Spelling Difficulties Research Articles

PENGGUNAAN BUKU CERITA FABEL DENGAN MODEL QUANTUM LEARNING DALAM PEMBELAJARAN MEMBACA PERMULAAN DI SEKOLAH DASAR

The present study investigates the low level of early reading skills among first-grade students at Oetona Public Elementary School, as evidenced by their difficulties in letter and syllable spelling as well as distinguishing letter forms. Additionally, students exhibit a lack of enthusiasm when reading sentences or short stories found in books or written by the teacher on the whiteboard. To address this issue, the utilization of Fable Storybooks with the Quantum Learning Model in early reading instruction for first-grade students at Oetona Public Elementary School was introduced, aiming to make a positive contribution to the development of students' early reading skills. The research employed a qualitative approach with a descriptive design. The findings of the study indicate that the implementation of Fable Storybooks with the Quantum Learning Model has a positive impact on students' early reading abilities. The majority of the students achieved a level of "excellent" in their early reading skills. The results and analysis demonstrate that the use of Fable Storybooks with the Quantum Learning Model contributes significantly to the improvement of students' early reading outcomes. Students displayed high enthusiasm and imagination during the learning process and demonstrated notable progress in their reading abilities

Identification of at Risk Early Grade Children for Dyslexia by Using Prereading Skills in Nepal

In developing countries like Nepal, dyslexia is still an unfamiliar subject for both public and academic professionals; however it needs to be identified among Nepalese children. The study aimed to (i) identify children at risk for dyslexia which might be considered as a general occurrence of dyslexia among Nepalese primary school children (ii) explore a set of predictive variables in identifying children at risk for dyslexia, and (iii) compare early grade reading skills of children at risk for dyslexia with age and grade-matched control group. Altogether, 554 children from grade 2 through 5 were screened by teachers employing an adapted TSQ and identified 75 children having most difficulty either in reading, spelling, mathematical calculation and behaviour problems by direct assessment administering RSAET and their performance was compared with a control group of 86 peers. The findings revealed that out of 554 children, 13.54% of children were identified at risk for dyslexia at the screening stage, but it was 12.63% verified by direct assessment. The logistic regression analysis classified the risk and control groups with a high accuracy of 91.89% based on reading tasks where prevailing sensitivity of 93.33% and specificity of 91.86% were estimated. Overall findings of the present study indicate that a significant number of early grade children are at-risk for dyslexia in Nepal. The findings are consistent with the prevalence of dyslexia reported by international studies. It highlights a need for full-fledged diagnostic studies that may reveal the actual picture of dyslexia in Nepal and inclusive education.

KESULITAN MEMBACA PERMULAAN SISWA KELAS II DI SEKOLAH DASAR NEGERI 83 PEKANBARU

The purpose of this study was to find out how difficult it was for students to read and how the efforts made by the teacher in overcoming reading difficulties for class II students at Public Elementary School 83 Pekanbaru. Reading difficulty is an unsatisfactory aspect of students' reading ability. Lower graders seem to have a lot of difficulties related to reading skills. The type of research used in this research is to use a case study approach and data collection techniques conducted interviews, observation and documentation. The results of the study showed that there were 4 students who had difficulty reading. The types of difficulties experienced by students were difficulty in spelling, difficulty in pronouncing letters, often forgetting letters, and difficulty distinguishing. Efforts made by the teacher in overcoming reading difficulties for class II students at Public Elementary School 83 Pekanbaru, namely using interesting and effective learning media, providing support and motivation, giving additional hours and lending reading books to students who are not yet fluent in reading. Factors causing children's reading difficulties include a lack of interest in reading, a lack of extra time at school, and a lack of parental guidance at home.

The Effects of a Morphological Awareness-based Intervention Program on Spelling for School-aged Children with Spelling Difficulties

Objectives: The purpose of this study was to investigate the effects of a spelling intervention program based on morphological awareness on school-age children’s spelling and morphological awareness abilities. Methods: A total of 3 children with spelling difficulties in 3rd to 4th grade were selected. A dictation test tool was applied, focusing on words with aspirated consonants and ‘ㅎ’ (/h/) deletion; and consisting of single words, compound words, and derivative words. A multi-intermittent baseline design methodology including pre-, post-, and maintenance procedures was applied, and the intervention period was 2-3 times a week for 5-6 weeks, for a total of 16 sessions. Results: First, it was found that the spelling intervention effect focusing on aspirated and ‘ㅎ’ deletion of children with spelling difficulties based on morphological awareness ability resulted in improved performance compared to the baseline and was maintained 2 weeks after the intervention. Second, as a result of the spelling intervention based on morphological awareness ability, it was found that the morphological awareness ability of children with poor writing skills improved compared to the baseline and was maintained even 2 weeks after the intervention. Conclusion: The results of this study suggest that morphological awareness-based spelling interventions can be used for evidence-based spelling education for children with spelling difficulties.

Spelling Proficiency of Children with a Resolved Phonological Speech Sound Disorder Treated with an Integrated Approach-A Long-Term Follow-Up Randomized Controlled Trial.

Phonological developmental speech sound disorders (pDSSD) in childhood are often associated with later difficulties in literacy acquisition. The present study is a follow-up of the randomized controlled trial (RCT) on the effectiveness of PhonoSens, a treatment for pDSSD that focuses on improving auditory self-monitoring skills and categorial perception of phoneme contrasts, which could have a positive impact on later spelling development. Our study examines the spelling abilities of 26 German-speaking children (15 girls, 11 boys; mean age 10.1 years, range 9.3-11.2 years) 3-6 years after their successful completion of the PhonoSens treatment. Spelling assessment revealed that only 3 out of 26 participants developed a spelling disorder. In the overall population of fourth-graders, one in five children showed a spelling deficit; in another study of elementary school children, with resolved pDSSD, 18 of 32 children had a spelling deficit. Thus, the applied pDSSD treatment method appears to be associated with positive spelling development. Multiple regression analysis revealed that among the potentially predictive factors for German-speaking children with resolved pDSSD to develop later spelling difficulties, parental educational level and family risk for developmental language disorder (DLD) had an impact on children's spelling abilities; gender and the child's phonological memory had not.

Atypical speech production of multisyllabic words and phrases by children with developmental dyslexia.

The prevalent "core phonological deficit" model of dyslexia proposes that the reading and spelling difficulties characterizing affected children stem from prior developmental difficulties in processing speech sound structure, for example, perceiving and identifying syllable stress patterns, syllables, rhymes and phonemes. Yet spoken word production appears normal. This suggests an unexpected disconnect between speech input and speech output processes. Here we investigated the output side of this disconnect from a speech rhythm perspective by measuring the speech amplitude envelope (AE) of multisyllabic spoken phrases. The speech AE contains crucial information regarding stress patterns, speech rate, tonal contrasts and intonational information. We created a novel computerized speech copying task in which participants copied aloud familiar spoken targets like "Aladdin." Seventy-five children with and without dyslexia were tested, some of whom were also receiving an oral intervention designed to enhance multi-syllabic processing. Similarity of the child's productions to the target AE was computed using correlation and mutual information metrics. Similarity of pitch contour, another acoustic cue to speech rhythm, was used for control analyses. Children with dyslexia were significantly worse at producing the multi-syllabic targets as indexed by both similarity metrics for computing the AE. However, children with dyslexia were not different from control children in producing pitch contours. Accordingly, the spoken production of multisyllabic phrases by children with dyslexia is atypical regarding the AE. Children with dyslexia may not appear to listeners to exhibit speech production difficulties because their pitch contours are intact. RESEARCH HIGHLIGHTS: Speech production of syllable stress patterns is atypical in children with dyslexia. Children with dyslexia are significantly worse at producing the amplitude envelope of multi-syllabic targets compared to both age-matched and reading-level-matched control children. No group differences were found for pitch contour production between children with dyslexia and age-matched control children. It may be difficult to detect speech output problems in dyslexia as pitch contours are relatively accurate.

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.

What spelling errors can tell us about the development of processes involved in children's spelling.

Spelling is an essential foundation for reading and writing. However, many children leave school with spelling difficulties. By understanding the processes children use when they spell, we can intervene with appropriate instruction tailored to their needs. Our study aimed to identify key processes (lexical-semantic and phonological) by using a spelling assessment that distinguishes different printed letter strings/word types (regular and irregular words, and pseudowords). Misspellings in the test from 641 pupils in Reception Year to Year 6 were scored using alternatives to binary correct versus incorrect scoring systems. The measures looked at phonological plausibility, phoneme representations and letter distance. These have been used successfully in the past but not with a spelling test that distinguishes irregularly spelled words from regular words and pseudowords. The findings suggest that children in primary school rely on both lexical-semantic and phonological processes to spell all types of letter string, but this varies depending on the level of spelling experience (younger Foundation/Key stage 1 and older Key stage 2). Although children in younger year groups seemed to rely more on phonics, based on the strongest correlation coefficients for all word types, with further spelling experience, lexical processes seemed to be more evident, depending on the type of word examined. The findings have implications for the way we teach and assess spelling and could prove to be valuable for educators.

The characteristics of spelling difficulties for Chinese students

Abstract The study explored the characteristics of students with spelling difficulties in China. According to the international classification of diseases and related health problems Tenth Edition (ICD-10) on the spelling difficulties, there were 7 students with spelling difficulties (means of age = 107.71 months old) selected from total 146 students (means of age = 107.59 months old). The results showed that, spelling difficulties group had more no response errors than the typical speller group. And the SD group and TS group had the same patterns in the no response answers considering the orthographic structure. But the SD group could not make use of the implicitly orthographic structure for the detail while TS group could do. The results confirmed that the SD group had deficit in orthographic-phonographic connections and the information of orthographic structure might work in the whole characters level for SD group. It gave some suggestions for the impairment for the SD group.

Impact of Dyslexia and Health Literacy on Racial and Gender Disparity in the Incarcerated Population.

Dyslexia is the most common learning disability and involves difficulty in reading, writing, and spelling in your native language despite at least average intelligence. A disproportionate share of incarcerated individuals have both dyslexia and are African American. Behavior manifestations associated with dyslexia often lead to life choices resulting in incarceration. Dyslexia is rarely considered as playing a role in unemployment, drug misuse, and incarceration. Dyslexia screening upon prison admission permits identification of individuals with dyslexia and allows for specialized reading classes to boost self-esteem and develop a skill set that is desirable in the workforce upon release. Dyslexia should be recognized as a social determinant of health whose early recognition and intervention may engender self-confidence in those affected and encourage them to be positively engaged in society.

Revisions in written composition: Introducing speech-to-text to children with reading and writing difficulties

The ability to perform revisions targeting the content of the text is important for text quality improvement, and it is hypothesized that lower-level transcription processes need to be automatized in order to free up capacity for higher-level processes such as revision. However, for people with reading and writing difficulties due to underlying difficulties with decoding and spelling, the transcription process is rarely automatized because of their troubles with spelling. One possible way to circumvent spelling difficulties, and possibly gaining capacity for higher level processes such as revision, is to write using speech-to-text (STT). This study investigates the revisions performed when children with reading and writing difficulties (n= 16), and a reference group without such difficulties (n= 12), compose text using STT and using a keyboard. More specifically, the study investigates whether, and if so how, revisions at various levels, errors left in the final text product, and text quality differ between conditions and between groups. The compositions were logged using keystroke logging (keyboard) and audio- and screen-recording (STT). The level of revisions were manually coded. The results showed that children with reading and writing difficulties gain more from composing with STT compared to keyboard than the reference group. They leave fewer errors in their final text product when composing by means of STT, even though they need to engage more in the correction of surface errors because of the large number of STT errors. Despite the numerous STT errors, neither the proportion of meaning-related revisions nor text quality decreased in composing with STT (for either of the groups). Taken together, the results suggest, albeit not emphatically, that STT may be appropriate as a facilitatory tool for children with reading and writing difficulties. However, more research is needed to investigate instruction that addresses strategies for STT transcription and highlights the shortcomings of the tool in the target language, and also focuses specifically on higher-level aspects of composition such as planning or revising, in order to gain further knowledge about the feasibility of using STT as a means of composition for children who struggle with writing, and its possible effects over time.

Nouns endings and finals -ie, -ii in prepositions (from materials of the academic description of Russian orthography)

The article presents a fragment of academic rules, namely those for spelling unstressed vowels in noun endings. Tables and teaching materials accompany the rules. This section of orthography is well-studied and described in both scientific and methodological literature. The provided characterisation is generalising: it systematically presents all orthographically significant types of noun declensions. The main rule formulation does not result in the usual vicious cycle, i. e. when the ending of the original form determines declension type (words ending with -a(-ya), words ending with -o(-ye)), and the ending of the motivating word is determined by the declension type (lake/ozero as window/ okno). The rules address all groups of words and individual lexemes that diverge from standard paradigms and present spelling difficulties. These include bolgarin – bolgary/a Bulgarian – Bulgarians, but anglichanin – anglichane/an Englishman – the English; Pushkin – Pushkinym/Pushkin – by Pushkin, but Chaplin – Chaplinom/Chaplin – by Chaplin; Sofia – o Sofii/Sofia – about Sofia, but Liya – o Lie/Leah – about Leah, Viy – o Vie/Viy – about Vii; j-stem words (Maya)), as well as grammatical variants (usishcha and usishchi/a very big moustache). We also mention individual words with stressed endings which do not correspond to this declension type (put’/path, kiy/cue). The rules prevent errors in dividing word forms into morphemes incorrectly. Such mistakes are common in reference and educational literature. One note discusses the problem of differentiating noun forms ending with -ie, -ii from derivative prepositions and lexicalised (adverbial) prepositional-case combinations associated with them. Their pronunciation coincides with that of prepositions (v zaklyuchenii soderzhitsya oshibka/there is an error in the conclusion – v zaklyuchenie seminara blagodaryu vsekh uchastnikov/in conclusion of the seminar, I thank all participants, skazal v zaklyuchenie/in conclusion, he said). Teaching materials enable educators to consistently form the skills necessary to correctly spell prepositions ending with -ie, -ii, as well as adverbial combinations and prepositional noun phrases associated with them. A sufficient number of examples, their grouping and arrangement enable learners to observe the semantic, syntactic, spelling differences of prepositions, adverbial combinations, and nouns. The materials permit wide variation in the volume and complexity of assignments. This allows teachers to adapt them focusing on the age and the preparation level of learners.

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.

Spelling deficits in children with intellectual disabilities: Evidence from a regular orthography.

In individuals with intellectual disabilities (ID), efficient reading and writing skills promote social integration, self-autonomy, and independence. However, research has mainly focused on reading skills, while evidence on spelling skills is scarce and mostly on English-speaking subjects. In the present research project, we compared the spelling skills of children with intellectual disabilities (ID) learning in Italian, a regular orthography, to those of typically developing children matched for school level. In the first study, the performance on a Passage Dictation Test of forty-four children with ID attending regular classrooms from 4th to 8th grades (mean age = 12.16 years; SD = 1.57) were compared with controls matched for sex and grade. In the second study, a Words and Nonwords Dictation Test was administered (with stimuli varying for lexicality, orthographic complexity, regularity of transcription, and the presence of different types of phonetic-phonological difficulties) to twenty-two children with ID attending regular classrooms from 4th to 8th grades (mean age = 12.2 years; SD = 1.37) and 22 controls matched for sex and grade. In both studies, an error analysis was performed to characterize types of misspellings. Separate ANOVAs were performed on z scores. Children with ID generally had a lower performance than controls. In the Passage Dictation Test, they showed a higher number of phonological (and phonetic-phonological) errors than phonologically plausible ones, indicating, as a group, predominant phonological difficulties as compared to lexical-orthographic ones. In the Words and Nonwords Dictation Test, they performed poorly on regular stimuli presenting specific types of phonetic-to-phonological difficulties (geminates, non-continuant consonants) and committed more minimal distance, context-sensitive and simple conversion misspellings. However, deficits in the orthographic-lexical procedure, as indicated by a low performance in words with unpredictable spelling, were present in a high percentage of children. It is concluded that children with ID have significant spelling difficulties not confined to the orthographic process but also in phoneme-to-grapheme mapping that, in a regular orthography like Italian, should be acquired early and easily.

SPELLING ERROR ANALYSIS IN WRITING RECOUNT TEXT BY THE NINTH-GRADE STUDENTS OF SMP NEGERI 1 SUMBAWA ACADEMIC YEAR 2022/2023

The aims of this study are to find out the types of spelling errors made by the ninth-grade students of SMPN 1 Sumbawa by determining students writing and to find out the causes of spelling error made by students. In addition, this study uses the theory from Bestgen and Granger (2011) in their journal entitled “Categorizing Spelling Error to Assess L2 Writing” that discussed about the category of spelling errors. Furthermore, this research applies descriptive qualitative in which the researchers collected the data from students writing tasks and found the spelling error of three words classification which are adjective, noun and verb. The researchers found six types of spelling errors which are addition, omission, substitution, transposition, word segmentation, and multiple error letter. In addition, there are three main causes of spelling error found such as the influence of Indonesian spelling, lack of vocabulary, and spelling difficulties

Teaching Foreign Languages to Learners with Dyslexia in Greece: An Overview of Theory and Practice

The present article summarizes various aspects of teaching foreign languages to learners with dyslexia. In particular, although it is a matter examined broadly around the world, in Greece there are few references and limited research in this field. Furthermore, the lack of foreign language teachers' training in the field of specific learning difficulties in Greece is also examined. In this article, we refer to first language and foreign language(s) acquisition and focus on the situation in Greece, where the first foreign language taught in schools is English and the second foreign language is either German or French. Furthermore, we examine the mechanisms of (second) foreign language acquisition as well as the factors that influence this process. Additionally, we consider the appropriate time to start learning a foreign language, as well as various reading and spelling difficulties that the learners with dyslexia face during this process. A very dominant factor that influences learners with dyslexia and causes difficulties in reading and spelling is the phonological awareness (phonemic awareness and syllable awareness). Due to the cross-linguistic transfer of this skill, we mention ways to improve phonological awareness skills in the first language and in the foreign language(s).

An Error Analysis on Dialogue Script Written by Eighth Grade of SMPN 3 Kota Jambi

In learning English especially in writing, the students made errors to write dialogue. They have lack of vocabulary and less idea in writing English sentence. They also need to consider about the grammatical components of English that differ from Indonesian language. The aim of this research was to describe errors made by the students in writing dialogue script. Thirty students from Eighth grade of SMPN 3 Kota Jambi were asked to write about free essay in dialogue script. All students writing are, then, analyzed in order to investigate students' errors. Based on findings of this research in linguistic category and surface strategy, it can be concluded that the students have difficulties in grammar (tenses, preposition, agreement, article), lexicon (vocabulary and spelling), punctuation for linguistic category and addition (double marking, regularization, simple addition), omission, misformation (regularization, archi- form, alternating form), misordering for surface strategy. Most students tend to have difficulties in spelling and omission.

Spelling as a way to classify poor Chinese-English literacy skills in Hong Kong Chinese children.

Previous work has predominantly focused on word reading in studying literacy difficulties; very little work has focused on spelling difficulty instead. The present study adopted spelling (dictation) as the criterion to classify poor literacy skills in Hong Kong Chinese-English bilingual children. We examined the cognitive-linguistic skills profiles across four groups of children with different spelling abilities. Based on performances on Chinese and English dictation (criterion = below 25% in a larger sample), four groups were identified, 21 poor spellers of Chinese (PC), 18 poor spellers of English (PE), 27 poor spellers of both languages (PB), and 30 good spellers of both scripts (GB). Measures on language-specific tests of cognitive-linguistic skills (phonological awareness, lexical decision, morphological awareness, rapid naming, and delayed copying) were included to compare the degree of deficit exhibited by each group. With age, grade, and non-verbal intelligence controlled, one-way ANCOVA results revealed that, compared to GB, PC manifested significant deficits in Chinese-delayed copying but scored similarly on all English cognitive-linguistic skills. PE and PB showed significant deficits in Chinese and English phonological awareness compared to PC; they were significantly weaker in English-delayed copying, morphological awareness, and rapid naming (RAN). The PB group was significantly slower in both Chinese and English RAN compared to GB. Findings highlight the critical role of delayed copying in distinguishing poor spellers in both Chinese and English, the importance of phonological awareness for spelling in English but not in Chinese, and the role of automaticity in bilingual spelling difficulties.

COVID 19 death toll trajectory on learner language proficiency

The main objective of this investigation is to explore whether COVID 19 deaths have effects with regards to language proficiency, predominantly reading. Reading levels seem to have deteriorated as difficulties in spelling and pronunciation of simple English words were demonstrated by learners. In this qualitative inquiry, the author used a case study. The researcher perceived it essential for a qualitative approach to be embarked on hence investigating teachers’ life experiences in their natural, context-specific settings. Semi-structured interviews were administered to ten conveniently nominated secondary school teachers. A narrative analysis was used to categorize data into themes that were noted as findings of this examination. A major finding of this inquiry was (i) sudden lack of parental involvement emanating from the (ii) drastic shift in socio-relations amongst the members of the communities, this causing reading to become an overwhelming routine. The study concludes that academic attainment for most learners seems to be hindered by the decline in learner reading proficiencies. To curb the situation, it is therefore recommended that language teachers devise approaches to instill a reading culture within a classroom setting, thus limiting tasks to be administered after school hours.

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.