Spelling Skills Research Articles

Enhancing Learners’ Spelling Skills with an Interactive Chatbot Facilitator

This study attempted to design an interactive chatbot to function as the facilitator for improving spelling skills and elicit students’ perceptions of using chatbots in the language learning process. To collect the required data, 60 Omani EFL students were divided equally into control and experimental groups, each with 30 students, to collect the necessary data. Three instruments were used to collect the necessary data, including a newly researcher-designed WhatsApp bot, a perceptions questionnaire adopted from Khan et al. [1], and the NorthStar GCC book series to elicit the vocabulary for spelling practice. The findings disclosed that using interactive chatbots in a learning context improved spelling skills among experimental group participants. Learners who interacted with the bot during the treatment period showed favorable perceptions toward its use in learning. Teachers would benefit from using a WhatsApp bot to send extra materials, allowing students to access materials without time and place limitations.

The Effects of Text-to-Speech Dictation on Chinese Elementary Students’ Listening and Spelling Skills at a Primary School in China

The objectives of the study were to investigate the effects of text-to-speech (TTS) dictation on Chinese elementary students’ listening and spelling skills at a primary school and explore Chinese elementary students’ perceptions of TTS dictation on listening and spelling skills. The present study adopted a mixed method. Quantitatively, the two-group pre-test and post-test design were employed. The 74 participants studied in Guangzhou Liwan Puiching Primary School (grade 4). The experimental group of 37 students where the TTS dictation was given as the intervention in the classroom, while the control group of 37 students where instruction was taught only in class. The quantitative data were collected through pre- and post-tests. A semi-structured interview method was used to collect qualitative data on student opinions. The results showed that the experimental group students performed better than the control group after the TTS dictation intervention. The average scores of different items in the experimental group were higher than those in the control group, indicating the impact of TTS dictation on Chinese primary school students' listening and spelling skills. The interview data also reveals that TTS dictation, as an intervention, sparked strong interest among most participants. Many of them reported that TTS dictation had a positive impact on their listening and spelling skills. The findings suggest that TTS dictation not only engaged the students but also contributed to noticeable effects in these key areas of listening and spelling skills.

Sensitivity to Graphotactic Regularities in Elementary School: Development and Contributing Variables.

Graphotactic regularities are statistical regularities governing orthographic systems that children are sensitive to from the start of their literacy learning. The current study observed changes in children's sensitivity to a set of graphotactic patterns across different grades in elementary school and measured the contribution of skills such as expressive spelling, reading fluency, nonverbal reasoning, and receptive vocabulary to children's sensitivity of these graphotactic regularities. One thousand one hundred one French-speaking children in Grades 1-5 completed a writing under a dictation task, a text reading fluency task, and a pseudo-orthographic choice task involving different graphotactic regularities. These regularities fell into two categories: legal versus illegal, which defines the legality of letter strings in French, and frequent versus less frequent, which refers to acceptable letter strings that vary in frequency of occurrence either at the beginning or end of a word. The results of a repeated-measures analysis of variance showed a developmental difference between graphotactic regularity categories. The frequent versus infrequent patterns developed faster than the legal versus illegal patterns until reaching a point of equivalence in Grade 3. At Grades 4 and 5, legal versus illegal graphotactic regularities progressed more quickly while frequent versus less frequent regularities progressed more slowly. Furthermore, generalized linear mixed-model analyses for both types of graphotactic regularities revealed that they were affected by grade, expressive spelling, reading fluency level, and nonverbal reasoning. This study provides evidence of developmental differences in sensitivity to graphotactic regularities according to the type of regularity studied. Reading fluency and expressive spelling skills contribute to graphotactic regularity sensitivity. Higher scores in expressive spelling, reading fluency, nonverbal reasoning, and an older age were related to higher skills in identifying legal versus illegal graphotactic regularities. Such findings can contribute to educational, clinical, and research applications.

The Impact of Morphological Processing-Based Predicate Inflection Intervention on Spelling Accuracy in School-aged Children with Borderline Intellectual Functioning

Objectives: This study aimed to investigate the effectiveness of a morphological processing-based intervention on spelling accuracy in children with borderline intellectual functioning (BIF). Specifically, the intervention focused on facilitating the acquisition and application of predicate inflection rules to enhance spelling accuracy. Methods: Participants included three third-grade students with BIF who met specified selection criteria. A multipleprobe design across participants was employed, encompassing baseline and pre-tests (3 sessions), an intervention phase (12 sessions, including 4 sessions for generalization test), a follow-up test (1 session), and maintenance test (3 sessions). Dependent variables included spelling accuracy and error types. The intervention program was structured with visual aids and contextual examples to provide explicit instruction and guided practice in predicate inflection rules. Results: The morphological processing-based intervention produced significant improvements in spelling accuracy and reductions in spelling errors among the BIF students. Additionally, the intervention demonstrated generalization effects, with students successfully applying learned rules to untrained predicates. Enhanced spelling skills were also maintained in the follow-up phase, indicating the lasting impact of the intervention. Conclusion: This study highlights the potential of morphological processing-based interventions as an effective approach to improve spelling skills in children with BIF, as evidenced by observed performance gains. Further investigation is needed to assess the intervention’s long-term efficacy and applicability across diverse educational contexts and populations.

Analysis of Spelling Errors Among Students of the Department of Arabic Language Studies at Universiti Sultan Zainal Abidin Error Analysis

Spelling has great importance and tremendous status and is the means of correcting correct writing. Despite its great importance, the problem of spelling weakness appears clearly among learners of Arabic for non-native speakers at all levels of education. Therefore, the researcher aimed to analyze spelling errors due to the presence of many obstacles and defects in the spelling skill among students of the Department of Arabic Language Studies in the second semester of the academic stage for the year 2023/2024 at Sultan Zainal Abidin University, Malaysia. To achieve this, she relied on the qualitative-analytical approach to reach the desired goal. Among its goals, she seeks to clarify the extent of students' understanding of the difference between the tied Taa and the tied Haa, and between the tied Taa and the open Taa. From the results she reached after analyzing the data, she concluded that the percentage of differentiating between the tied Taa and the tied Haa was (21.7%), and the percentage of differentiating between the tied Taa and the open Taa was (3.5%)only. Both obtained a very low percentage. Given the results mentioned; The researcher suggested that the study of spelling in Malaysia should start early, i.e. from primary school, to eliminate spelling errors to a large extent in all educational stages, while identifying their causes and developing programs to treat them in order to develop the learners’ language and their ability to write in the manner agreed upon by the language experts. Among her suggestions is also holding an annual spelling competition among students and motivating them with a certificate of appreciation. Keywords: Spelling Error Analysis - University Students

EFFECTS OF TEXTESE ON THE LANGUAGE SKILLS AMONG SENIOR HIGH SCHOOL STUDENTS OF SIARGAO ISLAND INSTITUTE OF TECHNOLOGY A.Y. 2023 – 2024

Textese is a type of informal writing that uses abbreviations, acronyms, and simplified spellings commonly found in text messages and online chats. This study aimed to determine the effects of textese on language skills among Senior High School students at Siargao Island Institute of Technology. Specifically, the research examined the influence of textese on students' spelling, grammar, reading, and writing skills, and explored whether these effects varied based on students' age, sex, academic strand, and frequency of textese use. A quantitative approach was adopted, with 100 students selected via purposive sampling. Data were collected through a validated questionnaire and analyzed using descriptive and non-parametric statistical methods. Results indicated that age and academic strand significantly influenced spelling skills, while no significant differences were found in grammar, reading, or writing skills when grouped by sex. The frequency of textese use significantly affected all four language skills, with higher textese usage linked to greater perceived impacts. Descriptive analysis showed that textese had the most substantial influence on writing skills, followed by spelling, grammar, and reading. Correlation analysis revealed moderate positive relationships among all language skills, suggesting their interrelated nature. The study concluded that textese primarily impacted students' writing skills, highlighting the need for interventions to help students distinguish between informal textese and formal academic writing. Recommendations included targeted educational programs that reinforced language standards and policies aimed at balancing textese use with the development of traditional writing skills. Further research was encouraged to explore the cognitive and sociocultural factors underlying the effects of textese on language skills, particularly spelling and writing abilities.

Exploring the role of interactive games in improving Spanish spelling skills: A Mobile App study

Este estudio tiene como objetivo investigar el impacto de una aplicación móvil especialmente diseñada, GAUBI, en la competencia ortográfica del español por estudiantes de Educación Primaria. Utilizando un diseño cuasi-experimental, se plantea la hipótesis de que GAUBI mejoraría significativamente el rendimiento ortográfico. Además, examinamos la relación entre el tipo y la duración del juego, específicamente los juegos arcade, de investigación y de ficción, y las mejoras en la competencia ortográfica. El estudio involucró a 114 estudiantes españoles de Educacion Primaria, quienes completaron un pretest para establecer su nivel de competencia ortográfica. Tras un período de uso de la aplicación, se administró una prueba posttest para evaluar los cambios en el rendimiento. El contenido de las pruebas pretest y posttest se alinearon con el currículo de Educación Primaria en español. Las pruebas t de muestras emparejadas compararon las puntuaciones de los resultados del pretest y posttest, revelando mejoras estadísticamente significativas en el rendimiento ortográfico, con un tamaño del efecto grande (d de Cohen = 0.80). Los coeficientes de correlación de Pearson exploraron la asociación entre el tipo de juego y los resultados ortográficos, identificando correlaciones positivas significativas para los juegos de "Investigación" y "Ficción", mientras que los juegos "Arcade" no mostraron una relación clara. Estos hallazgos sugieren que los juegos basados en narrativas e investigación son particularmente efectivos para mejorar las habilidades ortográficas. Los resultados apoyan el uso de la gamificación, especialmente a través de juegos colaborativos y ricos en narrativas, como una estrategia beneficiosa para practicar la ortografía en español.

Developing Grade 2 Spelling Ability Using the Integrated CIRC Collaborative Learning Technique and Multimedia

The purpose of the study was to examine the effectiveness of multimedia integrated CIRC learning management plan on grade 2 students’ spelling ability. The research employed a one-group experimental design in which a learning management plan based on CIRC principles, with the integration of multimedia, was used as the main intervention. The participants included 30 grade 2 students selected through clustered random sampling in a suburban province of Thailand. The study utilized a learning management plan comprising eight sub-lesson plans, as well as a spelling test of 30 multiple-choice items. The results analyzed using mean scores, standard deviation, percentages, learning management effectiveness (E1/E2), and a paired samples t-test. The findings revealed significant improvement in students' spelling abilities, with the effectiveness of the learning management plan reaching 84.22/88.77, exceeding the predetermined criteria of 75/75. This study contributes to educational research by demonstrating that multimedia-integrated CIRC is an effective approach for enhancing spelling skills in young learners.

Using Digital Games For Developing English Spelling Skills of Primary Students

Using Digital Games For Developing English Spelling Skills of Primary Students

Beyond Individual Tests: Youths' Cognitive Abilities, Basic Reading, and Writing.

Broadly, individuals' cognitive abilities influence their academic skills, but the significance and strength of specific cognitive abilities varies across academic domains and may vary across age. Simultaneous analyses of data from many tests and cross-battery analyses can address inconsistent findings from prior studies by creating comprehensively defined constructs, which allow for greater generalizability of findings. The purpose of this study was to examine the cross-battery direct effects and developmental differences in youths' cognitive abilities on their basic reading abilities, as well as the relations between their reading and writing achievement. Our sample included 3927 youth aged 6 to 18. Six intelligence tests (66 subtests) and three achievement tests (10 subtests) were analyzed. Youths' general intelligence (g, large direct and indirect effects), verbal comprehension-knowledge (large direct effect), working memory (large direct effect), and learning efficiency (moderate direct effect) explained their basic reading skills. The influence of g and fluid reasoning were difficult to separate statistically. Most of the cognitive-basic reading relations were stable across age, except the influence of verbal comprehension-knowledge (Gc), which appeared to slightly increase with age. Youths' basic reading had large influences on their written expression and spelling skills, and their spelling skills had a large influence on their written expression skills. The directionality of the effects most strongly supported the direct effects from the youths' basic reading to their spelling skills, and not vice versa.

The Longitudinal Impact of the COVID-19 Pandemic in Italy: Literacy Acquisition in Low-SES/High-SES Monolingual Children and Low-SES Bilingual Children

In the present study, we applied a two-year longitudinal design to examine the reading and spelling acquisition of primary school students during the COVID-19 pandemic crisis among three groups with different linguistic conditions and socioeconomic status (SES): low-SES and high-SES monolinguals, and low-SES bilingual children (minority language). Reading speed and spelling errors were examined at the beginning of second grade in fall 2019 (pre-pandemic phase) and tested again, with standardised tests, two years later in fall 2021 (post-pandemic phase) when children attended fourth grade. The results showed that, on average, all the children increased both their reading speed and spelling skills. With respect to the role of the COVID-19 pandemic on basic literacy, we cannot broadly conclude that it hampered literacy, given that all groups (regardless of their linguistic condition) showed development in reading and spelling. However, it is worth mentioning that, in light of the qualitative comparison to the norm, spelling accuracy is noticeably lower in low-SES bilinguals than in monolinguals, whereas reading speed is comparable to the standardised value and does not differ significantly between monolinguals and bilinguals. The results contribute to the debate on the interaction between SES and language literacy acquisition in minority languages, particularly under unique conditions such as the COVID-19 pandemic.

Working memory training in students with dyslexia: Additional effects to reading and spelling remediation not likely

BackgroundPoor decoding and spelling (literacy) skills have been associated with weak working memory. Aims. The aim of this study was to elucidate the contribution of working memory to literacy progress in students with dyslexia. It has been suggested that working memory can be enhanced by training, which in turn may have a positive effect on reading and spelling abilities (e.g., Peijnenborg et al., 2023). Methods and ProceduresParticipants consisted of a specific group of children with dyslexia and weak working memory skills (n = 62). The effect of Cogmed training on decoding and spelling progress during remediation was investigated using a randomized controlled trial with three research groups (experimental: Cogmed training; active control: fixed computerized training; passive control group). Outcomes and resultsFindings revealed that the Cogmed training enhanced working memory to a rather small extent and that no effects of the Cogmed training on literacy progress occurred over and above the reading and spelling remediation program. Conclusions and implicationsMost likely, Cogmed training does not contribute to literacy development in children with dyslexia. The null results are important information for teachers of this specific group of students, albeit inevitably small samples in intervention studies applied to niche populations increase the risk of type-II errors. Therefore, replication studies are needed.

Enhancing spelling skills in dyslexic primary students: A comparative study of remedial and compensatory interventions in chennai

Learning to spell poses significant challenges for young learners with dyslexia, who often encounter difficulties with phonological awareness and orthographic processing. This study explores the effectiveness of a structured, two-stage intervention aimed at enhancing spelling skills among 25 primary school students in Chennai, Tamil Nadu, whose native language is Tamil. In the initial four-week phase, participants engaged in remedial activities focused on developing phonological and orthographic awareness, essential foundations for accurate spelling. This phase targeted the students’ ability to recognize sound patterns and understand letter-sound associations, providing a base for further learning. In the following sixteen-week phase, the intervention expanded to include compensatory strategies designed to reinforce initial learning and foster a more comprehensive understanding of spelling. This phase incorporated the multimodal learning, combining visual, auditory, and kinesthetic techniques, as well as task-oriented exercises, play-based activities, and gamified methods to make the learning process more engaging and enjoyable. These varied approaches aimed to enhance students’ spelling skills while maintaining their interest and motivation. The study’s findings demonstrated that both the remedial and compensatory interventions had a positive impact on students' spelling abilities. However, while the phonological and orthographic methods helped build essential skills, they required a longer duration to ensure retention beyond the intervention period. Conversely, the integrated, multimodal approach introduced in the second phase resulted in faster and more substantial improvements. This outcome highlights the benefits of a dynamic, interactive approach in supporting dyslexic learners who are acquiring English as a second language, promoting both skill acquisition and engagement.

Problems and prospects of developing spelling skills in schoolchildren with visual impairments in Uzbekistan

This article addresses issues concerning the development of accurate word pronunciation skills in English among students with visual impairments in Uzbekistan. The challenges include a scarcity of Braille literature, discrepancies in word writing and pronunciation between Uzbek and English, confusion stemming from similarities and differences in the Braille-based English alphabet and the Latin-script Uzbek alphabet, as well as a lack of educational materials and the production of essential and supplementary educational literature. The complexities associated with these issues are examined, with particular focus on psychological obstacles faced by students in the same demographic when learning English. Additionally, practical recommendations for enhancing this field will be formulated based on empirical research findings. Special attention is also given to the needs of consumers requiring educational materials for this demographic, adherence to academic standards, and the promotion of a conducive learning environment for students with visual impairments studying English.In addition, the issue of ensuring communication between schoolchildren with visual disabilities and their teachers, as well as assistants aiding in lesson preparation for the same group of students, in creating child-specific dictionaries and educational literature, is being addressed. There is also a need to coordinate the efforts of both state and non-state organizations on international and local levels to support the development of dictionaries and educational materials for teaching English to visually impaired students in Uzbekistan, along with establishing a system for delivering them and the necessary educational equipment

Text Messaging as an Instruction Support on Spelling Performance of the Learners

The purpose of this study was to explore the effect of text messaging on the spelling performance skills of the learners in selected elementary schools. It utilized the descriptive method of research to explore the prevailing or existing condition as to the extent of text messaging and the spelling performance of the learners. The findings revealed in the dictation and written test of the learners that their spelling skills highest frequency was “Good.” Further, the results showed a highly significant relationship between the extent of cellphone use on text messaging and the spelling performance of the learners. However, some of the participants contradicted the views mentioned, according to them, using a cellphone in texting can be used as a tool to enhance the spelling performance of the learners due to the built-in features of grammar and spelling. Therefore, it is concluded that text messaging can be used as a tool to support instruction in the spelling skills of the learners. Further, it is recommended to give full guidance on the proper usage of a cellphone to appropriately correct the learners’ spelling skills.

Targeted Analysis of Common Spelling Errors among Grade Six Pupils

Spelling errors are the most common inaccuracies in the writing of ESL learners. Despite the numerous studies on writing, teaching spelling as a research topic has often been overlooked. The primary objectives of this mixed method study are to describe the common spelling errors of grade 6 pupils of an all-girls school in Metro Manila post-pandemic, identify teaching strategies to minimize spelling errors and propose recommendations for teaching spelling. First, spelling tests and student handwritten essays were analyzed for spelling errors, which were later categorized using Cook’s classification. Second, interviews with Language teachers to identify teaching strategies were held, determining key themes and best practices in spelling instruction. The results indicated that students committed spelling errors mostly by omission, substitution, and insertion, and the strategies to enhance spelling skills include utilizing visuals, engaging students through interactive materials and collaborative activities, and using the words in context. Based on the findings, it is recommended to consider the following in crafting a spelling program: a fundamental list of commonly misspelled words following the rule-based system, a bank of effective strategies to expose students to words in context and engage them for active learning, a continuous assessment of spelling student abilities, and evaluation of the spelling program.

Effectiveness of Visual Attention Span Training on Learning to Read and Spell: A Digital‐game‐based Intervention in Classrooms

AbstractLongitudinal studies on mainstream children and training studies in the dyslexic population suggest that visual attention span (VAS) abilities contribute to reading acquisition. We evaluated to what extent VAS training in beginning readers might enhance later literacy skills. A large cohort of 453 children was followed from the beginning to the end of Grade 1. A first group of students was trained on a custom‐designed digital application—called EVASION—that targeted VAS abilities. Another group used the GraphoGame application, while the third was a “business‐as‐usual” group. A total training time of 10 h was recommended; training was performed during the regular school day, under the sole supervision of teachers. Pre–post intervention assessment revealed higher VAS, higher reading fluency improvement, and higher postintervention spelling skills in the EVASION group. Children who spent more time playing with EVASION improved more in both VAS and literacy skills. In the whole population, VAS enhancement predicted reading fluency improvement and posttraining spelling skills, independently of other reading related skills and of the class effect. The overall findings suggest that training VAS in the classroom might prevent difficulties in learning to read and spell. Evidence for longitudinal effects of VAS training on literacy skills support a causal relationship. In improving multiletter parallel processing, training would translate into better orthographic learning, yielding higher reading fluency and spelling skills.

Dimensionality of Writing Skills in English and Spanish, and the Relations of Language and Cognitive Skills to Written Composition for English‐Spanish Emergent Bilingual Children in Grade 1

AbstractWe examined the relations of language skills (vocabulary, listening comprehension, and oral retell), transcription skills (spelling and handwriting fluency), and domain‐general cognitions/executive functions (working memory and attentional control) to writing quality for English‐Spanish emergent bilingual children in Grade 1. Data were from a convenience sample of 211 children (57% girls; 82% Hispanic, 9.5% White, 4% Asian American children) who were assessed on written composition, vocabulary, listening comprehension, oral retell, and spelling in English and Spanish; handwriting fluency and working memory in English; and attentional control rated by their teachers. Confirmatory factor analysis results showed that writing quality in English and Spanish in narrative and opinion genres was best described as a unidimensional skill. Structural equation model results showed that English oral language, English spelling, and Spanish spelling skills, but not Spanish oral language skill, were independently related to writing quality, after controlling for gender, English learner status, Hispanic status, and enrollment in dual immersion program. The relations of working memory and attentional control to writing quality were indirect, mediated by oral language and transcription skills. These results are discussed in light of theory and in the context of emergent bilingual children in primary grades.

Spelling morphology in Hebrew: Comparing monolingual and bilingual children

AbstractBilingual children are at risk for gaps in literacy in the societal language compared to monolingual peers. However, most research has focused on reading achievement, and only few studies have investigated spelling abilities, with contradictory findings. Here, we compare Hebrew spelling skill and its predictors in bilingual and monolingual elementary school children, immersed in Hebrew as a societal language. Specifically, we examined the morphological elements in Hebrew spelling. Monolingual children outperformed bilingual children in spelling accuracy, in both 2nd and 4th grade. In addition, phonological awareness and morphological awareness were significant predictors of spelling for both groups, but their relative contribution differed across the groups. Finally, even though bilingual children had lower morphological knowledge than monolingual peers, both groups showed the expected developmental pattern of spelling function letters more accurately than root letters. This pattern in Hebrew spelling acquisition is driven by the morpho-orthographic regularities of the language. These results support previous findings emphasizing the role of morphology in Hebrew spelling acquisition, extending them to bilingual children. We suggest that examining the linguistic backgrounds of children and the unique characteristics of the language and orthography are crucial for reaching a nuanced understanding of bilingual spelling acquisition.

The Effects of a Morphological Awareness Intervention on Reading and Spelling Ability of Children With Dyslexia

This paper examines the effects of a morphological awareness intervention on the word reading and spelling skills of Grades 4 to 6 children with dyslexia. Sixteen children in eastern Ontario, Canada, received 20 hours of morphologically oriented instruction spread over 6 weeks and eight served as controls, and all received a battery of reading and spelling tests before and after the intervention. Students were taught the nature of morphology and the types of morphemes, how words could be assembled from morphemes or deconstructed into morphemes to make meaning from print and access the correct pronunciation, and how to use morphology in reading and spelling words. Repeated measures analyses of variance and analyses of covariance indicated that the experimental group showed significantly larger gains than the control group on measures of morphological awareness, morphological decoding, morphological analysis, and morphological spelling. There were no significant effects on word reading (fluency and accuracy) or on standardized spelling measures.