the Relationship between ADHD Symptoms and Academic Achievement.

The main objective of this study was to examine whether increased levels of inattentive (INA) and hyperactive/impulsive (H/I) behaviours were associated with lower scores on standardized tests of achievement in basic reading, spelling, and math skills, after accounting for certain known background risk factors and cognitive processes. Clinical assessment data from a rigorously diagnosed, stimulant-medication-naïve sample of 354 elementary school-aged children experiencing academic difficulties and behavioural symptoms of inattention and/or hyperactivity/impulsivity were analyzed. Although higher scores of INA were significantly associated with lower scores in reading, spelling, and math, these associations did not persist when cognitive variables were added to the models. H/I was associated with math achievement, along with cognitive and background variables. Overall, cognitive variables accounted for the majority of the variance across basic reading, spelling, and math skills. Additionally, the only background demographic variables associated with academic achievement were age and sex for spelling and math. This finding highlights the importance of looking beyond observable INA and H/I behaviours to determine the underlying factors influencing academic achievement. Accurate identification of deficits in specific academic skills and the underlying factors influencing achievement in these skills are essential components in determining appropriate recommendations and targeted interventions.

Computer-based screening test of Dyslexic High School Students in Greece

The diagnosis of dyslexia is made by mainly taking into account the reading skills of the child. Screening for dyslexia, on the other hand, is an initial useful indicator before diagnosis. Recently, various types of software have been created in order to screen Dyslexia. The main advantage of this kind of software is the creation of a pleasant environment for the user, while they achieve more accurate results in less time, in contrast to the classic clinical trials. The aim of this study was to create, for the first time, an online software for screening dyslexia in Greek High School Students. For that purpose, the software «DysCreTe» was created, which consists of nine tests that assess children in reading, spelling, arithmetic and cognitive skills. Our research design consists of random sampling and application to both typical developed and dyslectic children in order to analyze the results and investigate if children with dyslexia will show significant differences both in the mean scores and also in the time of completion of all tests. According to our results, students with dyslexia lagged significantly compared to the typical developed ones. Consequently, the online software «DysCreTe» is a useful tool to screen dyslexia in Greek High School Students.

How Can Orthographic Representations in Arabic Contribute to Phoneme Awareness Development?

The contribution of the orthographic representations to the development of phonemic awareness in Arabic was tested among 289 native Arab readers from the second, the fourth, and the sixth grade. Phonemic awareness was tested by using two phonemic segmentation tasks: words and pseudowords. The participants' words and pseudowords reading and spelling skills beside to orthographic knowledge were tested also. The results revealed that the accuracy levels of phoneme segmentation of words were higher than pseudowords for all ages. In addition, the results revealed that the pseudowords reading skills and the orthographic knowledge contributed significantly to the phoneme segmentations of words and pseudowords. The results were discussed in light of the assumption that in transparent orthographies, such like Arabic, the grain size of phoneme awareness development is contributed by capturing the correspondences between the phonology and the orthography and the orthographic representations development.

How accurate are teachers and support specialists when judging students' literacy skills? Special educational service as an external factor influencing judgements.

The aim of the study was to examine the accuracy of Estonian teachers' and support specialists' judgements of students' spelling skills and reading fluency and to investigate the provision of special education services to students as a factor influencing teachers' judgements. The sample included 11 classroom teachers, 8 support specialists, and 187 third-grade students. The judgements were collected using scales, and students' literacy skills were assessed using group and individual tests. The results indicated that judgements of reading fluency were less accurate than those of spelling skills. In addition, the provision of special education services influenced teachers' judgements, directing them to identify students in need of help, even if the teacher did not initially assign the student to the low-skilled group. Unexpectedly, teachers' judgements of the skills of students receiving special education services were slightly more accurate than support specialists' judgements.

Methods of teaching Russian spelling rules to Turkish students: The case of Ağrı Ibrahim Çeçen University

Rusçanın yabancı dil (RYD) olarak öğretilmesinde öğrencilerin iletişim kurma, metinler oluşturma, metinleri anlama ve mesleki faaliyetler yürütme becerisi gibi iletişimsel yeterliklerinin geliştirilmesine daha çok dikkat edilmiştir. Rusçada her türlü konuşma etkinliğinin öğretimi – okuma, yazma, konuşma, dinleme – özel egzersizler kullanılarak belirli bir sistem oluşturulmuştur. Yazılı iletişimin yaşam alanları için önemini kabul eden RYD olarak öğretim yöntemleri, Türk öğrencilerin yazma becerilerinin oluşmasına ve geliştirilmesine de imkânlar sağlamıştır. Yazılı konuşma, öğrenme sürecinde ustalık düzeyinin göstergelerinden biri olmasına rağmen Rusça yazım kurallarını öğrenmeye yeterince dikkat edilmediği görülmektedir. Türk öğrenciler dinleme ve okuma sürecindeyken Rusça konuşmaya hâkimlerdir, bu nedenle kelimenin yazımını hatırladıklarına ve yazarken hata yapmadıklarına inanılmaktadır. Sınıfta yazım kuralları çalışması yapmak için yeteri kadar zaman bulunmamaktadır. Türk öğrencilere Rusça yazım kurallarını öğretme yöntemi, öğrencilerin yazım becerilerinde ustalaşmaları için acil bir ihtiyaç olmasına rağmen geliştirilememiştir. Kanaatimizce yazım becerilerinin oluşması ve geliştirilmesi ile ilgili çalışmalar dilbilimsel koşullar dikkate alınarak yapılmalıdır. Yazım normlarına hâkim olma süreci kelimelerin mekanik olarak ezberlenmesinde değil, bilinçli bir temelde olmalıdır. Öğrencilere yazım kurallarına başvurmanın gerekli olduğu gösterilmelidir. Türk öğrenciler için yazım kuralları başkasının ifadesini anlama ve kendi sözlerini oluşturma yeteneği de dâhil olmak üzere uygulanan iletişimsel yetkinliğin gelişiminin göstergesi olduğu için yazım çalışmaları metne güvenerek yapılmalıdır. Rus dili derslerinde sunulan herhangi bir metin yazım becerilerini geliştirmenin bir yolu olabilmektedir. Yazma çalışmaları derslerde iletişimsel yetkinliğin başarılı bir şekilde oluşturulmasına katkıda bulunduğundan yazım üzerinde bilinçli ve tutarlı bir şekilde çalışmalar yapmak gerekmektedir. Bu nedenle Türk öğrencilere Rusça yazım öğretme yöntemlerini geliştirme çalışmaları ısrarlı bir şekilde sürdürülmelidir.

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.

The Impact of the Use of Slang on the Use of Standard Indonesian Among the Students of Al-Ulum Islamic Junior High School in Al-Ulum Terpadu

This mini-research aims to find out what happens in the environment of students when using good Indonesian for daily conversation among students of Al-Ulm Terpadu Islamic Junior High School. -Urum integrated Medan. Especially those related to students' speaking, listening, writing and reading skills. Data was collected using a questionnaire and a description test given to each respondent. In this study, we used qualitative research methods, which are natural research designs, in the sense that the researcher does not manipulate the research environment or investigate phenomena. From the results of the questionnaire distributed, it appears that some students have admitted that there are no spelling or grammar rules on social media websites. This makes it even more difficult to distinguish communication on social networks from the real world. This of course affects spelling and grammar skills at school. I also know slang and accusations from social media. It undermines the spelling and grammar of our writing skills.