Spelling Accuracy Research Articles

A Study of the Effectiveness of Student Perception-Based AI Feedback in College Writing Classes

This study examined the educational effectiveness of AI-based automated evaluation feedback tools in college writing courses. Amid active discussions on the use of AI in liberal arts education, the study applied AI automated evaluation tools to actual writing classes and analyzed the results. The findings show that AI feedback positively influenced students' motivation for writing and achieved a high level of satisfaction in areas such as spelling, vocabulary, grammar, and expression correction accuracy. AI automated evaluation feedback helps reduce the feedback burden on instructors and assists them in providing meaningful feedback to students. It is expected that AI-based automated writing feedback tools will contribute to fostering AI literacy. This case study is significant in that it offers insights for effectively incorporating AI automated evaluation feedback into college writing courses.

Assessment of EFL Teachers' and Students' Writing Skills by Using the Grammarly Program

Lecturers and students may now use automated online tools to undertake corrective assessments when assessing their EFL writing skills for different academic purposes. Grammarly is an automated internet program and an online proofreading service that checks for plagiarism and the accuracy of grammar, spelling, punctuation, and vocabulary. This study examined the Grammarly program's usage to assess EFL teachers' and students' writing skills. The qualitative method was used to collect data by interviewing 5 lecturers and writing assessments for 10 students. The results of the study revealed several writing mistakes the students committed, both in accuracy and clarity. In writing, correctness is concerned with following the rules of mechanics, whereas clarity is concerned with using clear, succinct language. Although grammatical problems in students' papers include subject-verb disagreement, the abuse of the passive voice, and imprecise, wordy, and unfinished sentences, spelling mistakes are often seen as text consistency issues, misspelling words, and poor formatting. The study tries to answer these two questions to find out the results of using the Grammarly application. The questions are: 1. Do Kurdish EFL students' writing scores significantly differ after using Grammarly software? 2. How do the Kurdish EFL teachers feel about utilizing Grammarly in their writing classes? The study findings demonstrate that lecturers may evaluate and analyze in depth while correcting students' grammatical problems without exerting much effort. For instructors who need to edit -EFL students' work, Grammarly might be considered a helpful tool. Grammarly will automatically verify or recognize the writing as it is entered based on several relevant factors. While this happens, punctuation problems may be seen in the overuse of commas inside clauses, incorrect configuration, and inappropriate punctuation marks in compound/complex sentences.

Passive and Active Components of Working Memory and Transcription Skills among First-Graders

Transcription skills allow us to put spoken language into written text, and they entail handwriting processes and spelling knowledge. Handwriting and spelling are supported by different processes, but they are highly related. Additionally, both are directly supported by working memory (WM). The present study aims to examine how differently passive and active components of WM affect transcription (handwriting and spelling) among Italian beginner writers. We evaluated 395 Italian first-grade children (197 boys and 198 girls) with an average age of 6 years and 6 months (SD = 4.3 months) with five writing tasks (three handwriting tasks and two spelling tasks) and two WM tasks (passive components = span task; active components = selective span task). We computed a SEM analysis to investigate how differently the passive and active WM components affect the two spelling tasks both directly and via handwriting. Passive and active WM components directly affect handwriting; while spelling is directly affected by the active WM, and indirectly (via handwriting) by both WM components. These results confirmed the crucial role of handwriting in predicting spelling accuracy. In conclusion, current results show that the distinction between passive and active WM components is useful to understand how WM supports transcription processes.

Improving the quality of Persian clinical text with a novel spelling correction system

BackgroundThe accuracy of spelling in Electronic Health Records (EHRs) is a critical factor for efficient clinical care, research, and ensuring patient safety. The Persian language, with its abundant vocabulary and complex characteristics, poses unique challenges for real-word error correction. This research aimed to develop an innovative approach for detecting and correcting spelling errors in Persian clinical text.MethodsOur strategy employs a state-of-the-art pre-trained model that has been meticulously fine-tuned specifically for the task of spelling correction in the Persian clinical domain. This model is complemented by an innovative orthographic similarity matching algorithm, PERTO, which uses visual similarity of characters for ranking correction candidates.ResultsThe evaluation of our approach demonstrated its robustness and precision in detecting and rectifying word errors in Persian clinical text. In terms of non-word error correction, our model achieved an F1-Score of 90.0% when the PERTO algorithm was employed. For real-word error detection, our model demonstrated its highest performance, achieving an F1-Score of 90.6%. Furthermore, the model reached its highest F1-Score of 91.5% for real-word error correction when the PERTO algorithm was employed.ConclusionsDespite certain limitations, our method represents a substantial advancement in the field of spelling error detection and correction for Persian clinical text. By effectively addressing the unique challenges posed by the Persian language, our approach paves the way for more accurate and efficient clinical documentation, contributing to improved patient care and safety. Future research could explore its use in other areas of the Persian medical domain, enhancing its impact and utility.

Genetic neurodevelopmental clustering and dyslexia.

Dyslexia is a learning difficulty with neurodevelopmental origins, manifesting as reduced accuracy and speed in reading and spelling. It is substantially heritable and frequently co-occurs with other neurodevelopmental conditions, particularly attention deficit-hyperactivity disorder (ADHD). Here, we investigate the genetic structure underlying dyslexia and a range of psychiatric traits using results from genome-wide association studies of dyslexia, ADHD, autism, anorexia nervosa, anxiety, bipolar disorder, major depressive disorder, obsessive compulsive disorder, schizophrenia, and Tourette syndrome. Genomic Structural Equation Modelling (GenomicSEM) showed heightened support for a model consisting of five correlated latent genomic factors described as: F1) compulsive disorders (including obsessive-compulsive disorder, anorexia nervosa, Tourette syndrome), F2) psychotic disorders (including bipolar disorder, schizophrenia), F3) internalising disorders (including anxiety disorder, major depressive disorder), F4) neurodevelopmental traits (including autism, ADHD), and F5) attention and learning difficulties (including ADHD, dyslexia). ADHD loaded more strongly on the attention and learning difficulties latent factor (F5) than on the neurodevelopmental traits latent factor (F4). The attention and learning difficulties latent factor (F5) was positively correlated with internalising disorders (.40), neurodevelopmental traits (.25) and psychotic disorders (.17) latent factors, and negatively correlated with the compulsive disorders (-.16) latent factor. These factor correlations are mirrored in genetic correlations observed between the attention and learning difficulties latent factor and other cognitive, psychological and wellbeing traits. We further investigated genetic variants underlying both dyslexia and ADHD, which implicated 49 loci (40 not previously found in GWAS of the individual traits) mapping to 174 genes (121 not found in GWAS of individual traits) as potential pleiotropic variants. Our study confirms the increased genetic relation between dyslexia and ADHD versus other psychiatric traits and uncovers novel pleiotropic variants affecting both traits. In future, analyses including additional co-occurring traits such as dyscalculia and dyspraxia will allow a clearer definition of the attention and learning difficulties latent factor, yielding further insights into factor structure and pleiotropic effects.

Are Poor Readers Also Poor Spellers: An Investigation Into the Malay and English Languages Among Young Multilingual Malaysians

Children with reading difficulties typically experience difficulties in both reading and spelling. Little is known about the use of spelling for identifying reading difficulties across languages that possess different orthographic depths, among multilingual readers. In the current study, we investigated whether multilingual Primary 1 poor readers were also poor spellers in two different orthographies, namely Malay and English. The sample comprised 866 Primary 1 Malaysian public school students from diverse backgrounds. A cut-off point of 25th percentile and below was used to operationalise students with deficits in word reading accuracy and spelling across both languages. A majority of the students who were poor readers in Malay and English, correspondingly, were also poor spellers in both languages. Spelling and word reading accuracy were highly correlated and considered as good indicators for identifying struggling young multilingual readers. These results indicate the importance of assessing spelling in both Malay and English for identifying reading difficulties, especially among young multilingual Malaysian learners. Implications for practice and future directions are addressed.

The Link Between Executive Functions and Spelling (French vs Arabic) in Bilingual Children from Grade 2 to Grade 4, for a Better Rehabilitation of Specific Learning Disorders

Challenged with the peculiarities of school learning in Lebanon and the orthographic complexities specific to French and Arabic, children face conditions requiring additional cognitive effort. Our objective is to study the link between executive functions (EF) (inhibition, working memory (WM), flexibility and planning) and spelling, in 180 bilingual children with typical development (TD) and with specific learning disorders (SLD), in Grades 2, 3, and 4. EF were assessed through the following tests: Image matching, Corsi, Numbers Backward, Opposite worlds, Categorization (Animal sorting), and LABY 5-12 tests. Spelling was assessed in both languages through sentence dictation. Our results show that all EF are more involved in Arabic than in French, being correlated with accuracy and speed of spelling in the entire population. This study clarifies the cognitive components underlying French and Arabic spelling, which are languages with many unique features, for better management of written language disorders.

Automated Spelling Error Detection in Assamese Texts using Deep Learning Approaches

The growing prevalence of regional languages, including Assamese, in user-generated content on social media platforms, has brought the problem of spelling errors into focus. In the realm of natural language processing (NLP) tasks, especially in hate speech and toxic comment detection models, the accuracy of spelling becomes of utmost importance to ensure that misspelled terms do not slip through undetected. This highlights the need for effective approaches to address spelling issues in such language-based applications. This research work suggests a novel approach for identifying word-level spelling errors in Assamese text. The approach employs two deep learning techniques, Long-short-term memory (LSTM) and Bidirectional Long-short-term memory (BiLSTM), to accurately detect misspelled words by analyzing the context of each word inside a sentence. The models are trained using a dataset of 2677 Assamese sentences that include both correctly and incorrectly spelled words. The LSTM and Bi-LSTM models have shown significant improvement over previous spelling detection research in Assamese. LSTM achieved an accuracy of 92.72%, while Bi-LSTM achieved 94.59% accuracy. These results highlight the efficacy of deep learning methods in identifying spelling errors in the Assamese language. By ensuring precise spelling detection and reducing misunderstandings caused by misspelled words, the proposed approach can be implemented to improve the reliability of NLP tasks such as identifying toxic comments and hate speech.

Modeling Item-Level Spelling Variance in Adults: Providing Further Insights into Lexical Quality

ABSTRACT Purpose The lexical quality (LQ) hypothesis predicts that a skilled reader’s lexicon will be inhabited by a range of low- to high-quality items, and the probability of representing a word with high quality varies as a function of person-level, word-level, and item-specific variables. These predictions were tested with spelling accuracy as a gauge of LQ. Method Item-response based crossed random effects models explored simultaneous contributions of person-level (e.g. participant’s decoding skill), word-level (e.g. word’s transparency rating), item-specific (e.g. participant’s familiarity with specific word), and person-by-word interaction predictors (e.g. decoding by transparency rating interaction) to the spelling of 25 commonly misspelled irregular English words in 61 undergraduate university students (M = 19.4 years, 70.49% female, 39.34% Hispanic, 81.97% White). Results Substantial variance among individuals in item-level spelling accuracy was accounted for by person-level decoding skill; item-specific familiarity, proportion of schwas correctly represented, and correctly identifying the word from its mispronunciation; and an interaction of transparency rating by general decoding skill. Conclusions Consistent with the LQ hypothesis, results suggest that one’s ability to form a high-quality lexical representation of a given word depends on a complex combination of person-level abilities, word-level characteristics, item-specific experiences, and an interaction between person- and word-level influences.

Handwriting processes when spelling morphologically complex words in children with and without Developmental Language Disorder.

Representations activated during handwriting production code information on morphological structure and reflect decomposition of the root and suffix. Children with Developmental Language Disorder (DLD) have significant difficulties in spelling morphologically complex words, but previous research has not sought evidence for a morphological decomposition effect via an examination of handwriting processes in this population. Thirty-three children aged 9-10 years with DLD, 33 children matched for chronological age (CA), and 33 younger children aged 7-8 years matched for oral language ability (LA) completed a dictated spelling task (21 words; 12 with inflectional suffixes, nine with derivational suffixes). The task was completed on paper with an inking pen linked to a graphics tablet running the handwriting software Eye and Pen. Pause analyses and letter duration analyses were conducted. The three groups showed similar handwriting processes, evidencing a morphological decomposition effect in a natural writing task. Pause durations observed at the root/suffix boundary were significantly longer than those occurring in the root. Letter durations were also significantly longer for the letter immediately prior to the boundary compared to the letter after it. Nevertheless, despite being commensurate to their LA matches for mean pause durations and letter durations, children with DLD were significantly poorer at spelling derivational morphemes. Handwriting processes did significantly predict spelling accuracy but to a much lesser extent compared to reading ability. It is suggested that derivational spelling difficulties in DLD may derive more from problems with underspecified orthographic representations as opposed to handwriting processing differences.

Grafix: Help game for people with dysorthography

GRAFIX is an educational game developed by a multidisciplinary team from the Federal Institute of Education, Science and Technology of Maranhão (IFMA) in partnership with the Federal Institute of Education, Science and Technology of Piauí (IFPI) and the State Department of Education of Maranhão (SEDUC), with the aim of assisting in the treatment of people with dysorthography. The game is based on the Applied Behavior Analysis (ABA) methodology and is grouped into tasks to teach the correct spelling of letters, words and phrases with their respective sound, setting grammatical rules, punctuation and accentuation, containing positive reinforcements and without negative interactions, its theoretical foundation was based on literary reviews and literacies of the main multidisciplinary databases indexed in the CAPES portal, such as ASTM, Scopus and Web of Science. GRAFIX uses mobile devices to exercise, developing the users' neurocognitive stimuli, gradually increasing their spelling accuracy, organization, structuring and composition of written texts, as well as improving sentence construction. The game has become a differentiated tool for the treatment of dysorthography, since the disorder can have a negative impact on the self-esteem and school performance of the affected people, and it can be used in the classroom as an active methodology, complementing the grammar teaching, offering a pleasant, playful and interactive approach.

Does Spanish knowledge contribute to accurate English word spelling in adult bilinguals?

AbstractCorrectly spelling an English word requires a high-quality orthographic representation. When faced with spelling a complex word without a high-quality representation, spellers often rely on other knowledge sources (e.g., incomplete stored orthographic forms, phonological to orthographic relationships) to spell it. For bilinguals, another potentially facilitative source is knowledge of a word's lexical and sublexical representations in another language. In the current study we considered simultaneous effects of word-level (e.g., frequency, cognate status) and person-level (e.g., English spelling skill, prompting, bilingual status) predictors on college students’ complex English word spelling. Monolinguals (English; n = 42) significantly outperformed bilinguals (Spanish and English; n = 76) on non-cognate spelling; no group differences emerged for cognate spelling accuracy. Within bilinguals, significantly higher spelling performance on cognates compared to non-cognates suggests cognate facilitation, with no prompting effects. Findings expand an interdisciplinary framework of understanding bilinguals’ activation and use of cross-linguistic representations in spelling.

A Computer-Based Method to Improve the Spelling of a Learner with Dyslexia

For students, academic writing is a must skill to be honed to achieve good grades from teachers and majority novice learners commit errors in spellings. Such students with spelling errors lag behind other peers. In this paper we present a method which aims to improve the spelling of children with dyslexia through playful and targeted exercises. Manual correction of spelling errors involves a person manually checking and correcting misspelled words. Auto correction is faster and more efficient than manual correction, but it may also introduce new errors and may not always be accurate. This case study aimed to investigate the influence of word-office as a tool on spelling improvement and accuracy as while writing in word-office misspelled word is highlighted and student can correct spelling. For this purpose, we conducted research on one student Grade 8 with spelling difficulties in a special school for special needs to participate in writing essays. This research took the form of writing manually on a paper and typing another essay with the use of word-office software. The study concludes that there is reasonable amelioration in student’s achievement in correction of spellings with the use of typing spelling. Furthermore, this research has implications for the development of new technology and software designed to support learners with dyslexia.

The Effectiveness of Audio Visual - Based Learning Media to Improve German Writing Ability Class XII Students of Jakarta Lab Vocational School

The purpose of this study was to determine the effectiveness of audio-visual media in improving the German writing skills of class XII students of SMK LAB Jakarta. The research method used is quantitative and ANCOVA analysis technique. The type of research used is quasi-experimental. The sample used in this study was 30 students of class XII A RPL as the experimental class and another class of XII B TKJ which amounted to 30 people as control class students who were chosen randomly (Random Sampling). The writing ability of students learning to use audio-visual media produces students who are able to develop creative ideas widely, able to increase accuracy in sentence structure or spelling in writing simple essays. The analysis successfully verified that the use of audio-visual media was effective in improving students' German writing skills. The statistical value of the ANCOVA test results yielded 0.004 < 0.05 and the F value was 8.813 < who receive treatment using audio-visual in the learning process have more diverse writing skills with broad ideas than students who apply conventional learning.

Language Model-Guided Classifier Adaptation for Brain-Computer Interfaces for Communication.

Brain-computer interfaces (BCIs), such as the P300 speller, can provide a means of communication for individuals with severe neuromuscular limitations. BCIs interpret electroencephalography (EEG) signals in order to translate embedded information about a user's intent into executable commands to control external devices. However, EEG signals are inherently noisy and nonstationary, posing a challenge to extended BCI use. Conventionally, a BCI classifier is trained via supervised learning in an offline calibration session; once trained, the classifier is deployed for online use and is not updated. As the statistics of a user's EEG data change over time, the performance of a static classifier may decline with extended use. It is therefore desirable to automatically adapt the classifier to current data statistics without requiring offline recalibration. In an existing semi-supervised learning approach, the classifier is trained on labeled EEG data and is then updated using incoming unlabeled EEG data and classifier-predicted labels. To reduce the risk of learning from incorrect predictions, a threshold is imposed to exclude unlabeled data with low-confidence label predictions from the expanded training set when retraining the adaptive classifier. In this work, we propose the use of a language model for spelling error correction and disambiguation to provide information about label correctness during semi-supervised learning. Results from simulations with multi-session P300 speller user EEG data demonstrate that our language-guided semi-supervised approach significantly improves spelling accuracy relative to conventional BCI calibration and threshold-based semi-supervised learning.

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.

Cosmic Sounds: A Game to Support Phonological Awareness Skills for Children With Dyslexia

Studies show that reduced literacy skills can negatively influence a child's self-esteem and future career opportunities. Literacy is significantly affected when problems exist in understanding the phonological component or sound structure of language, i.e., phonological awareness. Children with dyslexia in particular experience difficulties in spelling and reading accuracy due to a deficit in this phonological component of language. To support children with dyslexia and reduced literacy skills, intervention programs that focus on phonological awareness elements are recommended. Studies show that game-based learning interventions can enhance learning for children with dyslexia. The purpose of this pilot study was to partner with children with dyslexia aged between 9 and 12 years, to develop a game toolkit called Cosmic Sounds, and to support the teaching of phonological awareness skills. The content for the Cosmic Sounds games was informed by a pedagogical expert in dyslexia. This pilot study addressed the following: “Can a toolkit of games, codesigned by children with dyslexia improve the teaching of phonological awareness skills?” Our findings showed that by including children and their teacher as part of the design team, they were more invested in using the games for learning. Furthermore, when children with dyslexia played Cosmic Sounds, there was a positive impact on their phonological awareness skills progress while their engagement in learning also increased.

Characteristics of the written compositions of Spanish children with dyslexia and their relationship with spelling difficulties

Previous work in English has found that the spelling difficulties of children with dyslexia affect the overall quality attributed to their written compositions. The aim of this study was to investigate whether different processes related to transcription, translation and ideas proposing/planning are affected in developmental dyslexia and to what extent potential deficits are associated to poor spelling. Compositions handwritten by Spanish-speaking children with and without dyslexia aged 9–12 years-old (n = 42) were compared on measures of productivity, spelling accuracy, legibility, lexical diversity, punctuation, sentence structure and grammar, organisation, ideas quality, and readability. Children with dyslexia performed worse in spelling, lexical diversity, syntax and grammar and ideas quality. Interestingly, in the group with dyslexia spelling accuracy contributed to lexical diversity, while lexical diversity was the only significant predictor of syntax and grammar, organisation and ideas quality. This pattern of results was absent in typically developing children. This evidence suggests that spelling difficulties reduce the lexical diversity of the texts of children with dyslexia, which may affect the activity of the translator and the proposer, diminishing the perceived quality of their written compositions.

Does a truly symmetrically transparent orthography exist? Spelling is more difficult than reading even in an orthography considered highly transparent for both reading and spelling

Although we know that spelling develops more slowly than reading in asymmetrically transparent orthographies, such as Italian, we do not know whether spelling lags behind reading in orthographies considered symmetrically transparent for both spelling and reading. This is because reading and spelling skills are rarely tested on the same lexical items, which impedes their direct comparison. This study aimed to address this issue by comparing children’s reading and spelling accuracy on the same lexical items in Turkish, which is highly transparent for both reading and spelling. The study also examined an exceptional case, namely letter Ğ, which can cause phonemic ambiguity and potentially complicate spelling but not reading accuracy in Turkish. Through two experiments, children’s reading and spelling accuracy rates were tested on the same nonword and real word items at grade 1 (Experiment 1, N = 40, Mage = 80.93 months, SD = 2.79 months; Experiment 2, N = 39; Mage = 80.97 months, SD = 2.80 months). The consistent findings from nonwords and words (with Ğ or without Ğ) confirmed that spelling development lagged behind reading development in Turkish and that Ğ reduced spelling accuracy but had no effect on reading accuracy. These findings raise questions about the notion of symmetrical transparency: spelling is less transparent and cognitively more demanding than reading even in orthographies considered highly transparent for both reading and spelling. The case of Ğ highlights that even the most transparent orthographies may have exceptional cases that can differentially affect reading and spelling accuracy and therefore the developmental trajectories of reading and spelling skills. Clearly, spelling words as they are heard may not always result in accurate spellings even in Turkish and children should be explicitly taught about the phonemic ambiguity that Ğ may cause.

Design considerations for the auditory brain computer interface speller

Brain-computer interface (BCI) systems are designed to translate the measured brain signals into a set of instructions, with a purpose of interaction with outside world. Most common application of such systems is to provide aid to patients with limited physical capabilities, where the visual stimulation based BCI are most commonly used. However, in the most extreme situations, e.g. for patients with amyotrophic lateral sclerosis, visual stimulation approach is insufficient for high-level interaction due to the patient's limited eye movement capabilities. To overcome these limitations, we propose a novel design of the two-stage auditory BCI system which exposes a subject to a stream of letter utterances, such that subject is directly stimulated with letter pronunciation, decreasing the mental effort required by the subject. This is contrary to frequently used auditory spellers, which use various non-related sounds representing a specific letter (i.e. various instruments, natural sounds, etc.). Letter discrimination between targets and non-targets is performed with convolutional neural network, with convolutional spatial and temporal filters capable of efficient extraction of event related brain activity features. Second stage of the target letter discrimination is proposed in order to increase the accuracy and usability in the real-world situations, including the reduced stimuli set based on results from the first classification stage. The proposed BCI has been tested on ten healthy subjects, achieving on average spelling accuracy of 30% (max. 100%) and high information transfer rate of 2.38 bits/min (max. 8.14 bits/min), outperforming the state-of-the-art auditory BCI spellers.