Impact of active and break wind spells on the demand-supply balance in wind energy in India

NASA Astrophysics Data System (ADS)

Kulkarni, Sumeet; Deo, M. C.; Ghosh, Subimal

2018-02-01

With an installed capacity of over 19,000 MW, the wind power currently accounts for almost 70% of the total installed capacity among the renewable energy sector in India. The extraction of wind power mainly depends on prevailing meteorology which is strongly influenced by monsoon variability. The monsoon season is characterized by significant fluctuations in between periods of wet and dry spells. During the dry spells, the demand for power from agriculture and cooling equipment increases, whereas during the wet periods, such demand reduces, although, at the same time, the power supply increases because of strong westerly winds contributing to an enhanced production of wind energy. At this backdrop, we aim to assess the impact of intra-seasonal wind variability on the balance of energy supply and demand during monsoon seasons in India. Further, we explore the probable cause of wind variability by relating it to El Nino events. It is observed that the active and break phases in wind significantly impact the overall wind potential output. Although the dry spells are generally found to reduce the overall wind potential, their impact on the potential seems to have declined after the year 2000. The impact of meteorological changes on variations in wind power studied in this work should find applications typically in taking investment decisions on conventional generation facilities, like thermal, which are currently used to maintain the balance of power supply and demand.

A Teacher's Spelling Manual for Seventh Grade.

ERIC Educational Resources Information Center

Datres, Kristine, Comp.; Heggenstaller, Barbara, Comp.

The spelling program described in this manual was designed with the idea that spelling study initiated in the elementary grades should continue through the middle school years. The manual first describes the program's objectives: to help students learn basic spelling rules, develop an interest in word lore and vocabulary improvement, and develop…

The value of forecasting key-decision variables for rain-fed farming

NASA Astrophysics Data System (ADS)

Winsemius, Hessel; Werner, Micha

2013-04-01

Rain-fed farmers are highly vulnerable to variability in rainfall. Timely knowledge of the onset of the rainy season, the expected amount of rainfall and the occurrence of dry spells can help rain-fed farmers to plan the cropping season. Seasonal probabilistic weather forecasts may provide such information to farmers, but need to provide reliable forecasts of key variables with which farmers can make decisions. In this contribution, we present a new method to evaluate the value of meteorological forecasts in predicting these key variables. The proposed method measures skill by assessing whether a forecast was useful to this decision. This is done by taking into account the required accuracy of timing of the event to make the decision useful. The method progresses the estimate of forecast skill to forecast value by taking into account the required accuracy that is needed to make the decision valuable, based on the cost/loss ratio of possible decisions. The method is applied over the Limpopo region in Southern Africa. We demonstrate the method using the example of temporary water harvesting techniques. Such techniques require time to construct and must be ready long enough before the occurrence of a dry spell to be effective. The value of the forecasts to the decision used as an example is shown to be highly sensitive to the accuracy in the timing of forecasted dry spells, and the tolerance in the decision to timing error. The skill with which dry spells can be predicted is shown to be higher in some parts of the basin, indicating that these forecasts have higher value for the decision in those parts than in others. Through assessing the skill of forecasting key decision variables to the farmers we show that it is easier to understand if the forecasts have value in reducing risk, or if other adaptation strategies should be implemented.

Global observation-based diagnosis of soil moisture control on land surface flux partition

NASA Astrophysics Data System (ADS)

Gallego-Elvira, Belen; Taylor, Christopher M.; Harris, Phil P.; Ghent, Darren; Veal, Karen L.; Folwell, Sonja S.

2016-04-01

Soil moisture plays a central role in the partition of available energy at the land surface between sensible and latent heat flux to the atmosphere. As soils dry out, evapotranspiration becomes water-limited ("stressed"), and both land surface temperature (LST) and sensible heat flux rise as a result. This change in surface behaviour during dry spells directly affects critical processes in both the land and the atmosphere. Soil water deficits are often a precursor in heat waves, and they control where feedbacks on precipitation become significant. State-of-the-art global climate model (GCM) simulations for the Coupled Model Intercomparison Project Phase 5 (CMIP5) disagree on where and how strongly the surface energy budget is limited by soil moisture. Evaluation of GCM simulations at global scale is still a major challenge owing to the scarcity and uncertainty of observational datasets of land surface fluxes and soil moisture at the appropriate scale. Earth observation offers the potential to test how well GCM land schemes simulate hydrological controls on surface fluxes. In particular, satellite observations of LST provide indirect information about the surface energy partition at 1km resolution globally. Here, we present a potentially powerful methodology to evaluate soil moisture stress on surface fluxes within GCMs. Our diagnostic, Relative Warming Rate (RWR), is a measure of how rapidly the land warms relative to the overlying atmosphere during dry spells lasting at least 10 days. Under clear skies, this is a proxy for the change in sensible heat flux as soil dries out. We derived RWR from MODIS Terra and Aqua LST observations, meteorological re-analyses and satellite rainfall datasets. Globally we found that on average, the land warmed up during dry spells for 97% of the observed surface between 60S and 60N. For 73% of the area, the land warmed faster than the atmosphere (positive RWR), indicating water stressed conditions and increases in sensible heat flux. Higher RWRs were observed for shorter vegetation and bare soil compared to tall, deep-rooted vegetation due to differences in both aerodynamic and hydrological properties. The variation of RWR with antecedent rainfall provides information on which evaporation regime a particular region lies in climatologically. Different drying stages for a given antecedent rainfall can thus be observed depending on land cover type. For instance, our results suggest that forests in a continental climate remain unstressed during a 10 day dry spell provided the previous month saw at least 95 mm of rain. Conversely, RWR values indicate that under similar conditions regions of grass/crop cover are water-stressed.

Past and future trends of hydroclimatic intensity over the Indian monsoon region

NASA Astrophysics Data System (ADS)

Mohan, T. S.; Rajeevan, M.

2017-01-01

The hydroclimatic intensity index (HY-INT) is a single index that quantitatively combines measures of precipitation intensity and dry spell length, thus providing an integrated response of the hydrological cycle to global warming. The HY-INT index is a product of the precipitation intensity (PINT, intensity during wet days) and dry spell length (DSL). Using the observed gridded rainfall data sets of 1951-2010 period, the changes in HY-INT, PINT, and DSL over the Indian monsoon region have been examined in addition to changes in maximum consecutive dry days (MCD). We have also considered 10 Coupled Model Intercomparison Project Phase 5 (CMIP5) climate models for examining the changes in these indices during the present-day and future climate change scenarios. For climate change projections, the Representative Concentration Pathway (RCP) 4.5 scenario was considered. The analysis of observational data during the period 1951-2010 suggested an increase in DSL and MCD over most of central India. Further, statistically significant (95% level) increase in HY-INT is also noted during the period of 1951-2010, which is mainly caused due to significant increase in precipitation intensity. The CMIP5 model projections of future climate also suggest a statistically significant increase in HY-INT over the Indian region. Out of the 10 models considered, seven models suggest a consistent increase in HY-INT during the period of 2010-2100 under the RCP4.5 scenario. However, the projected increase in HY-INT is mainly due to increase in the precipitation intensity, while dry spell length (DSL) showed little changes in the future climate.

Acid rock drainage and climate change

USGS Publications Warehouse

Nordstrom, D. Kirk

2009-01-01

Rainfall events cause both increases and decreases in acid and metals concentrations and their loadings from mine wastes, and unmined mineralized areas, into receiving streams based on data from 3 mines sites in the United States and other sites outside the US. Gradual increases in concentrations occur during long dry spells and sudden large increases are observed during the rising limb of the discharge following dry spells (first flush). By the time the discharge peak has occurred, concentrations are usually decreased, often to levels below those of pre-storm conditions and then they slowly rise again during the next dry spell. These dynamic changes in concentrations and loadings are related to the dissolution of soluble salts and the flushing out of waters that were concentrated by evaporation. The underlying processes, pyrite oxidation and host rock dissolution, do not end until the pyrite is fully weathered, which can take hundreds to thousands of years. These observations can be generalized to predict future conditions caused by droughts related to El Ni??o and climate change associated with global warming. Already, the time period for dry summers is lengthening in the western US and rainstorms are further apart and more intense when they happen. Consequently, flushing of inactive or active mine sites and mineralized but unmined sites will cause larger sudden increases in concentrations that will be an ever increasing danger to aquatic life with climate change. Higher average concentrations will be observed during longer low-flow periods. Remediation efforts will have to increase the capacity of engineered designs to deal with more extreme conditions, not average conditions of previous years.

The Future of Drought in the Southeastern U.S.: Projections from downscaled CMIP5 models

NASA Astrophysics Data System (ADS)

Keellings, D.; Engstrom, J.

2017-12-01

The Southeastern U.S. has been repeatedly impacted by severe droughts that have affected the environment and economy of the region. In this study the ability of 32 downscaled CMIP5 models, bias corrected using localized constructed analogs (LOCA), to simulate historical observations of dry spells from 1950-2005 are assessed using Perkins skill scores and significance tests. The models generally simulate the distribution of dry days well but there are significant differences between the ability of the best and worst performing models, particularly when it comes to the upper tail of the distribution. The best and worst performing models are then projected through 2099, using RCP 4.5 and 8.5, and estimates of 20 year return periods are compared. Only the higher skill models provide a good estimate of extreme dry spell lengths with simulations of 20 year return values within ± 5 days of observed values across the region. Projected return values differ by model grouping, but all models exhibit significant increases.

Bridging dry spells for maize cropping through supplemental irrigation in the Central Rift Valley of Ethiopia

NASA Astrophysics Data System (ADS)

Muluneh Bitew, Alemayehu; Keesstra, Saskia; Stroosnijder, Leo

2015-04-01

Maize yield in the Central Rift Valley of Ethiopia (CRV) suffers from dry spells at sensitive growth stages. Risk of crop failure makes farmers reluctant to invest in fertilizer. This makes the CRV food insecure. There are farms with well-maintained terraces and Rain Water Harvesting (RWH) systems using concrete farms ponds. We tested the hypothesis that in these farms supplemental irrigation with simultaneous crop intensification might boost production of a small maize area sufficient to improve food security. Intensification includes a higher plant density of a hybrid variety under optimum fertilization. First we assessed the probability of occurrence of dry spells. Then we estimated the availability of sufficient runoff in the ponds in dry years. During 2012 (dry) and 2013 (wet) on-farm field research was conducted with 10 combinations of supplemental irrigation and plant density. The simplest was rainfed farming with 30,000 plants ha-1. The most advanced was no water stress and 75,000 plants ha-1. Finally we compared our on-farm yield with that of neighbouring farmers. Because 2013 was a wet year no irrigation was needed. Our long term daily rainfall (1970-2011) analysis proves the occurrence of dry spells during the onset of the maize (Belg months March and April). In March there is hardly enough water in the ponds. So, we advise later sowing. Starting from April available water (runoff from a 2.2 ha catchment) matches crop water requirement (for 0.5 ha maize). Significant differences between grain and total biomass yield were observed between rainfed and other irrigation levels. However, since the largest difference is only 12%, the investment in irrigation non-critical drought years is not worth the effort. There was also a limited effect (18-22%) of increasing plant density. So, we advise not to use more than 45,000 plants ha-1. The grain yield and total biomass difference between farmers own practice and our on-farm research was 101% and 84% respectively in 2012. This large increase in grain yield is contributed to the higher use of (150% recommended) of fertilizer against the current use (50% or less) by adjacent farmers. Our hypothesis was that supplemental irrigation in combination with increased plant density would greatly increase grain yield. This hypothesis could not be proven with our 2 years experiment. Our experiment, once again, suggests that yield lower than attainable is not a matter of water shortage but rather an effect of lack of fertilizer.

The influence of mid-latitude storm tracks on hot, cold, dry and wet extremes

PubMed Central

Lehmann, Jascha; Coumou, Dim

2015-01-01

Changes in mid-latitude circulation can strongly affect the number and intensity of extreme weather events. In particular, high-amplitude quasi-stationary planetary waves have been linked to prolonged weather extremes at the surface. In contrast, analyses of fast-traveling synoptic-scale waves and their direct influence on heat and cold extremes are scarce though changes in such waves have been detected and are projected for the 21st century. Here we apply regression analyses of synoptic activity with surface temperature and precipitation in monthly gridded observational data. We show that over large parts of mid-latitude continental regions, summer heat extremes are associated with low storm track activity. In winter, the occurrence of cold spells is related to low storm track activity over parts of eastern North America, Europe, and central- to eastern Asia. Storm tracks thus have a moderating effect on continental temperatures. Pronounced storm track activity favors monthly rainfall extremes throughout the year, whereas dry spells are associated with a lack thereof. Trend analyses reveal significant regional changes in recent decades favoring the occurrence of cold spells in the eastern US, droughts in California and heat extremes over Eurasia. PMID:26657163

Spatial correlation in precipitation trends in the Brazilian Amazon

NASA Astrophysics Data System (ADS)

Buarque, Diogo Costa; Clarke, Robin T.; Mendes, Carlos Andre Bulhoes

2010-06-01

A geostatistical analysis of variables derived from Amazon daily precipitation records (trends in annual precipitation totals, trends in annual maximum precipitation accumulated over 1-5 days, trend in length of dry spell, trend in number of wet days per year) gave results that are consistent with those previously reported. Averaged over the Brazilian Amazon region as a whole, trends in annual maximum precipitations were slightly negative, the trend in the length of dry spell was slightly positive, and the trend in the number of wet days in the year was slightly negative. For trends in annual maximum precipitation accumulated over 1-5 days, spatial correlation between trends was found to extend up to a distance equivalent to at least half a degree of latitude or longitude, with some evidence of anisotropic correlation. Time trends in annual precipitation were found to be spatially correlated up to at least ten degrees of separation, in both W-E and S-N directions. Anisotropic spatial correlation was strongly evident in time trends in length of dry spell with much stronger evidence of spatial correlation in the W-E direction, extending up to at least five degrees of separation, than in the S-N. Because the time trends analyzed are shown to be spatially correlated, it is argued that methods at present widely used to test the statistical significance of climate trends over time lead to erroneous conclusions if spatial correlation is ignored, because records from different sites are assumed to be statistically independent.

Multifractality and autoregressive processes of dry spell lengths in Europe: an approach to their complexity and predictability

NASA Astrophysics Data System (ADS)

Lana, X.; Burgueño, A.; Serra, C.; Martínez, M. D.

2017-01-01

Dry spell lengths, DSL, defined as the number of consecutive days with daily rain amounts below a given threshold, may provide relevant information about drought regimes. Taking advantage of a daily pluviometric database covering a great extension of Europe, a detailed analysis of the multifractality of the dry spell regimes is achieved. At the same time, an autoregressive process is applied with the aim of predicting DSL. A set of parameters, namely Hurst exponent, H, estimated from multifractal spectrum, f( α), critical Hölder exponent, α 0, for which f( α) reaches its maximum value, spectral width, W, and spectral asymmetry, B, permits a first clustering of European rain gauges in terms of the complexity of their DSL series. This set of parameters also allows distinguishing between time series describing fine- or smooth-structure of the DSL regime by using the complexity index, CI. Results of previous monofractal analyses also permits establishing comparisons between smooth-structures, relatively low correlation dimensions, notable predictive instability and anti-persistence of DSL for European areas, sometimes submitted to long droughts. Relationships are also found between the CI and the mean absolute deviation, MAD, and the optimum autoregressive order, OAO, of an ARIMA( p, d,0) autoregressive process applied to the DSL series. The detailed analysis of the discrepancies between empiric and predicted DSL underlines the uncertainty over predictability of long DSL, particularly for the Mediterranean region.

Changes in duration of dry and wet spells associated with air temperatures in Russia

NASA Astrophysics Data System (ADS)

Ye, Hengchun

2018-03-01

This study uses daily precipitation records from 517 Russian stations (1966-2010) to examine the relationships between continuous dry and wet day duration and surface air temperature for all four seasons. The study found that both mean and extreme durations of dry periods increase with air temperature at about 7.0% (0.24 day/°C) and 7.7% (0.86 day/°C) respectively, while those of wet periods decrease at about 1.3% (-0.02 day/°C) and 2.2% (-0.10 day/°C) respectively averaged over the entire study region during summer. An increase in the duration of dry periods with higher air temperature is also found in other seasons at locations with a mean seasonal air temperature of about -5 °C or higher. Opposite relationships of shorter durations of dry periods and longer wet periods associated with higher air temperature are observed over the northern part of the study region in winter. The changes in durations of both dry and wet periods have significant correlations with the changes in total dry and wet days but are about 2.5 times higher for dry periods and 0.5 times lower for wet periods. The study also found that locations with longer durations of dry periods experience faster rates of increase in air temperature, suggesting the likelihood of exacerbating drought severity in drier and/or warmer locations for all seasons.

Impact of an Unusual Dry Spell on the Energy Balance of a Residential Neighbourhood in a Tropical City

NASA Astrophysics Data System (ADS)

Velasco, E.; Harshan, S.; Roth, M.

2014-12-01

Singapore experienced an unprecedented 2-month dry spell at the beginning of 2014. A paltry 0.2 mm of rain in February, compared to the long-term monthly average of 161 mm, resulted in the driest month since 1869. Clear symptoms of water stress were observed in the evergreen vegetation of Singapore's garden city, a number of bush fires broke out in vegetated areas, water reservoirs shrank substantially in size, and the dry weather in the region triggered wildfires in neighboring countries. The fires in peninsular Malaysia combined with the prevailing north-easterly winds generated hazy conditions with subsequent deterioration of the local air quality. In response to this rare climatological event, and contrary to other countries in the region, little action was taken to preserve water in Singapore. Water consumption actually increased 5%, likely due to increased bathing for relief during the hot and hazy days and increased watering of managed green spaces. The reasons which resulted in increased water consumption are investigated in this paper from a climatological point of view. Using eddy covariance flux measurements of the different radiative and non-radiate (latent and sensible heat) fluxes conducted over a low-rise neighborhood, the changes in the components of the energy balance associated with the dry spell are investigated. An increase of 17% in net radiation and drier daytime conditions produced an increase of 45% in sensible and reduction of 14% in latent heat fluxes, respectively. The heat stored in the urban canopy increased by 3% compared to previous years. Although the projected impacts of climate change for Singapore are uncertain, an increase in frequency of dry periods like the 2014 episode are possible in Southeast Asia. A holistic approach, which includes aspects of the urban microclimate, is necessary to implement effective measures to reduce water demand and assure the water resilience of Singapore.

Comparison of different synthetic 5-min rainfall time series regarding their suitability for urban drainage modelling

NASA Astrophysics Data System (ADS)

van der Heijden, Sven; Callau Poduje, Ana; Müller, Hannes; Shehu, Bora; Haberlandt, Uwe; Lorenz, Manuel; Wagner, Sven; Kunstmann, Harald; Müller, Thomas; Mosthaf, Tobias; Bárdossy, András

2015-04-01

For the design and operation of urban drainage systems with numerical simulation models, long, continuous precipitation time series with high temporal resolution are necessary. Suitable observed time series are rare. As a result, intelligent design concepts often use uncertain or unsuitable precipitation data, which renders them uneconomic or unsustainable. An expedient alternative to observed data is the use of long, synthetic rainfall time series as input for the simulation models. Within the project SYNOPSE, several different methods to generate synthetic precipitation data for urban drainage modelling are advanced, tested, and compared. The presented study compares four different approaches of precipitation models regarding their ability to reproduce rainfall and runoff characteristics. These include one parametric stochastic model (alternating renewal approach), one non-parametric stochastic model (resampling approach), one downscaling approach from a regional climate model, and one disaggregation approach based on daily precipitation measurements. All four models produce long precipitation time series with a temporal resolution of five minutes. The synthetic time series are first compared to observed rainfall reference time series. Comparison criteria include event based statistics like mean dry spell and wet spell duration, wet spell amount and intensity, long term means of precipitation sum and number of events, and extreme value distributions for different durations. Then they are compared regarding simulated discharge characteristics using an urban hydrological model on a fictitious sewage network. First results show a principal suitability of all rainfall models but with different strengths and weaknesses regarding the different rainfall and runoff characteristics considered.

Projected changes in precipitation intensity and frequency over complex topography: a multi-model perspective

NASA Astrophysics Data System (ADS)

Fischer, Andreas; Keller, Denise; Liniger, Mark; Rajczak, Jan; Schär, Christoph; Appenzeller, Christof

2014-05-01

Fundamental changes in the hydrological cycle are expected in a future warmer climate. This is of particular relevance for the Alpine region, as a source and reservoir of several major rivers in Europe and being prone to extreme events such as floodings. For this region, climate change assessments based on the ENSEMBLES regional climate models (RCMs) project a significant decrease in summer mean precipitation under the A1B emission scenario by the mid-to-end of this century, while winter mean precipitation is expected to slightly rise. From an impact perspective, projected changes in seasonal means, however, are often insufficient to adequately address the multifaceted challenges of climate change adaptation. In this study, we revisit the full matrix of the ENSEMBLES RCM projections regarding changes in frequency and intensity, precipitation-type (convective versus stratiform) and temporal structure (wet/dry spells and transition probabilities) over Switzerland and surroundings. As proxies for raintype changes, we rely on the model parameterized convective and large-scale precipitation components. Part of the analysis involves a Bayesian multi-model combination algorithm to infer changes from the multi-model ensemble. The analysis suggests a summer drying that evolves altitude-specific: over low-land regions it is associated with wet-day frequency decreases of convective and large-scale precipitation, while over elevated regions it is primarily associated with a decline in large-scale precipitation only. As a consequence, almost all the models project an increase in the convective fraction at elevated Alpine altitudes. The decrease in the number of wet days during summer is accompanied by decreases (increases) in multi-day wet (dry) spells. This shift in multi-day episodes also lowers the likelihood of short dry spell occurrence in all of the models. For spring and autumn the combined multi-model projections indicate higher mean precipitation intensity north of the Alps, while a similar tendency is expected for the winter season over most of Switzerland.

Climate extremes and predicted warming threaten Mediterranean Holocene firs forests refugia

PubMed Central

Camarero, J. Julio; Carrer, Marco; Gutiérrez, Emilia; Alla, Arben Q.; Andreu-Hayles, Laia; Hevia, Andrea; Koutavas, Athanasios; Martínez-Sancho, Elisabet; Nola, Paola; Papadopoulos, Andreas; Pasho, Edmond; Toromani, Ervin

2017-01-01

Warmer and drier climatic conditions are projected for the 21st century; however, the role played by extreme climatic events on forest vulnerability is still little understood. For example, more severe droughts and heat waves could threaten quaternary relict tree refugia such as Circum-Mediterranean fir forests (CMFF). Using tree-ring data and a process-based model, we characterized the major climate constraints of recent (1950–2010) CMFF growth to project their vulnerability to 21st-century climate. Simulations predict a 30% growth reduction in some fir species with the 2050s business-as-usual emission scenario, whereas growth would increase in moist refugia due to a longer and warmer growing season. Fir populations currently subjected to warm and dry conditions will be the most vulnerable in the late 21st century when climatic conditions will be analogous to the most severe dry/heat spells causing dieback in the late 20th century. Quantification of growth trends based on climate scenarios could allow defining vulnerability thresholds in tree populations. The presented predictions call for conservation strategies to safeguard relict tree populations and anticipate how many refugia could be threatened by 21st-century dry spells. PMID:29109266

Climate extremes and predicted warming threaten Mediterranean Holocene firs forests refugia.

PubMed

Sánchez-Salguero, Raúl; Camarero, J Julio; Carrer, Marco; Gutiérrez, Emilia; Alla, Arben Q; Andreu-Hayles, Laia; Hevia, Andrea; Koutavas, Athanasios; Martínez-Sancho, Elisabet; Nola, Paola; Papadopoulos, Andreas; Pasho, Edmond; Toromani, Ervin; Carreira, José A; Linares, Juan C

2017-11-21

Warmer and drier climatic conditions are projected for the 21st century; however, the role played by extreme climatic events on forest vulnerability is still little understood. For example, more severe droughts and heat waves could threaten quaternary relict tree refugia such as Circum-Mediterranean fir forests (CMFF). Using tree-ring data and a process-based model, we characterized the major climate constraints of recent (1950-2010) CMFF growth to project their vulnerability to 21st-century climate. Simulations predict a 30% growth reduction in some fir species with the 2050s business-as-usual emission scenario, whereas growth would increase in moist refugia due to a longer and warmer growing season. Fir populations currently subjected to warm and dry conditions will be the most vulnerable in the late 21st century when climatic conditions will be analogous to the most severe dry/heat spells causing dieback in the late 20th century. Quantification of growth trends based on climate scenarios could allow defining vulnerability thresholds in tree populations. The presented predictions call for conservation strategies to safeguard relict tree populations and anticipate how many refugia could be threatened by 21st-century dry spells.

Precipitation Regime Shift Enhanced the Rain Pulse Effect on Soil Respiration in a Semi-Arid Steppe

PubMed Central

Yan, Liming; Chen, Shiping; Xia, Jianyang; Luo, Yiqi

2014-01-01

The effect of resource pulses, such as rainfall events, on soil respiration plays an important role in controlling grassland carbon balance, but how shifts in long-term precipitation regime regulate rain pulse effect on soil respiration is still unclear. We first quantified the influence of rainfall event on soil respiration based on a two-year (2006 and 2009) continuously measured soil respiration data set in a temperate steppe in northern China. In 2006 and 2009, soil carbon release induced by rainfall events contributed about 44.5% (83.3 g C m−2) and 39.6% (61.7 g C m−2) to the growing-season total soil respiration, respectively. The pulse effect of rainfall event on soil respiration can be accurately predicted by a water status index (WSI), which is the product of rainfall event size and the ratio between antecedent soil temperature to moisture at the depth of 10 cm (r 2 = 0.92, P<0.001) through the growing season. It indicates the pulse effect can be enhanced by not only larger individual rainfall event, but also higher soil temperature/moisture ratio which is usually associated with longer dry spells. We then analyzed a long-term (1953–2009) precipitation record in the experimental area. We found both the extreme heavy rainfall events (>40 mm per event) and the long dry-spells (>5 days) during the growing seasons increased from 1953–2009. It suggests the shift in precipitation regime has increased the contribution of rain pulse effect to growing-season total soil respiration in this region. These findings highlight the importance of incorporating precipitation regime shift and its impacts on the rain pulse effect into the future predictions of grassland carbon cycle under climate change. PMID:25093573

Precipitation regime shift enhanced the rain pulse effect on soil respiration in a semi-arid steppe.

PubMed

Yan, Liming; Chen, Shiping; Xia, Jianyang; Luo, Yiqi

2014-01-01

The effect of resource pulses, such as rainfall events, on soil respiration plays an important role in controlling grassland carbon balance, but how shifts in long-term precipitation regime regulate rain pulse effect on soil respiration is still unclear. We first quantified the influence of rainfall event on soil respiration based on a two-year (2006 and 2009) continuously measured soil respiration data set in a temperate steppe in northern China. In 2006 and 2009, soil carbon release induced by rainfall events contributed about 44.5% (83.3 g C m(-2)) and 39.6% (61.7 g C m(-2)) to the growing-season total soil respiration, respectively. The pulse effect of rainfall event on soil respiration can be accurately predicted by a water status index (WSI), which is the product of rainfall event size and the ratio between antecedent soil temperature to moisture at the depth of 10 cm (r2 = 0.92, P<0.001) through the growing season. It indicates the pulse effect can be enhanced by not only larger individual rainfall event, but also higher soil temperature/moisture ratio which is usually associated with longer dry spells. We then analyzed a long-term (1953-2009) precipitation record in the experimental area. We found both the extreme heavy rainfall events (>40 mm per event) and the long dry-spells (>5 days) during the growing seasons increased from 1953-2009. It suggests the shift in precipitation regime has increased the contribution of rain pulse effect to growing-season total soil respiration in this region. These findings highlight the importance of incorporating precipitation regime shift and its impacts on the rain pulse effect into the future predictions of grassland carbon cycle under climate change.

Is Phonology Bypassed in Normal or Dyslexic Development?

ERIC Educational Resources Information Center

Pennington, Bruce F.; And Others

1987-01-01

Two studies involving 215 subjects tested the hypothesis that orthographic coding bypasses phonological coding after the early stages of reading or spelling. It was found that nondyslexics continue to develop phonological coding skill until adulthood and rely on it for reading and spelling to a significantly greater extent than do dyslexics.…

Teaching children with dyslexia to spell in a reading-writers' workshop.

PubMed

Berninger, Virginia W; Lee, Yen-Ling; Abbott, Robert D; Breznitz, Zvia

2013-04-01

To identify effective treatment for both the spelling and word decoding problems in dyslexia, 24 students with dyslexia in grades 4 to 9 were randomly assigned to treatments A (n=12) or B (n=12) in an after-school reading-writers' workshop at the university (thirty 1-h sessions twice a week over 5 months). First, both groups received step 1 treatment of grapheme-phoneme correspondences (gpc) for oral reading. At step 2, treatment A received gpc training for both oral reading and spelling, and treatment B received gpc training for oral reading and phonological awareness. At step 3, treatment A received orthographic spelling strategy and rapid accelerated reading program (RAP) training, and treatment B continued step 2 training. At step 4, treatment A received morphological strategies and RAP training, and treatment B received orthographic spelling strategy training. Each treatment also had the same integrated reading-writing activities, which many school assignments require. Both groups improved significantly in automatic letter writing, spelling real words, compositional fluency, and oral reading (decoding) rate. Treatment A significantly outperformed treatment B in decoding rate after step 3 orthographic training, which in turn uniquely predicted spelling real words. Letter processing rate increased during step 3 RAP training and correlated significantly with two silent reading fluency measures. Adding orthographic strategies with "working memory in mind" to phonics helps students with dyslexia spell and read English words.

Derivation of low flow frequency distributions under human activities and its implications

NASA Astrophysics Data System (ADS)

Gao, Shida; Liu, Pan; Pan, Zhengke; Ming, Bo; Guo, Shenglian; Xiong, Lihua

2017-06-01

Low flow, refers to a minimum streamflow in dry seasons, is crucial to water supply, agricultural irrigation and navigation. Human activities, such as groundwater pumping, influence low flow severely. In order to derive the low flow frequency distribution functions under human activities, this study incorporates groundwater pumping and return flow as variables in the recession process. Steps are as follows: (1) the original low flow without human activities is assumed to follow a Pearson type three distribution, (2) the probability distribution of climatic dry spell periods is derived based on a base flow recession model, (3) the base flow recession model is updated under human activities, and (4) the low flow distribution under human activities is obtained based on the derived probability distribution of dry spell periods and the updated base flow recession model. Linear and nonlinear reservoir models are used to describe the base flow recession, respectively. The Wudinghe basin is chosen for the case study, with daily streamflow observations during 1958-2000. Results show that human activities change the location parameter of the low flow frequency curve for the linear reservoir model, while alter the frequency distribution function for the nonlinear one. It is indicated that alter the parameters of the low flow frequency distribution is not always feasible to tackle the changing environment.

Investigating the water balance of on-farm techniques for improved crop productivity in rainfed systems: A case study of Makanya catchment, Tanzania

NASA Astrophysics Data System (ADS)

Makurira, H.; Savenije, H. H. G.; Uhlenbrook, S.; Rockström, J.; Senzanje, A.

Water scarcity is a perennial problem in sub-Saharan agricultural systems where extreme rainfall events dominate agricultural seasons. Dry spell occurrences between and during seasons negatively impact on crop yields especially if such dry spells exceed 14 days. The impact of dry spells is felt more at smallholder farming scales where subsistence farming is the only source of livelihood for many households. This paper presents results from on-going research to improve rainfed water productivity in arid and semi-arid regions. The study site is the Makanya catchment in northern Tanzania where rainfall rarely exceeds 400 mm/season. Rainwater alone is not sufficient to support maize which is the preferred crop. The research introduced new soil and water conservation measures to promote water availability into the root zone. The introduced techniques include deep tillage, runoff diversion, fanya juus (infiltration trenches with bunds) and infiltration pits. The research aims at understanding the effectiveness of these interventions in increasing moisture availability within the root zone. Time domain reflectometry (TDR) was used to measure soil moisture twice weekly at 10 cm depth intervals up to depths of 2 m. Soil moisture fluctuated in the range 5-25% of volume with the beginning of the season recording the driest moisture levels and periods after good rainfall/runoff events recording the highest moisture levels. From the field observations made, a spreadsheet model was developed to simulate soil moisture variations during different maize growth stages. The results obtained show that the zones of greatest soil moisture concentrations are those around the trenches and bunds. Soil moisture is least at the centre of the plots. The study confirms the effectiveness of the introduced techniques to help concentrate the little available rainfall into green water flow paths. Indirect benefits from these improved techniques are the creation of fertile and moist zones around the bunds where supplementary food crops (e.g. bananas and cassava) can be grown even in dry seasons.

Crop yield risk analysis and mitigation of smallholder farmers at quaternary catchment level: Case study of B72A in Olifants river basin, South Africa

NASA Astrophysics Data System (ADS)

Magombeyi, Manuel S.; Taigbenu, Akpofure E.

Currently, Sub-Sahara is experiencing increased frequency of disasters either as floods or droughts which depletes the scarce resources available to sustain increasing populations. Success in preventing food shortages in the African continent can only be achieved by understanding the vulnerability and risk of the majority of smallholder farmers under rainfed and supplementary irrigation coupled with appropriate interventions. Increased frequency of floods, droughts and dry spells pose an increasing threat to the smallholder farmers’ food security and water resources availability in B72A quaternary catchment of the Olifants river basin in South Africa. This paper links maize crop yield risk and smallholder farmer vulnerability arising from droughts by applying a set of interdisciplinary indicators (physical and socio-economic) encompassing gender and institutional vulnerabilities. For the study area, the return period of droughts and dry spells was 2 years. The growing season for maize crop was 121 days on average. Soil water deficit during critical growth stages may reduce potential yields by up to 62%, depending on the length and severity of the moisture deficit. To minimize grain yield loss and avoid total crop failures from intra-seasonal dry spells, farmers applied supplementary irrigation either from river water or rainwater harvested into small reservoirs. Institutional vulnerability was evidenced by disjointed water management institutions with lack of comprehension of roles of higher level institutions by lower level ones. Women are most hit by droughts as they derived more than 90% of their family income from agriculture activities. An enhanced understanding of the vulnerability and risk exposure will assist in developing technologies and policies that conform to the current livelihood strategies of smallholder, resource-constrained farmers. Development of such knowledge base for a catchment opens avenues for computational modeling of the impacts of different types of disasters under different scenarios.

An Analysis of the Spelling Patterns of Children in Grades Two through Eight: A Study of a National Sample of Children's Writing.

ERIC Educational Resources Information Center

Farr, Roger; And Others

This report (a continuation of the Indiana University vocabulary study) identifies words children frequently misspell and analyzes the representative spelling patterns at different grade levels. The report is in three sections and addresses seven questions. Section 1 reports on the analysis of the high frequency words across grades, asking: (1)…

Lexical spelling in children and adolescents with specific language impairment: variations with the writing situation.

PubMed

Broc, Lucie; Bernicot, Josie; Olive, Thierry; Favart, Monik; Reilly, Judy; Quémart, Pauline; Uzé, Joël

2013-10-01

The goal of this study was to compare the lexical spelling performance of children and adolescents with specific language impairment (SLI) in two contrasting writing situations: a dictation of isolated words (a classic evaluative situation) and a narrative of a personal event (a communicative situation). Twenty-four children with SLI and 48 typically developing children participated in the study, split into two age groups: 7-11 and 12-18 years of age. Although participants with SLI made more spelling errors per word than typically developing participants of the same chronological age, there was a smaller difference between the two groups in the narratives than in the dictations. Two of the findings are particularly noteworthy: (1) Between 12 and 18 years of age, in communicative narration, the number of spelling errors of the SLI group was not different from that of the typically developing group. (2) In communicative narration, the participants with SLI did not make specific spelling errors (phonologically unacceptable), contrary to what was shown in the dictation. From an educational perspective or that of a remediation program, it must be stressed that the communicative narration provides children-and especially adolescents-with SLI an opportunity to demonstrate their improved lexical spelling abilities. Furthermore, the results encourage long-term lexical spelling education, as adolescents with SLI continue to show improvement between 12 and 18 years of age. Copyright © 2013 Elsevier Ltd. All rights reserved.

The long sediment record of lake Challa: a unique equatorial archive, potentially crucial for understanding early human dispersal

NASA Astrophysics Data System (ADS)

Van Daele, Maarten; Moernaut, Jasper; De Batist, Marc; Verschuren, Dirk

2013-04-01

Lake Challa (Mt. Kilimanjaro, Kenya/Tanzania) is located in a key site for reconstructing the climate and landscape history of equatorial East Africa and hence, climatic influences on the living environment of early modern humans, Homo sapiens. Seismic-reflection data from this crater lake reveal a ~210-m thick sedimentary infill containing distinct seismic-stratigraphic signatures of late-Quaternary lake-level fluctuations. Extrapolation of a well-constrained age model on the cored upper part of the sequence shows that the signatures of these lake-level fluctuations represent a detailed record of climatic moisture-balance variation in equatorial East Africa, continuous over at least the last 140 kyr and encompassing in total ~250 kyr. The most severe aridity occurred during peak Penultimate glaciation immediately before 130 kyr BP (coeval with Heinrich event 11) and during a Last Interglacial 'megadrought' period between ~115 and ~98 kyr BP; in comparison, Last Glacial Maximum (LGM) aridity was modest. The LGM was preceded by ~75,000 years of relatively stable and moist climate conditions interrupted by eleven short-lived dry spells, five of which match the timing of Heinrich events 2 to 6. Also in the lower part of the sedimentary infill the seismic stratigraphy provides evidence for short-lived dry spells, but artefacts and changes in basin geometry complicate their detailed interpretation and dating, respectively. The ICDP deep-drilling project DeepCHALLA aims to core the entire sedimentary sequence, which will allow reconstructing regional climate and ecological dynamics for the past ~250 kyr, i.e., the entire documented existence of anatomically modern humans in East Africa. Knowledge of climate history in this equatorial region, where the northeasterly and southeasterly monsoons strongly interact, is crucial for documenting the severity and geographical distribution of prolonged drought episodes across tropical Africa, and thus for understanding the early dispersal of modern humans from Africa into Eurasia between ~100,000 and ~50,000 years ago.

How to Stay Afloat in the Academic Library Job Pool

ERIC Educational Resources Information Center

Neely, Teresa Y., Ed.

2011-01-01

There's never been a more challenging time to find a position as an academic librarian, especially for those who have recently completed their library education. Whether job-hunters are jumping into the job pool for the very first time, or back in the water after a dry spell, Neely and her crack team of expert contributors have the information…

Forest fire weather and computed fire occurrence in western Oregon and western Washington.

Treesearch

Owen P. Cramer

1959-01-01

Severity of the 1959 fire season varied from well below normal in western Washington to a record-setting high in southwestern Oregon. The season was characterized by well-distributed, short rainy periods separated by comparatively short dry spells that frequently included days of high fire danger. July was the only month with markedly above-normal temperatures, and...

Regional agricultural susceptibility to climate variability: A district level analysis of Maharashtra, India

NASA Astrophysics Data System (ADS)

Swami, D.; Parthasarathy, D.; Dave, P.

2016-12-01

Climate variability (CV) has adverse impact on crop production and inadequate research carried out to assess the impact of CV on crop production has aggravated the ability of farmers to adapt (Jones et al., 2000). A better understanding of CV is required to reduce the vulnerability of farmers towards existing and future CV. Further, a wide variation in policies related to climate change exists at global level and considering the state/nation as a single unit for policy formulations may lead to under-representation of regional problems. Hence, the present work chooses to focus on CVassessment at the regional/district level of Maharashtra state in India. Here, interannual variability of wet and dry spells from year 1951-2013, are used as a measure of CV. Statistical declining trend of wet spells for (12/34) districts was observed across all the districts of Maharashtra. Districts showing highest change in wet spell pre and post 1976/77 are Beed, Latur and Osmanabad belong to Central Maharashtra Plateau zone and Western Maharashtra scarcity zone. Dry spells for (8/34) districts were found to statistically increase across all the districts of Maharashtra. Washim, Yavatmal of Vidarbha zone; and Latur, Parbhani of Amravati division belonging to Central Maharashtra Plateau zone and Central Vidarbha zone are found to reflect the large variation in their behavior pre and post 1976/77. Findings reveal that districts from the same agro-climate zones respond differently to CV, indicating significant spatial heterogeneity within the region. Trend in monsoon variability was found to be prominent after 1976/77, suggesting an enhanced role of climate change on climate variability after 1977. It necessitates separate policy formulation related to CV and agriculture for each district to bring out the solution for regional issues (socio-political, farmers, agriculturalists, economical) more clearly. Further we have attempted to link agriculture vulnerability and crop sensitivity to CV. Results signify spatial and temporal variability of different agro-ecological and climate parameters; suitable adaptation measures to famers and policy makers need to address this change. The findings can be utilized by farmers and policy makers while formulating agricultural policies and adaptation measures related to climate change.

Spelling Impairments in Italian Dyslexic Children with and without a History of Early Language Delay. Are There Any Differences?

PubMed

Angelelli, Paola; Marinelli, Chiara V; Iaia, Marika; Putzolu, Anna; Gasperini, Filippo; Brizzolara, Daniela; Chilosi, Anna M

2016-01-01

Language delay is considered a frequent antecedent of literacy problems and both may be linked to phonological impairment. However, while several studies have examined the relationship between language delay and reading impairment, relatively few have focused on spelling. In this study, spelling performance of 28 children with developmental dyslexia (DD), 14 children with a history of language delay (LD), and 14 children without (NoLD) and 28 control participants were examined. Spelling was investigated by a writing to dictation task that included orthographically regular stimuli (word and non-words), as well as words with unpredictable transcription. Results indicated that all dyslexic participants underperformed compared to controls on both regular and unpredictable transcription stimuli, but LD performance was generally the worst. Moreover, spelling impairment assumed different characteristics in LD and NoLD children. LD children were more sensitive to acoustic-to-phonological variables, showing relevant failure especially on stimuli containing geminate consonants but also on polysyllabic stimuli and those containing non-continuant consonants. Error analysis confirmed these results, with LD children producing a higher rate of phonological errors respect to NoLD children and controls. Results were coherent with the hypothesis that among dyslexic children, those with previous language delay have more severe spelling deficit, suffering from defective orthographic lexical acquisition together with long-lasting phonological difficulties.

Spelling Impairments in Italian Dyslexic Children with and without a History of Early Language Delay. Are There Any Differences?

PubMed Central

Angelelli, Paola; Marinelli, Chiara V.; Iaia, Marika; Putzolu, Anna; Gasperini, Filippo; Brizzolara, Daniela; Chilosi, Anna M.

2016-01-01

Language delay is considered a frequent antecedent of literacy problems and both may be linked to phonological impairment. However, while several studies have examined the relationship between language delay and reading impairment, relatively few have focused on spelling. In this study, spelling performance of 28 children with developmental dyslexia (DD), 14 children with a history of language delay (LD), and 14 children without (NoLD) and 28 control participants were examined. Spelling was investigated by a writing to dictation task that included orthographically regular stimuli (word and non-words), as well as words with unpredictable transcription. Results indicated that all dyslexic participants underperformed compared to controls on both regular and unpredictable transcription stimuli, but LD performance was generally the worst. Moreover, spelling impairment assumed different characteristics in LD and NoLD children. LD children were more sensitive to acoustic-to-phonological variables, showing relevant failure especially on stimuli containing geminate consonants but also on polysyllabic stimuli and those containing non-continuant consonants. Error analysis confirmed these results, with LD children producing a higher rate of phonological errors respect to NoLD children and controls. Results were coherent with the hypothesis that among dyslexic children, those with previous language delay have more severe spelling deficit, suffering from defective orthographic lexical acquisition together with long-lasting phonological difficulties. PMID:27148135

Future projections of active-break spells of Indian summer monsoon in a climate change perspective

NASA Astrophysics Data System (ADS)

Sudeepkumar, B. L.; Babu, C. A.; Varikoden, Hamza

2018-02-01

The effect of global climate change on Indian summer monsoon has been analysed with special emphasis on active-break cycle. The changes in intensity and duration of active and break monsoon conditions towards the end of the century are studied by using 850 hPa zonal circulations. The analysis is carried out using twenty year climatology of historical period (1986-2005) and future projections (2080-2099) simulated as part of Coupled Model Intercomparison Project phase 5 (CMIP5). Models are compared with NCEP/NCAR reanalysis data. The models that effectively capture the circulation pattern of monsoon (JJAS) are considered for assessing the future climate in RCP 4.5 scenario. They are CanESM2, CNRM-CM5, GFDL-ESM2M, MIROC5 and MPI-ESM-LR. During the southwest monsoon period, the ensemble mean of models projects a strengthening of the wind speed towards north (north of 15°N) and weakening to the southern region (especially south of 12°N) which facilitates wetting of northern Indian regions and drying of southern peninsular regions. In the case of active-break conditions, the active spells are found to be strengthening over northern India and weakening over the peninsular India, the break spells intensify over southern tip of peninsular India indicating intense breaks. Increased propensity of short intense active days and decreased propensity of long active days are also projected by the models. The number of break spells does not show any significant changes.

Evaluating soil moisture constraints on surface fluxes in land surface models globally

NASA Astrophysics Data System (ADS)

Harris, Phil; Gallego-Elvira, Belen; Taylor, Christopher; Folwell, Sonja; Ghent, Darren; Veal, Karen; Hagemann, Stefan

2016-04-01

Soil moisture availability exerts a strong control over land evaporation in many regions. However, global climate models (GCMs) disagree on when and where evaporation is limited by soil moisture. Evaluation of the relevant modelled processes has suffered from a lack of reliable, global observations of land evaporation at the GCM grid box scale. Satellite observations of land surface temperature (LST) offer spatially extensive but indirect information about the surface energy partition and, under certain conditions, about soil moisture availability on evaporation. Specifically, as soil moisture decreases during rain-free dry spells, evaporation may become limited leading to increases in LST and sensible heat flux. We use MODIS Terra and Aqua observations of LST at 1 km from 2000 to 2012 to assess changes in the surface energy partition during dry spells lasting 10 days or longer. The clear-sky LST data are aggregated to a global 0.5° grid before being composited as a function dry spell day across many events in a particular region and season. These composites are then used to calculate a Relative Warming Rate (RWR) between the land surface and near-surface air. This RWR can diagnose the typical strength of short term changes in surface heat fluxes and, by extension, changes in soil moisture limitation on evaporation. Offline land surface model (LSM) simulations offer a relatively inexpensive way to evaluate the surface processes of GCMs. They have the benefits that multiple models, and versions of models, can be compared on a common grid and using unbiased forcing. Here, we use the RWR diagnostic to assess global, offline simulations of several LSMs (e.g., JULES and JSBACH) driven by the WATCH Forcing Data-ERA Interim. Both the observed RWR and the LSMs use the same 0.5° grid, which allows the observed clear-sky sampling inherent in the underlying MODIS LST to be applied to the model outputs directly. This approach avoids some of the difficulties in analysing free-running simulations in which land and atmosphere are coupled and, as such, it provides a flexible intermediate step in the assessment of surface processes in GCMs.

Spelling difficulties in school-aged girls with attention-deficit/hyperactivity disorder: behavioral, psycholinguistic, cognitive, and graphomotor correlates.

PubMed

Åsberg Johnels, Jakob; Kopp, Svenny; Gillberg, Christopher

2014-01-01

Writing difficulties are common among children with attention-deficit/hyperactivity disorder (ADHD), but the nature of these difficulties has not been well studied. Here we relate behavioral, psycholinguistic, cognitive (memory/executive), and graphomotor measures to spelling skills in school-age girls with ADHD (n = 30) and an age-matched group of typically developed spellers (TYPSP, n = 35). When subdividing the ADHD group into those with poor (ADHDPSP, n = 19) and typical spelling (ADHDTYPSP, n = 11), the two subgroups did not differ with regard to inattentive or hyperactive-impulsive symptom severity according to parent or teacher ratings. Both ADHD subgroups also had equally severe difficulties in graphomotor control-handwriting and (parent ratings of) written expression as compared to the TYPSP group. In contrast, ADHDPSP had problems relative to ADHDTYPSP and TYPSP on phonological and orthographic recoding (choice tasks) and verbal memory (digit span) and were more likely to make commissions on a continuous performance task (CPT). Further analyses using the collapsed ADHD group showed that both digit span and the presence of CPT commissions predicted spelling performance independently of each other. Finally, results showed that phonological recoding skills mediated the association between digit span and spelling performance in ADHD. Theoretical and educational implications are discussed. © Hammill Institute on Disabilities 2012.

Extrapolating effects of conservation tillage on yield, soil moisture and dry spell mitigation using simulation modelling

NASA Astrophysics Data System (ADS)

Mkoga, Z. J.; Tumbo, S. D.; Kihupi, N.; Semoka, J.

There is big effort to disseminate conservation tillage practices in Tanzania. Despite wide spread field demonstrations there has been some field experiments meant to assess and verify suitability of the tillage options in local areas. Much of the experiments are short lived and thus long term effects of the tillage options are unknown. Experiments to study long term effects of the tillage options are lacking because they are expensive and cannot be easily managed. Crop simulation models have the ability to use long term weather data and the local soil parameters to assess long term effects of the tillage practices. The Agricultural Production Systems Simulator (APSIM) crop simulation model; was used to simulate long term production series of soil moisture and grain yield based on the soil and weather conditions in Mkoji sub-catchment of the great Ruaha river basin in Tanzania. A 24 year simulated maize yield series based on conventional tillage with ox-plough, without surface crop residues (CT) treatment was compared with similar yield series based on conservation tillage (ox-ripping, with surface crop residues (RR)). Results showed that predicted yield averages were significantly higher in conservation tillage than in conventional tillage ( P < 0.001). Long term analysis, using APSIM simulation model, showed that average soil moisture in the conservation tillage was significantly higher ( P < 0.05) (about 0.29 mm/mm) than in conventional tillage (0.22 mm/mm) treatment during the seasons which received rainfall between 468 and 770 mm. Similarly the conservation tillage treatment recorded significantly higher yields (4.4 t/ha) ( P < 0.01) than the conventional tillage (3.6 t/ha) treatment in the same range of seasonal rainfall. On the other hand there was no significant difference in soil moisture for the seasons which received rainfall above 770 mm. In these seasons grain yield in conservation tillage treatment was significantly lower (3.1 kg/ha) than in the conventional tillage treatment (4.8 kg/ha) ( P < 0.05). Results also indicated a probability of 0.5 of getting higher yield in conservation than in conventional tillage practice. The conservation tillage treatment had the ability to even-out the acute and long intra-seasonal dry spells. For example a 36-days agricultural dry spell which occurred between 85th and 130th day after planting in the 1989/1990 season (in the CT treatment) was mitigated to zero days in the RR treatment by maintaining soil moisture above the critical point. Critical soil moisture for maize was measured at 0.55 of maximum soil moisture that can be depleted crop (0.55 D). It is concluded that conservation tillage practice where ripping and surface crop residues is used is much more effective in mitigating dry spells and increase productivity in a seasonal rainfall range of between 460 and 770 mm. It is recommended that farmers in the area adopt that type of conservation tillage because rainfall was in this range (460-770 mm) in 12 out of the past 24 years, indicating possibility of yield losses once in every 2 years.

Characteristics of the nonelderly with selected sources of health insurance and lengths of uninsured spells.

PubMed

Copeland, C

1998-06-01

This Issue Brief examines the characteristics of individuals with selected sources of coverage and combinations of sources of coverage over a 12-month period. In addition, it examines the characteristics of individuals who experience spells without health insurance and the lengths of these spells. It uses the most recent 12-month period from the Survey of Income and Program Participation and builds on previous research on the lengths of spells with and without health insurance. Analysis of individuals' health insurance coverage from October 1994 to September 1995 showed that approximately 77.6 percent of the nonelderly had health insurance coverage during this entire period. In addition, 22.4 percent of the nonelderly were uninsured for at least one month during this period, and 7.4 percent of the nonelderly were uninsured for the entire period. Of those with health insurance coverage for the entire year, approximately 83 percent were covered by private health insurance, with at least 81 percent of this group receiving the coverage from employment-based sources. Eighty-five percent of the spells without health insurance with an observed beginning and end lasted for 4 months or less, and 99 percent lasted for 8 months or less. When examining the spells with either an observed beginning or end, 55 percent of these spells were found to last for 4 months or less, and 87 percent were found to last for 8 months or less. However, investigation of all spells without health insurance showed that approximately one-half of all spells without health insurance coverage lasted for 8 months or longer. This report found that two-thirds of spells without health insurance last for less than one year, confirming previous research that a majority of these spells are for less than a year. However, this report also confirms the existence of a significant number--approximately one-third of all individuals with a spell of noncoverage--of chronically uninsured individuals. These individuals are the most likely to delay seeking treatment for illnesses and to use the emergency room as their only site of care. Because they are in poverty or near poverty, much of this care is uncompensated. Thus, to the extent that providers can shift these costs onto other payers, all individuals and employers share in these costs through higher health insurance premiums or higher taxes to finance public hospitals and public insurance programs. Recent major health insurance legislation has addressed access to health insurance, and in many cases focused solely on continued access to employment-based coverage, but has done very little to address the affordability of coverage. However, as this report demonstrates, many individuals experiencing spells without health insurance have low incomes. Thus, to obtain coverage, individuals need not only increased access to health insurance but also the ability to afford this health insurance.

Foetal growth restriction is associated with poor reading and spelling skills at eight years to 10 years of age.

PubMed

Partanen, Lea; Korkalainen, Noora; Mäkikallio, Kaarin; Olsén, Päivi; Laukkanen-Nevala, Päivi; Yliherva, Anneli

2018-01-01

Foetal growth restriction (FGR) is associated with communication problems, which might lead to poor literacy skills. The reading and spelling skills of eight- to 10-year-old FGR children born at 24-40 gestational weeks were compared with those of their gestational age-matched, appropriately grown (AGA) peers. A prospectively collected cohort of 37 FGR and 31 AGA children was recruited prenatally at a Finnish tertiary care centre during 1998-2001. The children's reading and spelling skills were assessed using standardised tests for Finnish-speaking second and third graders. Significantly more children performed below the 10th percentile normal values for reading and spelling skills in the FGR group than in the AGA group. At nine years of age, the FGR children had significantly poorer performance in word reading skills and reading fluency, reading accuracy and reading comprehension than the AGA controls. No between-group differences were detected at eight years of age. FGR is associated with poor performance in reading and spelling skills. A third of the FGR children performed below the 10th percentile normal values at nine years of age. These results indicate a need to continuously evaluate linguistic and literacy skills as FGR children age to ensure optimal support. ©2017 Foundation Acta Paediatrica. Published by John Wiley & Sons Ltd.

The Crop Risk Zones Monitoring System for resilience to drought in the Sahel

NASA Astrophysics Data System (ADS)

Vignaroli, Patrizio; Rocchi, Leandro; De Filippis, Tiziana; Tarchiani, Vieri; Bacci, Maurizio; Toscano, Piero; Pasqui, Massimiliano; Rapisardi, Elena

2016-04-01

Food security is still one of the major concerns that Sahelian populations have to face. In the Sahel, agriculture is primarily based on rainfed crops and it is often structurally inadequate to manage the climatic variability. The predominantly rainfed cropping system of Sahel region is dependent on season quality on a year-to-year basis, and susceptible to weather extremes of droughts and extreme temperatures. Low water-storage capacity and high dependence on rainfed agriculture leave the agriculture sector even more vulnerable to climate risks. Crop yields may suffer significantly with either a late onset or early cessation of the rainy season, as well as with a high frequency of damaging dry spells. Early rains at the beginning of the season are frequently followed by dry spells which may last a week or longer. As the amount of water stored in the soil at this time of the year is negligible, early planted crops can suffer water shortage stresses during a prolonged dry spell. Therefore, the choice of the sowing date is of fundamental importance for farmers. The ability to estimate effectively the onset of the season and potentially dangerous dry spells becomes therefore vital for planning rainfed agriculture practices aiming to minimize risks and maximize yields. In this context, advices to farmers are key drivers for prevention allowing a better adaptation of traditional crop calendar to climatic variability. In the Sahel, particularly in CILSS (Permanent Interstates Committee for Drought Control in the Sahel) countries, national Early Warning System (EWS) for food security are underpinned by Multidisciplinary Working Groups (MWGs) lead by National Meteorological Services (NMS). The EWSs are mainly based on tools and models utilizing numeric forecasts and satellite data to outlook and monitor the growing season. This approach is focused on the early identification of risks and on the production of information within the prescribed time period for decision-making. Since the '90s, analysis tools and models based on meteorological satellites data have been developed within different regional and national initiatives to allow near-real-time monitoring of the cropping season. The software was in general stand-alone applications, transferred to MWGs without continuous user support and updates. Currently MWGs in the Sahel do not have any working operational tool for drought risk identification and forecast, because such tools are by now obsolete from the IT perspective. The challenge and the objective of this work is to provide to MWGs and local end-users an open access/source Crop Risk Zones Monitoring System (CRZ-MS) supporting decision making for drought risk reduction and resilience improvement. A first prototype has been developed for Niger and Mali NMSs, based on a coherent Open Source web-based infrastructure to treat all input and output data in a interoperable, platform-independent and uniform way. The System architecture and functions are based on a agro-meteorological model, running in two different modes: 1) diagnostic mode for the drought monitoring during the agro-pastoral campaign allowing MWGs to identify agricultural drought risk areas in order to support decision making at local and national level in agricultural drought management. This early warning information also represents an input for estimating the nutritional food insecurity, for the identification of potentially vulnerable populations and assessing food crises risks by National EWSs put in place by CILSS with EU, FAO and WFP. 2) predictive mode for "advisory-support" activities to the farmers by the Agricultural Extension Services, in order to implement the most appropriate strategies for minimizing drought risk on crops (i.e. identification of the optimal period of sowing, choice of varieties based on the expected length of the growing season, adoption of suitable cultural practices for soil water management) and to build farmers resilience. To increase the accessibility of appropriate and targeted drought risk information, it is essential to move from generic information to specific advises for end-users at different decision-making levels, bridging the gap between available technology and local users' needs. Thus, advices to farmers are a fundamental component of prevention allowing a better country's preparedness to cope with weather variability.

Assessing the impacts of extended drought conditions and global warming on groundwater resources in Iowa

NASA Astrophysics Data System (ADS)

Acar, O.; Franz, K.; Simpkins, W. W.

2013-12-01

Extended drought conditions that affected much of the U.S. throughout 2012 and continued into 2013 are bringing climate change to the forefront of public attention. Long-term effects of an extended dry spell on groundwater is especially concerning as these resources are essential for meeting drinking water demands, supporting agricultural and industrial activities, and maintaining water levels in rivers and lakes. Thus, the impact of extended drought conditions on the entire hydrologic cycle needs to be well understood to guide future resource and land management decisions. This study aims to explore the impact of extended drought conditions on groundwater resources in a representative Iowa watershed using Regional Climate Model scenarios implemented through HydroGeoSphere, a physically-based, surface water-groundwater model. Estimating the impacts of climate changes on groundwater resources requires representation of the full hydrological system, i.e. the connection between the atmospheric and surface-subsurface processes, in a realistic way. In the HydroGeoSphere model, surface and subsurface flow equations are solved simultaneously, and the interdependence of processes like actual evapotranspiration and recharge is handled explicitly. Using such state-of-the-art modeling tools, we seek to address the consequences of changing climate extremes (that have already been experienced and expected to continue over long periods in the future) on the hydrologic cycle of our pilot study area, the South Fork watershed in north-central Iowa. The results will provide a baseline for investigating mitigation strategies in agricultural practices and water use due to changes in the wet and dry cycles of the regional hydrologic cycle.

Linking atmospheric blocking to European temperature extremes in spring

NASA Astrophysics Data System (ADS)

Brunner, Lukas; Hegerl, Gabriele; Steiner, Andrea

2017-04-01

The weather in Europe is influenced by a range of dynamical features such as the Atlantic storm tracks, the jet stream, and atmospheric blocking. Blocking describes an atmospheric situation in which a stationary and persistent high pressure system interrupts the climatological flow for several days to weeks. It can trigger cold and warm spells which is of special relevance during the spring season because vegetation is particularly vulnerable to extreme temperatures in the early greening phase. We investigate European cold and warm spells in the 36 springs from 1979 to 2014 in temperature data from the European daily high-resolution gridded dataset (E-OBS) and connect them to blocking derived from geopotential height fields from ERA-Interim. A highly significant link between blocking and both, cold and warm spells is found that changes during spring. Resolving monthly frequencies, we find a shift in the preferred locations of blocking throughout spring. The maximum blocking frequency during cold spells shifts from Scandinavia to the British Isles in March and April. During warm spells it continuously shifts further northward during the spring season. The location of the block is found to be essential for the sign of the relationship. Blocking over the north-eastern Atlantic and over northern Europe is strongly linked to cold conditions, while blocking over central Europe is associated with warm conditions. Consistently the spatial distribution of temperature extremes across Europe is highly sensitive to the occurrence of blocking. More than 80 % of cold spells in south-eastern Europe occur during blocking, compared to less than 30 % in northern Europe. Warm spells show the opposite pattern and more than 70 % co-occur with blocking in northern Europe, compared to less than 30 % in parts of southern Europe. We find considerable interannual variability over the analysis period from 1979 to 2014 but also a decrease in cold spells and an increase in warm spells, especially in the last 15 years, indicating the influence of global warming. The change to a warmer environment holds the potential for even higher vulnerability to cold extremes, which can be triggered by blocking in late spring. Brunner, L., G. Hegerl, and A. Steiner, 2017: Connecting Atmospheric Blocking to European Temperature Extremes in Spring. J. Climate, 30, 585-594, doi: 10.1175/JCLI-D-16-0518.1.

Monsoon variability, crop water requirement, and crop planning for kharif rice in Sagar Island, India.

PubMed

Mandal, S; Choudhury, B U; Satpati, L N

2015-12-01

In the Sagar Island of Bay of Bengal, rainfed lowland rice is the major crop, grown solely depending on erratic distribution of southwest monsoon (SM) rainfall. Lack of information on SM rainfall variability and absence of crop scheduling accordingly results in frequent occurrence of intermittent water stress and occasional crop failure. In the present study, we analyzed long period (1982-2010) SM rainfall behavior (onset, withdrawal, rainfall and wetness indices, dry and wet spells), crop water requirement (CWR, by Food and Agriculture Organization (FAO) 56), and probability of weekly rainfall occurrence (by two-parameter gamma distribution) to assess the variability and impact on water availability, CWR, and rice productivity. Finally, crop planning was suggested to overcome monsoon uncertainties on water availability and rice productivity. Study revealed that the normal onset and withdrawal weeks for SM rainfall were 22nd ± 1 and 43rd ± 2 meteorological weeks (MW), respectively. However, effective monsoon rainfall started at 24th MW (rainfall 92.7 mm, p > 56.7 % for 50 mm rainfall) and was terminated by the end of 40th MW (rainfall 90.7 mm, p < 59.6 % for 50 mm rainfall). During crop growth periods (seed to seed, 21st to 45th MW), the island received an average weekly rainfall of 65.1 ± 25.9 mm, while the corresponding weekly CWR was 47.8 ± 5.4 mm. Despite net water surplus of 353.9 mm during crop growth periods, there was a deficit of 159.5 mm water during MW of 18-23 (seedling raising) and MW of 41-45 (flowering to maturity stages). Water stress was observed in early lag vegetative stage of crop growth (32nd MW). The total dry spell frequency during panicle initiation and heading stage was computed as 40 of which 6 dry spells were >7 days in duration and reflected a significant (p < 0.05) increasing trend (at 0.22 days year(-1)) over the years (1982-2010). The present study highlights the adaptive capacity of crop planning including abiotic stress-tolerant cultivars to monsoon rainfall variability for sustaining rainfed rice production vis-à-vis food and livelihood security in vulnerable islands of coastal ecosystem.

Extraction of Intraseasonal Phases of the East Asia Summer Monsoon using Self Organizing Maps and their ENSO effects

NASA Astrophysics Data System (ADS)

Chu, J.; Ha, K.; Hameed, S. N.

2011-12-01

We advance the hypothesis that regional characteristics of the East Asian Summer Monsoon (EASM) result from the presence of non-linear coupled features that modulate the seasonal circulation and rainfall at the intraseasonal timescale. To examine this hypothesis, we undertake the analysis of daily EASM variability using a non-linear multivariate data classifying algorithm known as Self Organizing Maps (SOM). SOM is used to locate archetypal circulation states present in a circulation state vector composed of important indices representing subtropical high pressure regions, the lower and upper level wind vectors and vertical and horizontal shear. These so-called nodes on the SOM identify prominent modes of temporal variations across the region Based on an analysis of the various SOM nodes, we identify 4 major intraseasonal phases of the EASM that are located at the far corners of the SOM. The first node describes a circulation state corresponding to weak tropical and subtropical pressure systems, weakened monsoonal winds, and cyclonic upper level vorticity. This mode that is related with large rainfall anomalies in South East China and Southern Japan occurs a few weeks prior to the onset of Changma rains in Korea. Based on its various characteristics, we identify it is as the Meiyu-Baiu phase. At the diagonally opposite corner from the node representing the Meiyu-Baiu phase, the circulation vector is its mirror image. Copious rains occur over Korea during this phase, which we term the post-Changma phase. The third node selected for this analysis represents the Changma-proper over Korea and occurs with a distinct circulation state corresponding to strengthened subtropical high, monsoonal winds and anticyclonic upper level vorticity to the southeast of Korea. The fourth node is diagonally opposite to this one and features a mirror image of the circulation vector. As Korea experiences a dry-spell associated with this SOM node, we refer to it as the dry-spell phase. We further demonstrate that a strong modulation of the Changma and dry-spell phases on the interannual timescales occurs during El Nino and La Nina years. Our results imply that the key to the predictability of the EASM on interannual timescales may lie with the analysis and exploitation of its non-linear characteristics.

A new mechanism for warm-season precipitation response to global warming based on convection-permitting simulations

NASA Astrophysics Data System (ADS)

Dai, Aiguo; Rasmussen, Roy M.; Liu, Changhai; Ikeda, Kyoko; Prein, Andreas F.

2017-08-01

Climate models project increasing precipitation intensity but decreasing frequency as greenhouse gases increase. However, the exact mechanism for the frequency decrease remains unclear. Here we investigate this by analyzing hourly data from regional climate change simulations with 4 km grid spacing covering most of North America using the Weather Research and Forecasting model. The model was forced with present and future boundary conditions, with the latter being derived by adding the CMIP5 19-model ensemble mean changes to the ERA-interim reanalysis. The model reproduces well the observed seasonal and spatial variations in precipitation frequency and histograms, and the dry interval between rain events over the contiguous US. Results show that overall precipitation frequency indeed decreases during the warm season mainly due to fewer light-moderate precipitation (0.1 < P ≤ 2.0 mm/h) events, while heavy (2 < P ≤ 10 mm/h) to very heavy precipitation (P > 10 mm/h) events increase. Dry spells become longer and more frequent, together with a reduction in time-mean relative humidity (RH) in the lower troposphere during the warm season. The increased dry hours and decreased RH lead to a reduction in overall precipitation frequency and also for light-moderate precipitation events, while water vapor-induced increases in precipitation intensity and the positive latent heating feedback in intense storms may be responsible for the large increase in intense precipitation. The size of intense storms increases while their number decreases in the future climate, which helps explain the increase in local frequency of heavy precipitation. The results generally support a new hypothesis for future warm-season precipitation: each rainstorm removes ≥7% more moisture from the air per 1 K local warming, and surface evaporation and moisture advection take slightly longer than currently to replenish the depleted moisture before the next storm forms, leading to longer dry spells and a reduction in precipitation frequency, as well as decreases in time-mean RH and vertical motion.

Burping Your Baby

MedlinePlus

... baby. Sometimes your baby may awaken because of gas — simply picking your little one up to burp ... a day of continued crying) might also have gas from swallowing too much air during crying spells, ...

Length of unemployment and health-related outcomes: a life-course analysis.

PubMed

Janlert, Urban; Winefield, Anthony H; Hammarström, Anne

2015-08-01

Most previous studies on the effects of length of unemployment on health have focused on the duration of continuous spells of unemployment rather than on the cumulative length of intermittent spells. This study analysed the relationship between the cumulative length of intermittent spells of unemployment and different health-related outcomes using data from a longitudinal study of school leavers. All pupils who completed compulsory schooling in 1981 in a medium-sized town in northern Sweden (N = 1083) were followed for 14 years with repeated questionnaires including questions about unemployment, health and health behaviour. Men tended to react with a steady state or a levelling off of health symptoms with increased unemployment, whereas women showed deteriorating health symptoms. For health behaviour the reverse occurred. Women's health behaviour was less connected with increased unemployment while men's health behaviour tended to deteriorate. Cumulative length of unemployment is correlated with deteriorated health and health behaviour. Long-term unemployment, even as a result of cumulated shorter employment spells over a number of years should be an urgent target for policy makers. © The Author 2014. Published by Oxford University Press on behalf of the European Public Health Association. All rights reserved.

Is phonology bypassed in normal or dyslexic development?

PubMed

Pennington, B F; Lefly, D L; Van Orden, G C; Bookman, M O; Smith, S D

1987-01-01

A pervasive assumption in most accounts of normal reading and spelling development is that phonological coding is important early in development but is subsequently superseded by faster, orthographic coding which bypasses phonology. We call this assumption, which derives from dual process theory, the developmental bypass hypothesis. The present study tests four specific predictions of the developmental bypass hypothesis by comparing dyslexics and nondyslexics from the same families in a cross-sectional design. The four predictions are: 1) That phonological coding skill develops early in normal readers and soon reaches asymptote, whereas orthographic coding skill has a protracted course of development; 2) that the correlation of adult reading or spelling performance with phonological coding skill is considerably less than the correlation with orthographic coding skill; 3) that dyslexics who are mainly deficient in phonological coding skill should be able to bypass this deficit and eventually close the gap in reading and spelling performance; and 4) that the greatest differences between dyslexics and developmental controls on measures of phonological coding skill should be observed early rather than late in development.None of the four predictions of the developmental bypass hypothesis were upheld. Phonological coding skill continued to develop in nondyslexics until adulthood. It accounted for a substantial (32-53 percent) portion of the variance in reading and spelling performance in adult nondyslexics, whereas orthographic coding skill did not account for a statistically reliable portion of this variance. The dyslexics differed little across age in phonological coding skill, but made linear progress in orthographic coding skill, surpassing spelling-age (SA) controls by adulthood. Nonetheless, they didnot close the gap in reading and spelling performance. Finally, dyslexics were significantly worse than SA (and Reading Age [RA]) controls in phonological coding skill only in adulthood.

Using dry spell dynamics of land surface temperature to evaluate large-scale model representation of soil moisture control on evapotranspiration

NASA Astrophysics Data System (ADS)

Taylor, Christopher M.; Harris, Philip P.; Gallego-Elvira, Belen; Folwell, Sonja S.

2017-04-01

The soil moisture control on the partition of land surface fluxes between sensible and latent heat is a key aspect of land surface models used within numerical weather prediction and climate models. As soils dry out, evapotranspiration (ET) decreases, and the excess energy is used to warm the atmosphere. Poor simulations of this dynamic process can affect predictions of mean, and in particular, extreme air temperatures, and can introduce substantial biases into projections of climate change at regional scales. The lack of reliable observations of fluxes and root zone soil moisture at spatial scales that atmospheric models use (typically from 1 to several hundred kilometres), coupled with spatial variability in vegetation and soil properties, makes it difficult to evaluate the flux partitioning at the model grid box scale. To overcome this problem, we have developed techniques to use Land Surface Temperature (LST) to evaluate models. As soils dry out, LST rises, so it can be used under certain circumstances as a proxy for the partition between sensible and latent heat. Moreover, long time series of reliable LST observations under clear skies are available globally at resolutions of the order of 1km. Models can exhibit large biases in seasonal mean LST for various reasons, including poor description of aerodynamic coupling, uncertainties in vegetation mapping, and errors in down-welling radiation. Rather than compare long-term average LST values with models, we focus on the dynamics of LST during dry spells, when negligible rain falls, and the soil moisture store is drying out. The rate of warming of the land surface, or, more precisely, its warming rate relative to the atmosphere, emphasises the impact of changes in soil moisture control on the surface energy balance. Here we show the application of this approach to model evaluation, with examples at continental and global scales. We can compare the behaviour of both fully-coupled land-atmosphere models, and land surface models forced by observed meteorology. This approach provides insight into a fundamental process that affects predictions on multiple time scales, and which has an important impact for society.

Does Poor Spelling Equate to Limited Word Choice? The Role of Spelling in Word Choice

ERIC Educational Resources Information Center

Avery, Mina J.

2016-01-01

Does spelling matter? is a question that has been answered in many ways. Yes, spelling matters because conventional spelling is necessary for accurate transcription. Yes, spelling matters because spelling skills support phonemic awareness, word recognition skills, and the acquisition of the alphabetic principle. And yes, spelling matters because…

Spelling across Tasks and Levels of Language in a Transparent Orthography

PubMed Central

2016-01-01

The paper reports the results of two studies on the spelling performance of 1st graders in a transparent writing system. The spelling performance of Italian children was assessed to determine the cross-task relationship between spelling to dictation and spontaneous spelling at the single word level (Study 1) and at the text level (Study 2), respectively. In study 1, 132 Italian children’s spelling performance was assessed in 1st grade through two standardized tasks, i.e., word dictation, and spontaneous word spelling. In study 2, spelling performance of 81 Italian children was assessed in 1st grade through two tasks, i.e., text dictation, and spontaneous text spelling. In Study 1, spelling words and pseudo-words to dictation was found to be more difficult than spontaneous spelling of words. This effect was verified for all children (including low achievers and spelling impaired). The moderate correlation found between spelling to dictation and spontaneous spelling indicated that the two tasks are supported by partially different spelling processes and confirmed suggestions for including both types of spelling assessments in the school. In Study 2, children's spelling performances were not dependent across the two tasks (i.e., spelling a text under dictation or spontaneously). The two tasks shared the level of difficulty but performance in one task was not predictive of performance in the second task. Strong individual differences between children were found at the text level as a function of task. Similar to Study 1, the moderate correlation between spelling text to dictation and spontaneous spelling confirmed the usefulness of adopting both spelling assessments at school. PMID:27658189

Spelling across Tasks and Levels of Language in a Transparent Orthography.

PubMed

Bigozzi, Lucia; Tarchi, Christian; Pinto, Giuliana

The paper reports the results of two studies on the spelling performance of 1st graders in a transparent writing system. The spelling performance of Italian children was assessed to determine the cross-task relationship between spelling to dictation and spontaneous spelling at the single word level (Study 1) and at the text level (Study 2), respectively. In study 1, 132 Italian children's spelling performance was assessed in 1st grade through two standardized tasks, i.e., word dictation, and spontaneous word spelling. In study 2, spelling performance of 81 Italian children was assessed in 1st grade through two tasks, i.e., text dictation, and spontaneous text spelling. In Study 1, spelling words and pseudo-words to dictation was found to be more difficult than spontaneous spelling of words. This effect was verified for all children (including low achievers and spelling impaired). The moderate correlation found between spelling to dictation and spontaneous spelling indicated that the two tasks are supported by partially different spelling processes and confirmed suggestions for including both types of spelling assessments in the school. In Study 2, children's spelling performances were not dependent across the two tasks (i.e., spelling a text under dictation or spontaneously). The two tasks shared the level of difficulty but performance in one task was not predictive of performance in the second task. Strong individual differences between children were found at the text level as a function of task. Similar to Study 1, the moderate correlation between spelling text to dictation and spontaneous spelling confirmed the usefulness of adopting both spelling assessments at school.

Dynamical Mechanisms and Variability of Dry and Wet Spells in Iberia

NASA Astrophysics Data System (ADS)

Liberato, Margarida L. R.; Montero, Irene; Gouveia, Célia

2014-05-01

Dry and wet spells in Iberia have widespread ecological and environmental negative impacts resulting in major socioeconomic damages such as crop yield losses or increasing forest fire risk [Gouveia et al. 2009; Amraoui et al. 2013] and flash flooding, urban inundations, landslides and associated human and infrastructure damages [Liberato et al. 2013]. The 20th century was characterized by a negative trend on precipitation and a positive trend on temperature in southern Europe. On the other hand recent results suggest that there are opposite tendencies in the duration of wet and dry spells over the Iberia. At the monthly and seasonal scales, the North Atlantic Oscillation (NAO), the Eastern Atlantic (EA) and the Scandinavian (SCAN) patterns are important large-scale variability modes that control the Iberian precipitation regime. The NAO modulates the westerly atmospheric flow by shifting the polar jet and the associated storm-tracks. At the sub-monthly scale, extratropical cyclones have a significant impact on Iberian climate and are one of the primary causes of extreme events occurrence over the region [Liberato et al. 2011; 2013]. In this work we investigate the connection between midlatitude cyclones and the onset and recurrent character of droughts, heavy precipitation and spell duration in Iberia. Our results confirm the links between unusual circulation patterns with these extreme events. Moreover we show how the frequency on the occurrence of extratropical cyclones on the Euro-Atlantic region is critical in explaining the tails of the precipitation distribution in Iberia. Acknowledgments: This work was partially supported by national funds through FCT (Fundação para a Ciência e a Tecnologia, Portugal) under project QSECA (PTDC/AAG-GLO/4155/2012). References: Amraoui M., M. L. R. Liberato, T. J. Calado, C. C. DaCamara, L. P. Coelho, R. M. Trigo, C. M. Gouveia (2013) Fire activity over Mediterranean Europe based on information from Meteosat-8. Forest Ecology and Management, 294: 62-75, doi: 10.1016/j.foreco.2012.08.032 Gouveia, C., , R. M. Trigo, , C. C. DaCamara (2009) Drought and Vegetation Stress Monitoring in Portugal using Satellite Data, Natural Hazards and Earth System Sciences, 9: 185-195 doi:10.5194/nhess-9-185-2009 Liberato M. L. R., J. G. Pinto, I. F. Trigo, R. M. Trigo (2011) Klaus - an exceptional winter storm over Northern Iberia and Southern France. Weather 66: 330-334 doi:10.1002/wea.755 Liberato, M. L. R., A. M. Ramos, R. M. Trigo, I. F. Trigo, A. M. Durán-Quesada, R. Nieto, L. Gimeno (2013) Moisture Sources and Large-Scale Dynamics Associated With a Flash Flood Event, in Lagrangian Modeling of the Atmosphere (eds J. Lin, D. Brunner, C. Gerbig, A. Stohl, A. Luhar and P. Webley), Geophys. Monogr. Ser., 200: 111-126, American Geophysical Union, Washington, D. C. doi: 10.1029/2012GM001244

Analysis of water-level fluctuations of Lakes Winona and Winnemissett-- two landlocked lakes in a karst terrane in Volusia County, Florida

USGS Publications Warehouse

Hughes, G.H.

1979-01-01

The water levels of Lakes Winona and Winnemissett in Volusia County, Fla., correlate reasonably well during dry spells but only poorly during wet spells. Disparities develop mostly at times when the lake levels rise abruptly owing to rainstorms passing over the lake basins. The lack of correlation is attributed to the uneven distribution of the storm rainfall, even though the average annual rainfall at National Weather Service gages in the general area of the lakes is about the same. Analyses of the monthly rainfall data show that the rainfall variability between gages is sufficient to account for most of the disparity between monthly changes in the levels of the two lakes. The total annual rainfall at times may differ between rainfall gages by as much as 15 to 20 inches. Such differences tend to balance over the long term but may persist in the same direction for two or more years, causing apparent anomalies in lake-level fluctuations. (Woodard-USGS)

Phonological Spelling and Reading Deficits in Children with Spelling Disabilities

ERIC Educational Resources Information Center

Friend, Angela; Olson, Richard K.

2008-01-01

Spelling errors in the Wide Range Achievement Test were analyzed for 77 pairs of children, each of which included one older child with spelling disability (SD) and one spelling-level-matched younger child with normal spelling ability from the Colorado Learning Disabilities Research Center database. Spelling error analysis consisted of a percent…

Recognition of oral spelling is diagnostic of the central reading processes.

PubMed

Schubert, Teresa; McCloskey, Michael

2015-01-01

The task of recognition of oral spelling (stimulus: "C-A-T", response: "cat") is often administered to individuals with acquired written language disorders, yet there is no consensus about the underlying cognitive processes. We adjudicate between two existing hypotheses: Recognition of oral spelling uses central reading processes, or recognition of oral spelling uses central spelling processes in reverse. We tested the recognition of oral spelling and spelling to dictation abilities of a single individual with acquired dyslexia and dysgraphia. She was impaired relative to matched controls in spelling to dictation but unimpaired in recognition of oral spelling. Recognition of oral spelling for exception words (e.g., colonel) and pronounceable nonwords (e.g., larth) was intact. Our results were predicted by the hypothesis that recognition of oral spelling involves the central reading processes. We conclude that recognition of oral spelling is a useful tool for probing the integrity of the central reading processes.

Delay or deficit? Spelling processes in children with specific language impairment.

PubMed

Larkin, Rebecca F; Williams, Gareth J; Blaggan, Samarita

2013-01-01

Few studies have explored the phonological, morphological and orthographic spellings skills of children with specific language impairment (SLI) simultaneously. Fifteen children with SLI (mean age=113.07 months, SD=8.61) completed language and spelling tasks alongside chronological-age controls and spelling-age controls. While the children with SLI showed a deficit in phonological spelling, they performed comparably to spelling-age controls on morphological spelling skills, and there were no differences between the three groups in producing orthographically legal spellings. The results also highlighted the potential importance of adequate non-word repetition skills in relation to effective spelling skills, and demonstrated that not all children with spoken language impairments show marked spelling difficulties. Findings are discussed in relation to theory, educational assessment and practice. As a result of this activity, readers will describe components of spoken language that predict children's morphological and phonological spelling performance. As a result of this activity, readers will describe how the spelling skills of children with SLI compare to age-matched and spelling age-matched control children. Readers will be able to interpret the variability in spelling performance seen in children with SLI. Copyright © 2013 Elsevier Inc. All rights reserved.

Why Teach Spelling?

ERIC Educational Resources Information Center

Reed, Deborah K.

2012-01-01

This resource is a compilation of three documents that support the teaching of spelling in today's schools: a discussion of "Why Spelling Instruction Matters", a checklist for evaluating a spelling program, and tables of Common Core State Standards that are linked to spelling instruction. "Why Spelling Instruction Matters"…

Demons, Dictionaries, and Spelling Strategies.

ERIC Educational Resources Information Center

Dodd, Anne Wescott

1988-01-01

Suggests that personal spelling dictionaries and spelling error analysis are strategies which will help students improve their spelling more than memorizing lists of unrelated words from spelling books. (MS)

Investigating the source of near-relativistic and relativistic electrons in Earth's inner radiation belt

DOE PAGES

Turner, Drew Lawson; O'Brien, T. P.; Fennell, J. F.; ...

2017-01-30

Using observations from NASA's Van Allen Probes, we study the role of sudden particle enhancements at low L shells (SPELLS) as a source of inner radiation belt electrons. SPELLS events are characterized by electron intensity enhancements of approximately an order of magnitude or more in less than 1 day at L < 3. During quiet and average geomagnetic conditions, the phase space density radial distributions for fixed first and second adiabatic invariants are peaked at 2 < L < 3 for electrons ranging in energy from ~50 keV to ~1 MeV, indicating that slow inward radial diffusion is not themore » dominant source of inner belt electrons under quiet/average conditions. During SPELLS events, the evolution of electron distributions reveals an enhancement of phase space density that can exceed 3 orders of magnitude in the slot region and continues into the inner radiation belt, which is evidence that these events are an important—and potentially dominant—source of inner belt electrons. Electron fluxes from September 2012 through February 2016 reveal that SPELLS occur frequently (~2.5/month at 200 keV), but the number of observed events decreases exponentially with increasing electron energy for ≥100 keV. After SPELLS events, the slot region reforms due to slow energy-dependent decay over several day time scales, consistent with losses due to interactions with plasmaspheric hiss. Altogether, these results indicate that the peaked phase space density distributions in the inner electron radiation belt result from an “on/off,” geomagnetic-activity-dependent source from higher radial distances.« less

Investigating the source of near-relativistic and relativistic electrons in Earth's inner radiation belt

DOE Office of Scientific and Technical Information (OSTI.GOV)

Turner, Drew Lawson; O'Brien, T. P.; Fennell, J. F.

Using observations from NASA's Van Allen Probes, we study the role of sudden particle enhancements at low L shells (SPELLS) as a source of inner radiation belt electrons. SPELLS events are characterized by electron intensity enhancements of approximately an order of magnitude or more in less than 1 day at L < 3. During quiet and average geomagnetic conditions, the phase space density radial distributions for fixed first and second adiabatic invariants are peaked at 2 < L < 3 for electrons ranging in energy from ~50 keV to ~1 MeV, indicating that slow inward radial diffusion is not themore » dominant source of inner belt electrons under quiet/average conditions. During SPELLS events, the evolution of electron distributions reveals an enhancement of phase space density that can exceed 3 orders of magnitude in the slot region and continues into the inner radiation belt, which is evidence that these events are an important—and potentially dominant—source of inner belt electrons. Electron fluxes from September 2012 through February 2016 reveal that SPELLS occur frequently (~2.5/month at 200 keV), but the number of observed events decreases exponentially with increasing electron energy for ≥100 keV. After SPELLS events, the slot region reforms due to slow energy-dependent decay over several day time scales, consistent with losses due to interactions with plasmaspheric hiss. Altogether, these results indicate that the peaked phase space density distributions in the inner electron radiation belt result from an “on/off,” geomagnetic-activity-dependent source from higher radial distances.« less

Teaching Spelling without Spelling Books.

ERIC Educational Resources Information Center

Ley, Terry C.

1982-01-01

Describes a spelling program evolved out of reading in research and personal experimentation that focuses on teaching spelling generalizations, spelling demons, and words students misspell in their own written work. (JL)

End-of-Kindergarten Spelling Outcomes: How Can Spelling Error Analysis Data Inform Beginning Reading Instruction?

PubMed

Lee, Julia Ai Cheng; Otaiba, Stephanie Al

2017-01-01

In this article, the authors examined the spelling performance of 430 kindergarteners, which included a high risk sample, to determine the relations between end of kindergarten reading and spelling in a high quality language arts setting. The spelling outcomes including the spelling errors between the good and the poor readers were described, analyzed, and compared. The findings suggest that not all the children have acquired the desired standard as outlined by the Common Core State Standards. In addition, not every good reader is a good speller and that not every poor speller is a poor reader. The study shows that spelling tasks that are accompanied by spelling errors analysis provide a powerful window for making instructional sense of children's spelling errors and for individualizing spelling instructional strategies.

Rainwater harvesting to enhance water productivity of rainfed agriculture in the semi-arid Zimbabwe

NASA Astrophysics Data System (ADS)

Kahinda, Jean-marc Mwenge; Rockström, Johan; Taigbenu, Akpofure E.; Dimes, John

Zimbabwe’s poor are predominantly located in the semi-arid regions and rely on rainfed agriculture for their subsistence. Decline in productivity, scarcity of arable land, irrigation expansion limitations, erratic rainfall and frequent dry spells, among others cause food scarcity. The challenge faced by small-scale farmers is to enhance water productivity of rainfed agriculture by mitigating intra-seasonal dry spells (ISDS) through the adoption of new technologies such as rainwater harvesting (RWH). The paper analyses the agro-hydrological functions of RWH and assesses its impacts (at field scale) on the crop yield gap as well as the Transpirational Water Productivity ( WPT). The survey in six districts of the semi-arid Zimbabwe suggests that three parameters (water source, primary use and storage capacity) can help differentiate storage-type-RWH systems from “conventional dams”. The Agricultural Production Simulator Model (APSIM) was used to simulate seven different treatments (Control, RWH, Manure, Manure + RWH, Inorganic Nitrogen and Inorganic Nitrogen + RWH) for 30 years on alfisol deep sand, assuming no fertiliser carry over effect from season to season. The combined use of inorganic fertiliser and RWH is the only treatment that closes the yield gap. Supplemental irrigation alone not only reduces the risks of complete crop failure (from 20% down to 7% on average) for all the treatments but also enhances WPT (from 1.75 kg m -3 up to 2.3 kg m -3 on average) by mitigating ISDS.

California State Spelling Championship Word Lists [and Spelling Bee Planning Information].

ERIC Educational Resources Information Center

Sonoma County Superintendent of Schools, Santa Rosa, CA.

This two-part document contains a spelling word list compiled by the Sonoma County Superintendent of Schools (California) for use in the California State Elementary Spelling Championship competition, along with information for planning and conducting spelling bees. The spelling word list (also intended for use in the regional competitions) is a…

The Role of Instruction for Spelling Performance and Spelling Consciousness

ERIC Educational Resources Information Center

Cordewener, Kim A. H.; Hasselman, Fred; Verhoeven, Ludo; Bosman, Anna M. T.

2018-01-01

This study examined the role of instruction for spelling performance and spelling consciousness in the Dutch language. Spelling consciousness is the ability to reflect on one's spelling and correct errors. A sample of 115 third-grade spellers was assigned to a strategy-instruction, strategic-monitoring, self-monitoring, or control condition…

End-of-Kindergarten Spelling Outcomes: How Can Spelling Error Analysis Data Inform Beginning Reading Instruction?

PubMed Central

Lee, Julia Ai Cheng; Otaiba, Stephanie Al

2016-01-01

In this article, the authors examined the spelling performance of 430 kindergarteners, which included a high risk sample, to determine the relations between end of kindergarten reading and spelling in a high quality language arts setting. The spelling outcomes including the spelling errors between the good and the poor readers were described, analyzed, and compared. The findings suggest that not all the children have acquired the desired standard as outlined by the Common Core State Standards. In addition, not every good reader is a good speller and that not every poor speller is a poor reader. The study shows that spelling tasks that are accompanied by spelling errors analysis provide a powerful window for making instructional sense of children’s spelling errors and for individualizing spelling instructional strategies. PMID:28706433

Choosing between Alternative Spellings of Sounds: The Role of Context

ERIC Educational Resources Information Center

Treiman, Rebecca; Kessler, Brett

2016-01-01

We investigated how university students select between alternative spellings of phonemes in written production by asking them to spell nonwords whose final consonants have extended spellings (e.g., ‹ff› for /f/) and simpler spellings (e.g., ‹f› for /f/). Participants' choices of spellings for the final consonant were influenced by whether they…

End-of-Kindergarten Spelling Outcomes: How Can Spelling Error Analysis Data Inform Beginning Reading Instruction?

ERIC Educational Resources Information Center

Lee, Julia Ai Cheng; Al Otaiba, Stephanie

2017-01-01

In this study, we examined the spelling performance of 430 kindergartners, which included a high-risk sample, to determine the relations between end-of-kindergarten reading and spelling in a high-quality language arts setting. We described, analyzed, and compared spelling outcomes, including spelling errors, between good and poor readers. The…

Spelling in Written Stories by School-Age Children with Cochlear Implants

ERIC Educational Resources Information Center

Straley, Sara G.; Werfel, Krystal L.; Hendricks, Alison Eisel

2016-01-01

This study evaluated the spelling of 3rd to 6th grade children with cochlear implants in written stories. Spelling was analysed using traditional correct/incorrect scoring as well as the Spelling Sensitivity Score, which provides linguistic information about spelling attempts. Children with cochlear implants spelled 86 per cent of words in stories…

Rainfall and crop modeling-based water stress assessment for rainfed maize cultivation in peninsular India

NASA Astrophysics Data System (ADS)

Manivasagam, V. S.; Nagarajan, R.

2018-04-01

Water stress due to uneven rainfall distribution causes a significant impact on the agricultural production of monsoon-dependent peninsular India. In the present study, water stress assessment for rainfed maize crop is carried out for kharif (June-October) and rabi (October-February) cropping seasons which coincide with two major Indian monsoons. Rainfall analysis (1976-2010) shows that the kharif season receives sufficient weekly rainfall (28 ± 32 mm) during 26th-39th standard meteorological weeks (SMWs) from southwest monsoon, whereas the rabi season experiences a major portion of its weekly rainfall due to northeast monsoon between the 42nd and 51st SMW (31 ± 42 mm). The later weeks experience minimal rainfall (5.5 ± 15 mm) and thus expose the late sown maize crops to a severe water stress during its maturity stage. Wet and dry spell analyses reveal a substantial increase in the rainfall intensity over the last few decades. However, the distribution of rainfall shows a striking decrease in the number of wet spells, with prolonged dry spells in both seasons. Weekly rainfall classification shows that the flowering and maturity stages of kharif maize (33rd-39th SMWs) can suffer around 30-40% of the total water stress. In the case of rabi maize, the analysis reveals that a shift in the sowing time from the existing 42nd SMW (16-22 October) to the 40th SMW (1-7 October) can avoid terminal water stress. Further, AquaCrop modeling results show that one or two minimal irrigations during the flowering and maturity stages (33rd-39th SMWs) of kharif maize positively avoid the mild water stress exposure. Similarly, rabi maize requires an additional two or three lifesaving irrigations during its flowering and maturity stages (48th-53rd SMWs) to improve productivity. Effective crop planning with appropriate sowing time, short duration crop, and high yielding drought-resistant varieties will allow for better utilization of the monsoon rain, thus reducing water stress with an increase in rainfed maize productivity.

Orthographic learning in children with isolated and combined reading and spelling deficits.

PubMed

Mehlhase, Heike; Bakos, Sarolta; Landerl, Karin; Schulte-Körne, Gerd; Moll, Kristina

2018-05-07

Dissociations between reading and spelling problems are likely to be associated with different underlying cognitive deficits, and with different deficits in orthographic learning. In order to understand these differences, the current study examined orthographic learning using a printed-word learning paradigm. Children (4th grade) with isolated reading, isolated spelling and combined reading and spelling problems were compared to children with age appropriate reading and spelling skills on their performance during learning novel words and symbols (non-verbal control condition), and during immediate and delayed reading and spelling recall tasks. No group differences occurred in the non-verbal control condition. In the verbal condition, initial learning was intact in all groups, but differences occurred during recall tasks. Children with reading fluency deficits showed slower reading times, while children with spelling deficits were less accurate, both in reading and spelling recall. Children with isolated spelling problems showed no difficulties in immediate spelling recall, but had problems in remembering the spellings 2 hours later. The results suggest that different orthographic learning deficits underlie reading fluency and spelling problems: Children with isolated reading fluency deficits have no difficulties in building-up orthographic representations, but access to these representations is slowed down while children with isolated spelling deficits have problems in storing precise orthographic representations in long-term memory.

Anatomic, clinical, and neuropsychological correlates of spelling errors in primary progressive aphasia.

PubMed

Shim, Hyungsub; Hurley, Robert S; Rogalski, Emily; Mesulam, M-Marsel

2012-07-01

This study evaluates spelling errors in the three subtypes of primary progressive aphasia (PPA): agrammatic (PPA-G), logopenic (PPA-L), and semantic (PPA-S). Forty-one PPA patients and 36 age-matched healthy controls were administered a test of spelling. The total number of errors and types of errors in spelling to dictation of regular words, exception words and nonwords, were recorded. Error types were classified based on phonetic plausibility. In the first analysis, scores were evaluated by clinical diagnosis. Errors in spelling exception words and phonetically plausible errors were seen in PPA-S. Conversely, PPA-G was associated with errors in nonword spelling and phonetically implausible errors. In the next analysis, spelling scores were correlated to other neuropsychological language test scores. Significant correlations were found between exception word spelling and measures of naming and single word comprehension. Nonword spelling correlated with tests of grammar and repetition. Global language measures did not correlate significantly with spelling scores, however. Cortical thickness analysis based on MRI showed that atrophy in several language regions of interest were correlated with spelling errors. Atrophy in the left supramarginal gyrus and inferior frontal gyrus (IFG) pars orbitalis correlated with errors in nonword spelling, while thinning in the left temporal pole and fusiform gyrus correlated with errors in exception word spelling. Additionally, phonetically implausible errors in regular word spelling correlated with thinning in the left IFG pars triangularis and pars opercularis. Together, these findings suggest two independent systems for spelling to dictation, one phonetic (phoneme to grapheme conversion), and one lexical (whole word retrieval). Copyright © 2012 Elsevier Ltd. All rights reserved.

The effects of phonological awareness of Zulu-speaking children learning to spell in English: a study of cross-language transfer.

PubMed

De Sousa, Diana Soares; Greenop, Kirston; Fry, Jessica

2010-12-01

Emergent bilingual Zulu-English speaking children in South Africa have spoken but no written proficiency in Zulu (L1), yet are required to learn to spell English (L2) via English-only literacy instruction. Little research exists on emergent bilingual's phonological awareness (PA) and spelling development, with no L1 formal literacy instruction. Thus, whether PA in a L1 impacts on literacy acquisition in the L2 remains unclear. Performance on monolingual PA, monolingual and emergent bilingual spelling was compared. In addition, PA and spelling in emergent bilingual Zulu-English speakers was explored to ascertain cross-language transfer relationships. Thirty emergent bilingual Zulu-English and thirty monolingual English children in grade 2 participated. Emergent bilinguals were assessed on Zulu PA, Zulu and English spelling skills. Monolinguals were assessed on English PA and English spelling skills. Emergent bilinguals had more Zulu PA levels related to spelling English tasks than to spelling Zulu tasks, and both Zulu PA and Zulu spelling were positively related to English spelling tasks. Significant differences were found between L1 Zulu and English phoneme and rime PA levels, and L1 English and L2 English spelling tasks. Findings support the language-universal hypothesis that L1 PA is related to spelling across languages in emergent bilinguals. In emergent bilinguals, both Zulu spoken proficiency and English-only literacy instruction influences the underlying repertoire of PA skills used to spell within the L1 and the L2. Rime and phoneme PA and spelling skills in Zulu/English rely on language-specific orthographic knowledge.

Measures of Kindergarten Spelling and Their Relations to Later Spelling Performance

ERIC Educational Resources Information Center

Treiman, Rebecca; Kessler, Brett; Pollo, Tatiana Cury; Byrne, Brian; Olson, Richard K.

2016-01-01

Learning the orthographic forms of words is important for both spelling and reading. To determine whether some methods of scoring children's early spellings predict later spelling performance better than do other methods, we analyzed data from 374 U.S. and Australian children who took a 10-word spelling test at the end of kindergarten (M age =…

Invented spelling in kindergarten as a predictor of reading and spelling in Grade 1: A new pathway to literacy, or just the same road, less known?

PubMed

Ouellette, Gene; Sénéchal, Monique

2017-01-01

In this study we evaluated whether the sophistication of children's invented spellings in kindergarten was predictive of subsequent reading and spelling in Grade 1, while also considering the influence of well-known precursors. Children in their first year of schooling (mean age = 66 months; N = 171) were assessed on measures of oral vocabulary, alphabetic knowledge, phonological awareness, word reading and invented spelling; approximately 1 year later they were assessed on multiple measures of reading and spelling. Path modeling was pursued to evaluate a hypothesized unique, causal role of invented spelling in subsequent literacy outcomes. Results supported a model in which invented spelling contributed directly to concurrent reading along with alphabetic knowledge and phonological awareness. Longitudinally, invented spelling influenced subsequent reading, along with alphabetic knowledge while mediating the connection between phonological awareness and early reading. Invented spelling also influenced subsequent conventional spelling along with phonological awareness, while mediating the influence of alphabetic knowledge. Invented spelling thus adds explanatory variance to literacy outcomes not entirely captured by well-studied code and language-related skills. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

GPS Availability for Aviation Applications : How Good Does it Need to Be?

DOT National Transportation Integrated Search

2000-09-19

The availability of GPS for airborne applications is driven by the accuracy, integrity, and continuity of the system. The International Civil Aviation Organization (ICAO) Standards and Recommended Practices (SARPS) for GNSS spells out all of these re...

Real-time streamflow conditions

USGS Publications Warehouse

Graczyk, David J.; Gebert, Warren A.

1996-01-01

Would you like to know streamflow conditions before you go fishing in Wisconsin or in more distant locations? Real-time streamflow data throughout Wisconsin and the United States are available on the Internet from the U.S. Geological Survey. You can see if the stream you are interested in fishing is high due to recent rain or low because of an extended dry spell. Flow conditions at more than 100 stream-gaging stations located throughout Wisconsin can be viewed by accessing the Wisconsin District Home Page at: http://wwwdwimdn.er.usgs.gov

Variations among Adults in Their Use of Morphemic Spelling Rules and Word-Specific Knowledge when Spelling

ERIC Educational Resources Information Center

Mitchell, Paul; Kemp, Nenagh; Bryant, Peter

2011-01-01

The purpose of this research was to examine whether adults rely on morphemic spelling rules or word-specific knowledge when spelling simple words. We examined adults' knowledge of two of the simplest and most reliable rules in English spelling concerning the morphological word ending -s. This spelling is required for regular plural nouns (e.g.,…

A Synthesis of Reading and Spelling Interventions and Their Effects on Spelling Outcomes for Students with Learning Disabilities

ERIC Educational Resources Information Center

Williams, Kelly J.; Walker, Melodee A.; Vaughn, Sharon; Wanzek, Jeanne

2017-01-01

Spelling is one of the most challenging areas for students with learning disabilities (LD), and improving spelling outcomes for these students is of high importance. In this synthesis, we examined the effects of spelling and reading interventions on spelling outcomes for students with LD in Grades K through 12. A systematic search of peer-reviewed…

Hourly Water Quality Dynamics in Rivers Downstream of Urban Areas: Quantifying Seasonal Variation and Modelling Impacts of Urban Growth

NASA Astrophysics Data System (ADS)

Hutchins, M.; McGrane, S. J.; Miller, J. D.; Hitt, O.; Bowes, M.

2016-12-01

Continuous monitoring of water flows and quality is invaluable in improving understanding of the influence of urban areas on river health. When used to inform predictive modelling, insights can be gained as to how urban growth may affect the chemical and biological quality of rivers as they flow downstream into larger waterbodies. Water flow and quality monitoring in two urbanising sub-catchments (<100 km2) of the River Thames (southern UK) is described. Temperature, conductivity, turbidity, dissolved oxygen (DO) and ammonium (NH4) were measured at downstream locations where long term flow records are available, but particular focus is given to monitoring of an extended set of sites during prolonged winter rainfall. In the Ray sub-catchment streams were monitored in which urban cover varied across a range of 7-78%. A rural-urban gradient in DO was apparent in the low flow period prior to the storms. Transient low DO (< 8 mg L-1) as a response to pollutant first flushes was particularly apparent in urban streams but this was followed by a rapid recovery. Chronic effects lasting for three to four weeks were only seen downstream of a sewage treatment works (STW). In this respect temperature- and respiration-driven DO sags in summer were at least if not more severe than those driven by the winter storms. Likewise, although winter storm NH4 concentrations violated EU legislation downstream of the STW, they were lower than summer concentrations in pollutant flushes following dry spells. In contrast the predominant phenomenon affecting water quality in the Cut during the storms was dilution. Here, a river water quality model was calibrated and applied over the course of a year to capture the importance of periphyton photosynthesis and respiration cycles in determining water quality and to predict the influence of hypothetical urban growth on downstream river health. The periods monitored intensively, dry spells followed by prolonged rainfall, represent: (i) marked changes in conditions likely to become more prevalent in future, (ii) situations under which water quality in urban areas is likely to be particularly vulnerable, being influenced for example by first flush effects followed by capacity exceedance at STW. Despite this, whilst being somewhat long lasting in places, impacts on DO were not severe.

Climagramms as a Possibility of Evaluation of Hazards from Agrometeorological Point of View

NASA Astrophysics Data System (ADS)

Potop, V.; Kožnarová, V.; Klabzuba, J.; Turkott, L.

2009-04-01

This paper focuses particularly on the graphical method representation of the drought spells, which serves modeling of the time and spatial aspects of these events. In particular, we have applied Walter-Lieth's climograms and thermopluviograms in order to monitor and analyse droughts in an agrometeorological year (i.e. including the winter season). The latter provide a new design of evaluation of longer sequences from many years of observations. In other words, long time series can be evaluated by the thermopluviogram method exactly. We are proposing thermopluviogramm, which allows a combination of both the deviation of temperature from the long-term data and the percentage of long-term amounts of precipitation to be shown in the same graph. Modeling of thermopluviogramm has not been difficult. In the centre of this diagram we have placed the long term mean (or the standard period, e.g. 1961-1990) with the following coordinates: monthly average air temperature (x-axis) and monthly amount of precipitation (y-axis). Thus, the scale on the periphery shows the air temperature deviation from the long term mean and the percentage of the long term mean precipitation sum which makes the termopluviogramm applicable to any location worldwide. The basic diagram has been arranged as follows: The x-axis shows the average air temperature, with a 0.0o C deviation from the standard period (∆ t) marked in the centre of the graph. Depending on the size of deviation for a given period extreme conditions are indicated on the x-axis as follows: cold, very cold, extraordinary cold, normal, warm, very warm and extraordinary warm. The y-axis shows the amount of precipitation in a similar manner: the standard period value is 100%, which is also located in the centre of the graph. Below or upward this value, extreme conditions are shown: extraordinary dry, very dry, dry, normal, wet, very wet and extraordinary wet. Since the Zatec weather station is situated in the rain shadow of the "Krusne hory" (Ore Mountains) chain and is therefore in the driest region of the country, it was adopted as a reference station for the evaluations of the drought years. The assessment has been conducted on 47 years (1961-2007) of meteorological information recorded at the Czech Hydrometeorological Institute. According to Walter-Lieth's climagramms in a given part of the country, the drought spells have occurred during 59 months (which constituted 41 drought spells). Using the estimation of the statistical data on the basis of the climogramms we may distinguish 2 more cases with a total of 4-months of drought spells each, which can be divided into 1-2 periods respectively. One such case was noticed in 2003. This year the drought had begun in the month of June and had ended in October. Thus, the 2003 drought year was divided into 2 drought spells with a short interval between them. Conforming to thermopluviogramms, extraordinary drought years were recorded in the winter season for December: 2007, 1975, 1983, 1963, 1964; January: 2002, 1989, 1991 and 1971; and for February it was recorded in 1982. For the spring season extraordinary drought years were recorded in 1984 (March), 2007 and 1993 (April), 1998 (May). For the summer season extraordinary drought months were recorded only in July (1990 and 1964) and August (1973 and 2003). In the months of autumn they were recorded in October (1985) and November (2007). Keywords: thermopluviogramms, Walter-Lieth's climagramms, drought. Acknowledgements: This research was supported by Research Projects MSM No. 6046070901 and QH72257. Evaluation of agricultural soil fund with respect to environment protection".

Spelling Strategies: Take Stock of Students' Spelling Progress.

ERIC Educational Resources Information Center

Gentry, J. Richard

1998-01-01

Presents four informal assessments that elementary teachers can use to compare students' spelling progress to typical midyear benchmarks. The assessments, which target K-6 students, emphasize alphabet recognition, phonemic awareness, attitude and consciousness about spelling, and spelling growth through writing samples. The paper includes a…

Error-Related Negativities During Spelling Judgments Expose Orthographic Knowledge

PubMed Central

Harris, Lindsay N.; Perfetti, Charles A.; Rickles, Benjamin

2014-01-01

In two experiments, we demonstrate that error-related negativities (ERNs) recorded during spelling decisions can expose individual differences in lexical knowledge. The first experiment found that the ERN was elicited during spelling decisions and that its magnitude was correlated with independent measures of subjects’ spelling knowledge. In the second experiment, we manipulated the phonology of misspelled stimuli and observed that ERN magnitudes were larger when misspelled words altered the phonology of their correctly spelled counterparts than when they preserved it. Thus, when an error is made in a decision about spelling, the brain processes indexed by the ERN reflect both phonological and orthographic input to the decision process. In both experiments, ERN effect sizes were correlated with assessments of lexical knowledge and reading, including offline spelling ability and spelling-mediated vocabulary knowledge. These results affirm the interdependent nature of orthographic, semantic, and phonological knowledge components while showing that spelling knowledge uniquely influences the ERN during spelling decisions. Finally, the study demonstrates the value of ERNs in exposing individual differences in lexical knowledge. PMID:24389506

Preliteracy Speech Sound Production Skill and Linguistic Characteristics of Grade 3 Spellings: A Study Using the Templin Archive

PubMed Central

Masterson, Julie J.; Preston, Jonathan L.

2015-01-01

Purpose This archival investigation examined the relationship between preliteracy speech sound production skill (SSPS) and spelling in Grade 3 using a dataset in which children's receptive vocabulary was generally within normal limits, speech therapy was not provided until Grade 2, and phonological awareness instruction was discouraged at the time data were collected. Method Participants (N = 250), selected from the Templin Archive (Templin, 2004), varied on prekindergarten SSPS. Participants' real word spellings in Grade 3 were evaluated using a metric of linguistic knowledge, the Computerized Spelling Sensitivity System (Masterson & Apel, 2013). Relationships between kindergarten speech error types and later spellings also were explored. Results Prekindergarten children in the lowest SPSS (7th percentile) scored poorest among articulatory subgroups on both individual spelling elements (phonetic elements, junctures, and affixes) and acceptable spelling (using relatively more omissions and illegal spelling patterns). Within the 7th percentile subgroup, there were no statistical spelling differences between those with mostly atypical speech sound errors and those with mostly typical speech sound errors. Conclusions Findings were consistent with predictions from dual route models of spelling that SSPS is one of many variables associated with spelling skill and that children with impaired SSPS are at risk for spelling difficulty. PMID:26380965

The impact of cold spells on mortality and effect modification by cold spell characteristics

NASA Astrophysics Data System (ADS)

Wang, Lijun; Liu, Tao; Hu, Mengjue; Zeng, Weilin; Zhang, Yonghui; Rutherford, Shannon; Lin, Hualiang; Xiao, Jianpeng; Yin, Peng; Liu, Jiangmei; Chu, Cordia; Tong, Shilu; Ma, Wenjun; Zhou, Maigeng

2016-12-01

In China, the health impact of cold weather has received little attention, which limits our understanding of the health impacts of climate change. We collected daily mortality and meteorological data in 66 communities across China from 2006 to 2011. Within each community, we estimated the effect of cold spell exposure on mortality using a Distributed Lag Nonlinear Model (DLNM). We also examined the modification effect of cold spell characteristics (intensity, duration, and timing) and individual-specific factors (causes of death, age, gender and education). Meta-analysis method was finally used to estimate the overall effects. The overall cumulative excess risk (CER) of non-accidental mortality during cold spell days was 28.2% (95% CI: 21.4%, 35.3%) compared with non-cold spell days. There was a significant increase in mortality when the cold spell duration and intensity increased or occurred earlier in the season. Cold spell effects and effect modification by cold spell characteristics were more pronounced in south China. The elderly, people with low education level and those with respiratory diseases were generally more vulnerable to cold spells. Cold spells statistically significantly increase mortality risk in China, with greater effects in southern China. This effect is modified by cold spell characteristics and individual-level factors.

Inflectional spelling deficits in developmental dyslexia.

PubMed

Egan, Joanne; Tainturier, Marie-Josèphe

2011-01-01

The goal of this study was to examine past-tense spelling deficits in developmental dyslexia and their relationship to phonological abilities, spoken morphological awareness and word specific orthographic memory. Three groups of children (28 9-year-old dyslexic, 28 chronological age-matched and 28 reading/spelling age-matched children) completed a battery of tests including spelling regularly inflected words (e.g., kissed) and matched one-morpheme words (e.g., wrist). They were also assessed on a range of tests of reading and spelling abilities and associated linguistic measures. Dyslexic children were impaired in relation to chronological age-matched controls on all measures. Furthermore, they were significantly poorer than younger reading and spelling age-matched controls at spelling inflected verbs, supporting the existence of a specific deficit in past-tense spelling in dyslexia. In addition to under-using the -ed spelling on inflected verbs, the dyslexic children were less likely to erroneously apply this spelling to one-morpheme words than younger controls. Dyslexics were also poorer than younger controls at using a consistent spelling for stems presented in isolation versus as part of an inflected word, indicating that they make less use of the morphological relations between words to support their spelling. In line with this interpretation, regression analyses revealed another qualitative difference between the spelling and reading age-matched group and the dyslexic group: while both spoken morphological awareness and orthographic word specific memory were significant predictors of the accuracy of past-tense spelling in the former group, only orthographic memory (irregular word reading and spelling) was a significant factor in the dyslexic group. Finally, we identified a subgroup of seven dyslexic children who were severely deficient in past-tense spelling. This subgroup was also significantly worse than other dyslexics and than younger controls on scores of orthographic memory. The implications of our findings for teaching and remediation strategies are discussed. Copyright © 2011 Elsevier Srl. All rights reserved.

Teaching Spelling at the Elementary Level: A Realistic Perspective.

ERIC Educational Resources Information Center

DiStefano, Philip P.; Hagerty, Patricia J.

1985-01-01

Argues that rather than using a spelling series and treating spelling as a subject separate from the other language arts, teachers should use a program that begins with encouraging invented spelling and moves to the use of high frequency word lists and spelling by meaning. (FL)

Improving Spelling Performance and Spelling Consciousness

ERIC Educational Resources Information Center

Cordewener, Kim A. H.; Verhoeven, Ludo; Bosman, Anna M. T.

2016-01-01

This study examined the immediate and sustained effects of three training conditions on both spelling performance and spelling consciousness of 72 third-grade low- and high-skilled spellers. Spellers were assigned to a strategy-instruction, self-correction, or no-correction condition. The role of spelling ability and word characteristic were also…

Spelling and the Web

ERIC Educational Resources Information Center

Varnhagen, Connie K.; McFall, G. Peggy; Figueredo, Lauren; Takach, Bonnie Sadler; Daniels, Jason; Cuthbertson, Heather

2008-01-01

Correct spelling is increasingly important in our technological world. We examined children's and adults' Web search behavior for easy and more difficult to spell target keywords. Grade 4 children and university students searched for the life cycle of the lemming (easy to spell target keyword) or the ptarmigan (difficult to spell target keyword).…

Lexical processing and distributional knowledge in sound-spelling mapping in a consistent orthography: A longitudinal study of reading and spelling in dyslexic and typically developing children.

PubMed

Marinelli, Chiara Valeria; Cellini, Pamela; Zoccolotti, Pierluigi; Angelelli, Paola

This study examined the ability to master lexical processing and use knowledge of the relative frequency of sound-spelling mappings in both reading and spelling. Twenty-four dyslexic and dysgraphic children and 86 typically developing readers were followed longitudinally in 3rd and 5th grades. Effects of word regularity, word frequency, and probability of sound-spelling mappings were examined in two experimental tasks: (a) spelling to dictation; and (b) orthographic judgment. Dyslexic children showed larger regularity and frequency effects than controls in both tasks. Sensitivity to distributional information of sound-spelling mappings was already detected by third grade, indicating early acquisition even in children with dyslexia. Although with notable differences, knowledge of the relative frequencies of sound-spelling mapping influenced both reading and spelling. Results are discussed in terms of their theoretical and empirical implications.

Strategy Choice Mediates the Link between Auditory Processing and Spelling

PubMed Central

Kwong, Tru E.; Brachman, Kyle J.

2014-01-01

Relations among linguistic auditory processing, nonlinguistic auditory processing, spelling ability, and spelling strategy choice were examined. Sixty-three undergraduate students completed measures of auditory processing (one involving distinguishing similar tones, one involving distinguishing similar phonemes, and one involving selecting appropriate spellings for individual phonemes). Participants also completed a modified version of a standardized spelling test, and a secondary spelling test with retrospective strategy reports. Once testing was completed, participants were divided into phonological versus nonphonological spellers on the basis of the number of words they spelled using phonological strategies only. Results indicated a) moderate to strong positive correlations among the different auditory processing tasks in terms of reaction time, but not accuracy levels, and b) weak to moderate positive correlations between measures of linguistic auditory processing (phoneme distinction and phoneme spelling choice in the presence of foils) and spelling ability for phonological spellers, but not for nonphonological spellers. These results suggest a possible explanation for past contradictory research on auditory processing and spelling, which has been divided in terms of whether or not disabled spellers seemed to have poorer auditory processing than did typically developing spellers, and suggest implications for teaching spelling to children with good versus poor auditory processing abilities. PMID:25198787

Strategy choice mediates the link between auditory processing and spelling.

PubMed

Kwong, Tru E; Brachman, Kyle J

2014-01-01

Relations among linguistic auditory processing, nonlinguistic auditory processing, spelling ability, and spelling strategy choice were examined. Sixty-three undergraduate students completed measures of auditory processing (one involving distinguishing similar tones, one involving distinguishing similar phonemes, and one involving selecting appropriate spellings for individual phonemes). Participants also completed a modified version of a standardized spelling test, and a secondary spelling test with retrospective strategy reports. Once testing was completed, participants were divided into phonological versus nonphonological spellers on the basis of the number of words they spelled using phonological strategies only. Results indicated a) moderate to strong positive correlations among the different auditory processing tasks in terms of reaction time, but not accuracy levels, and b) weak to moderate positive correlations between measures of linguistic auditory processing (phoneme distinction and phoneme spelling choice in the presence of foils) and spelling ability for phonological spellers, but not for nonphonological spellers. These results suggest a possible explanation for past contradictory research on auditory processing and spelling, which has been divided in terms of whether or not disabled spellers seemed to have poorer auditory processing than did typically developing spellers, and suggest implications for teaching spelling to children with good versus poor auditory processing abilities.

Accessing orthographic representations from speech: the role of left ventral occipitotemporal cortex in spelling.

PubMed

Ludersdorfer, Philipp; Kronbichler, Martin; Wimmer, Heinz

2015-04-01

The present fMRI study used a spelling task to investigate the hypothesis that the left ventral occipitotemporal cortex (vOT) hosts neuronal representations of whole written words. Such an orthographic word lexicon is posited by cognitive dual-route theories of reading and spelling. In the scanner, participants performed a spelling task in which they had to indicate if a visually presented letter is present in the written form of an auditorily presented word. The main experimental manipulation distinguished between an orthographic word spelling condition in which correct spelling decisions had to be based on orthographic whole-word representations, a word spelling condition in which reliance on orthographic whole-word representations was optional and a phonological pseudoword spelling condition in which no reliance on such representations was possible. To evaluate spelling-specific activations the spelling conditions were contrasted with control conditions that also presented auditory words and pseudowords, but participants had to indicate if a visually presented letter corresponded to the gender of the speaker. We identified a left vOT cluster activated for the critical orthographic word spelling condition relative to both the control condition and the phonological pseudoword spelling condition. Our results suggest that activation of left vOT during spelling can be attributed to the retrieval of orthographic whole-word representations and, thus, support the position that the left vOT potentially represents the neuronal equivalent of the cognitive orthographic word lexicon. © 2014 The Authors Human Brain Mapping Published by Wiley Periodicals, Inc.

Large-scale circulation departures related to wet episodes in north-east Brazil

NASA Technical Reports Server (NTRS)

Sikdar, Dhirendra N.; Elsner, James B.

1987-01-01

Large scale circulation features are presented as related to wet spells over northeast Brazil (Nordeste) during the rainy season (March and April) of 1979. The rainy season is divided into dry and wet periods; the FGGE and geostationary satellite data was averaged; and mean and departure fields of basic variables and cloudiness were studied. Analysis of seasonal mean circulation features show: lowest sea level easterlies beneath upper level westerlies; weak meridional winds; high relative humidity over the Amazon basin and relatively dry conditions over the South Atlantic Ocean. A fluctuation was found in the large scale circulation features on time scales of a few weeks or so over Nordeste and the South Atlantic sector. Even the subtropical High SLPs have large departures during wet episodes, implying a short period oscillation in the Southern Hemisphere Hadley circulation.

Large-scale circulation departures related to wet episodes in northeast Brazil

NASA Technical Reports Server (NTRS)

Sikdar, D. N.; Elsner, J. B.

1985-01-01

Large scale circulation features are presented as related to wet spells over northeast Brazil (Nordeste) during the rainy season (March and April) of 1979. The rainy season season is devided into dry and wet periods, the FGGE and geostationary satellite data was averaged and mean and departure fields of basic variables and cloudiness were studied. Analysis of seasonal mean circulation features show: lowest sea level easterlies beneath upper level westerlies; weak meridional winds; high relative humidity over the Amazon basin and relatively dry conditions over the South Atlantic Ocean. A fluctuation was found in the large scale circulation features on time scales of a few weeks or so over Nordeste and the South Atlantic sector. Even the subtropical High SLP's have large departures during wet episodes, implying a short period oscillation in the Southern Hemisphere Hadley circulation.

Effects of tutoring in phonological and early reading skills on students at risk for reading disabilities.

PubMed

Vadasy, P F; Jenkins, J R; Pool, K

2000-01-01

This study examined the effectiveness of nonprofessional tutors in a phonologically based reading treatment similar to those in which successful reading outcomes have been demonstrated. Participants were 23 first graders at risk for learning disability who received intensive one-to-one tutoring from noncertified tutors for 30 minutes, 4 days a week, for one school year. Tutoring included instruction in phonological skills, letter-sound correspondence, explicit decoding, rime analysis, writing, spelling, and reading phonetically controlled text. At year end, tutored students significantly outperformed untutored control students on measures of reading, spelling, and decoding. Effect sizes ranged from .42 to 1.24. Treatment effects diminished at follow-up at the end of second grade, although tutored students continued to significantly outperform untutored students in decoding and spelling. Findings suggest that phonologically based reading instruction for first graders at risk for learning disability can be delivered by nonteacher tutors. Our discussion addresses the character of reading outcomes associated with tutoring, individual differences in response to treatment, and the infrastructure required for nonprofessional tutoring programs.

Morphology and Spelling in French: A Comparison of At-Risk Readers and Typically Developing Children.

PubMed

Koh, Poh Wee; Shakory, Sharry; Chen, Xi; Deacon, S Hélène

2017-11-01

We present two studies that examine the role of morphology in French spelling. In Study 1, we examined the concurrent and longitudinal relationships between inflectional awareness and derivational awareness and spelling within a sample of 77 children in a French immersion programme in Canada. Children completed a non-verbal reasoning measure and French measures of phonological awareness, word reading, vocabulary, morphological awareness, and spelling. Results showed that inflectional morphological awareness in Grade 3 was a predictor of spelling in the same grade. Inflectional awareness in Grade 2 predicted Grade 3 spelling, controlling for reading-related skills and spelling at Grade 2. These analyses support the role of inflectional morphological awareness in the development of spelling of children of a range of reading and spelling abilities. In contrast, derivational awareness in Grades 2 and 3 did not predict spelling concurrently in both grades respectively. Study 2 contrasted the morphological errors in the spellings of six children at risk for reading difficulties with those of six chronological age-matched and six reading level-matched children. Analyses showed that at-risk children exhibited more difficulties with spelling roots and suffixes in words as compared with their age-matched peers, although they performed similarly to children matched on reading level. Copyright © 2017 John Wiley & Sons, Ltd. Copyright © 2017 John Wiley & Sons, Ltd.

The Spelling Strategies of Francophone Dyslexic Students

ERIC Educational Resources Information Center

Ruberto, Noémia; Daigle, Daniel; Ammar, Ahlem

2016-01-01

The development of spelling skill is a very difficult task for students with dyslexia. Spelling in French involves the consideration of various types of knowledge, procedures and strategies. This study aims to describe the spelling strategies of 32 dyslexic students (DYS) aged from 8 to 12 years and to establish links between spelling strategies…

Spelling Deficits in Dyslexia: Evaluation of an Orthographic Spelling Training

ERIC Educational Resources Information Center

Ise, Elena; Schulte-Korne, Gerd

2010-01-01

Orthographic spelling is a major difficulty in German-speaking children with dyslexia. The aim of the present study was to evaluate the effectiveness of an orthographic spelling training in spelling-disabled students (grade 5 and 6). In study 1, ten children (treatment group) received 15 individually administered weekly intervention sessions (60…

Spelling Acquisition in Two Social Groups: Mother-Child Interaction, Maternal Beliefs and Child's Spelling.

ERIC Educational Resources Information Center

Korat, Ofra; Levin, Iris

2002-01-01

Describes a study in which collaborative writing among 40 mothers and their second grade children was observed, and maternal beliefs on spelling were extracted from interviews. Finds low socioeconomic status children had more spelling errors and discussed spelling with their mothers more frequently than high socioeconomic status children. Finds…

Spelling-to-Sound Correspondences for Reading vs. Sound-to-Spelling Correspondences for Writing.

ERIC Educational Resources Information Center

Cronnell, Bruce

Differences between spelling-to-sound correspondences for reading and sound-to-spelling correspondences for writing are discussed in terms of the characteristics of and the relationships between stimuli and responses. While dialect variation can be accommodated in reading, it cannot be accommodated in spelling, where no response variation is…

Spelling Instruction in the Primary Grades: Teachers' Beliefs, Practices, and Concerns

ERIC Educational Resources Information Center

Doyle, Antoinette; Zhang, Jing; Mattatall, Chris

2015-01-01

This study examined Canadian teachers' beliefs, practices and concerns about spelling instruction in the primary grades. Data from surveys (n = 56) indicated that most teachers believe that spelling is important and plan for spelling instruction. For most teachers, the spelling words and activities used, and the instructional resources they chose,…

Predicting Early Spelling: The Contribution of Children's Early Literacy, Private Speech during Spelling, Behavioral Regulation, and Parental Spelling Support

ERIC Educational Resources Information Center

Aram, Dorit; Abiri, Shimrit; Elad, Lili

2014-01-01

The present study aimed to extend understanding of preschoolers' early spelling using the Vygotskian ("Mind in society: the development of higher psychological processes," Cambridge, Harvard University Press, 1978) paradigm of child development. We assessed the contribution of maternal spelling support in predicting children's word…

TEACHING SPELLING. WHAT RESEARCH SAYS TO THE TEACHER, NUMBER 3.

ERIC Educational Resources Information Center

HORN, ERNEST

SPELLING ABILITY IS IMPORTANT EVEN THOUGH SPELLING MAY BE A MINOR SUBJECT IN THE CURRICULUM. THE CHIEF PROBLEMS INVOLVED IN DESIGNING THE SPELLING CURRICULUM ARE DETERMINATION OF OBJECTIVES, SELECTION OF CONTENT, AND ORGANIZATION AND ARRANGEMENT OF CONTENT BY GRADES. SPELLING INSTRUCTION SHOULD CONSUME NOT MORE THAN 75 MINUTES PER WEEK AND SHOULD…

Error-related negativities during spelling judgments expose orthographic knowledge.

PubMed

Harris, Lindsay N; Perfetti, Charles A; Rickles, Benjamin

2014-02-01

In two experiments, we demonstrate that error-related negativities (ERNs) recorded during spelling decisions can expose individual differences in lexical knowledge. The first experiment found that the ERN was elicited during spelling decisions and that its magnitude was correlated with independent measures of subjects' spelling knowledge. In the second experiment, we manipulated the phonology of misspelled stimuli and observed that ERN magnitudes were larger when misspelled words altered the phonology of their correctly spelled counterparts than when they preserved it. Thus, when an error is made in a decision about spelling, the brain processes indexed by the ERN reflect both phonological and orthographic input to the decision process. In both experiments, ERN effect sizes were correlated with assessments of lexical knowledge and reading, including offline spelling ability and spelling-mediated vocabulary knowledge. These results affirm the interdependent nature of orthographic, semantic, and phonological knowledge components while showing that spelling knowledge uniquely influences the ERN during spelling decisions. Finally, the study demonstrates the value of ERNs in exposing individual differences in lexical knowledge. Copyright © 2013 Elsevier Ltd. All rights reserved.

Generalised Pareto distribution: impact of rounding on parameter estimation

NASA Astrophysics Data System (ADS)

Pasarić, Z.; Cindrić, K.

2018-05-01

Problems that occur when common methods (e.g. maximum likelihood and L-moments) for fitting a generalised Pareto (GP) distribution are applied to discrete (rounded) data sets are revealed by analysing the real, dry spell duration series. The analysis is subsequently performed on generalised Pareto time series obtained by systematic Monte Carlo (MC) simulations. The solution depends on the following: (1) the actual amount of rounding, as determined by the actual data range (measured by the scale parameter, σ) vs. the rounding increment (Δx), combined with; (2) applying a certain (sufficiently high) threshold and considering the series of excesses instead of the original series. For a moderate amount of rounding (e.g. σ/Δx ≥ 4), which is commonly met in practice (at least regarding the dry spell data), and where no threshold is applied, the classical methods work reasonably well. If cutting at the threshold is applied to rounded data—which is actually essential when dealing with a GP distribution—then classical methods applied in a standard way can lead to erroneous estimates, even if the rounding itself is moderate. In this case, it is necessary to adjust the theoretical location parameter for the series of excesses. The other solution is to add an appropriate uniform noise to the rounded data ("so-called" jittering). This, in a sense, reverses the process of rounding; and thereafter, it is straightforward to apply the common methods. Finally, if the rounding is too coarse (e.g. σ/Δx 1), then none of the above recipes would work; and thus, specific methods for rounded data should be applied.

Accessing orthographic representations from speech: The role of left ventral occipitotemporal cortex in spelling

PubMed Central

Ludersdorfer, Philipp; Kronbichler, Martin; Wimmer, Heinz

2015-01-01

The present fMRI study used a spelling task to investigate the hypothesis that the left ventral occipitotemporal cortex (vOT) hosts neuronal representations of whole written words. Such an orthographic word lexicon is posited by cognitive dual-route theories of reading and spelling. In the scanner, participants performed a spelling task in which they had to indicate if a visually presented letter is present in the written form of an auditorily presented word. The main experimental manipulation distinguished between an orthographic word spelling condition in which correct spelling decisions had to be based on orthographic whole-word representations, a word spelling condition in which reliance on orthographic whole-word representations was optional and a phonological pseudoword spelling condition in which no reliance on such representations was possible. To evaluate spelling-specific activations the spelling conditions were contrasted with control conditions that also presented auditory words and pseudowords, but participants had to indicate if a visually presented letter corresponded to the gender of the speaker. We identified a left vOT cluster activated for the critical orthographic word spelling condition relative to both the control condition and the phonological pseudoword spelling condition. Our results suggest that activation of left vOT during spelling can be attributed to the retrieval of orthographic whole-word representations and, thus, support the position that the left vOT potentially represents the neuronal equivalent of the cognitive orthographic word lexicon. Hum Brain Mapp, 36:1393–1406, 2015. © 2014 The Authors Human Brain Mapping Published by Wiley Periodicals, Inc. PMID:25504890

Documentary-derived chronologies of rainfall variability in Antigua, Lesser Antilles, 1770-1890

NASA Astrophysics Data System (ADS)

Berland, A. J.; Metcalfe, S. E.; Endfield, G. H.

2013-06-01

This paper presents the first extensive reconstruction of precipitation variability in the Lesser Antilles using historical documentary sources. Over 13 250 items of documentation pertaining to Antigua from the period 1769-1890 were consulted, including missionary, plantation and governmental papers as well as contemporary scholarly publications. Based on the predominant meteorological conditions observed throughout the island, each "rain-year" (December-November) was assigned one of five classifications (very wet, wet, "normal", dry and very dry). Local weather references relating to seven plantations in central-eastern Antigua were grouped according to dry (December-April) and wet seasons (May-November), each of which were also categorised in the aforementioned manner. Results comprise individual island-wide and central-eastern Antiguan chronologies of relative precipitation levels, spanning the rain-years 1769-70 to 1889-90 and 1769-70 to 1853-54 respectively. The former is compared with available instrumental data for the years 1870-1890. Significant dry phases are identified in the rain-years 1775-80, 1788-91, 1820-22, 1834-37, 1844-45, 1859-60, 1862-64, 1870-74 and 1881-82, while wet episodes were 1771-74, 1833-34, 1837-38, 1841-44, 1845-46 and 1878-81. Evidence for major wet and dry spells is presented and findings are evaluated within wider historical and palaeoclimatic contexts.

Documentary-derived chronologies of rainfall variability in Antigua, Lesser Antilles, 1770-1890

NASA Astrophysics Data System (ADS)

Berland, A. J.; Metcalfe, S. E.; Endfield, G. H.

2013-03-01

This paper presents the first extensive reconstruction of precipitation variability in the Lesser Antilles using historical documentary sources. Over 13 250 items of documentation pertaining to Antigua from the period 1769-1890 were consulted, including missionary, plantation and governmental papers as well as contemporary scholarly publications. Based on the predominant meteorological conditions observed throughout the island, each "rain-year" (December-November) was assigned one of five classifications (very wet, wet, "normal", dry and very dry). Local weather references relating to seven plantations in central-eastern Antigua were grouped according to dry (December-April) and wet seasons (May-November), each of which were also categorised in the aforementioned manner. Results comprise individual island-wide and central-eastern Antiguan chronologies of relative precipitation levels, spanning the rain-years 1769-1770 to 1889-1890 and 1769-1770 to 1853-1854 respectively. The former is compared with available instrumental data for 1870-1890. Significant dry phases are identified in the rain-years 1775-1780, 1788-1791, 1820-1822, 1834-1837, 1844-1845, 1859-1860, 1862-1864, 1870-1874 and 1881-1882, while wet episodes were 1771-1774, 1833-1834, 1837-1838, 1841-1844, 1845-1846 and 1878-1881. Evidence for major wet and dry spells is presented and findings evaluated within wider historical and palaeoclimatic contexts.

Does testing with feedback improve adult spelling skills relative to copying and reading?

PubMed

Pan, Steven C; Rubin, Benjamin R; Rickard, Timothy C

2015-12-01

We examined testing's ability to enhance adult spelling acquisition, relative to copying and reading. Across 3 experiments in which testing with feedback was compared with copying, the spelling improvement after testing matched that following the same amount of time spent copying. A potent testing advantage, however, was observed for spelling words free-recalled. In the fourth experiment, a large testing advantage for both word free recall and spelling was observed, versus reading. Subjects also generally preferred testing and rated it as more effective than copying or reading. The equivalent performance of testing and copying for spelling contrasts with prior work involving children and suggests that retrieval practice may not be the only effective mechanism for spelling skill acquisition. Rather, we suggest that the critical learning event for spelling is focused study on phoneme-to-grapheme mappings for previously unlearned letter sequences. For adults with extensive spelling expertise, focused study is more automatic during both copying and testing with feedback than for individuals with beginning spelling skills. Reading, however, would not be expected to produce efficient focused study of phoneme-to-grapheme mappings, regardless of expertise level. Overall, adult spelling skill acquisition benefits both from testing and copying, and substantially less from reading. (c) 2015 APA, all rights reserved).

Word Spelling Assessment Using ICT: The Effect of Presentation Modality

ERIC Educational Resources Information Center

Sarris, Menelaos; Panagiotakopoulos, Chris

2010-01-01

Up-to-date spelling process was assessed using typical spelling-to-dictation tasks, where children's performance was evaluated mainly in terms of spelling error scores. In the present work a simple graphical computer interface is reported, aiming to investigate the effects of input modality (e.g. visual and verbal) in word spelling. The software…

Spelling Pronunciations Help College Students Remember How to Spell Difficult Words

ERIC Educational Resources Information Center

Ocal, Turkan; Ehri, Linnea C.

2017-01-01

Studies have shown that children benefit from a spelling pronunciation strategy in remembering the spellings of words. The current study determined whether this strategy also helps adults learn to spell commonly misspelled words. Participants were native English speaking college students (N = 42), mean age 22.5 years (SD = 7.87). An experimental…

Spelling in the Kindergarten: A Constructivist Analysis of Year-Long Spelling Development.

ERIC Educational Resources Information Center

Manning, Maryann; And Others

This study examined the spelling growth of kindergarten children on a monthly basis to determine if new information about the spelling growth of children could be found and if there was a relationship between spelling level and the point at which children begin to put spaces between words in written sentences. Twenty-seven kindergartners were…

Success Teaching Spelling with Music.

ERIC Educational Resources Information Center

Martin, Mariellen

1983-01-01

A spelling approach which incorporates music on a cassette with spelling, pronunciation, and definition of specific words was successful in improving junior high learning disabled students' spelling performance, self-esteem, and sequential memories. (CL)

The impact of the 2008 cold spell on mortality in Shanghai, China

NASA Astrophysics Data System (ADS)

Ma, Wenjuan; Yang, Chunxue; Chu, Chen; Li, Tiantian; Tan, Jianguo; Kan, Haidong

2013-01-01

No prior studies in China have investigated the health impact of cold spell. In Shanghai, we defined the cold spell as a period of at least seven consecutive days with daily temperature below the third percentile during the study period (2001-2009). Between January 2001 and December 2009, we identified a cold spell between January 27 and February 3, 2008 in Shanghai. We investigated the impact of cold spell on mortality of the residents living in the nine urban districts of Shanghai. We calculated the excess deaths and rate ratios (RRs) during the cold spell and compared these data with a winter reference period (January 6-9, and February 28 to March 2). The number of excess deaths during the cold spell period was 153 in our study population. The cold spell caused a short-term increase in total mortality of 13 % (95 % CI: 7-19 %). The impact was statistically significant for cardiovascular mortality (RR = 1.21, 95 % CI: 1.12-1.31), but not for respiratory mortality (RR = 1.14, 95 % CI: 0.98-1.32). For total mortality, gender did not make a statistically significant difference for the cold spell impact. Cold spell had a significant impact on mortality in elderly people (over 65 years), but not in other age groups. Conclusively, our analysis showed that the 2008 cold spell had a substantial effect on mortality in Shanghai. Public health programs should be tailored to prevent cold-spell-related health problems in the city.

Spelling on the fly: investigating a pentop computer to improve the spelling skills of three elementary students with disabilities.

PubMed

Doughty, Teresa Taber; Bouck, Emily C; Bassette, Laura; Szwed, Kathryn; Flanagan, Sara

2013-01-01

The purpose of this study was to examine the effects of a pentop computer and accompanying spelling software on the spelling accuracy and academic engagement behavior in three elementary students with disabilities who were served in a resource room setting. Using a multiple baseline across students single subject research design, researchers determined student use of the pentop computer--the FLYPen--and its spelling software may serve as an equivalent intervention to traditional spelling instruction. While academic engagement performance increased considerably for students when using the FLYPen, results indicated little to no improvement over traditional instruction in spelling accuracy. Implications and suggestions for future research are presented.

Raising Spelling Scores through Peer Tutoring and Cooperative Groups.

ERIC Educational Resources Information Center

Fowler, Elaine D.

Two techniques can be used to improve spelling scores and make spelling more interesting. The first technique is a combination of peer tutoring and the corrected-test technique. Students are paired as tutors and tutees on the basis of past spelling performance. The tutor gives a series of bi-weekly spelling tests to the tutee and helps with error…

Beyond the Rainbow: Retrieval Practice Leads to Better Spelling than Does Rainbow Writing

ERIC Educational Resources Information Center

Jones, Angela C.; Wardlow, Liane; Pan, Steven C.; Zepeda, Cristina; Heyman, Gail D.; Dunlosky, John; Rickard, Timothy C.

2016-01-01

In three experiments, we compared the effectiveness of rainbow writing and retrieval practice, two common methods of spelling instruction. In experiment 1 (n = 14), second graders completed 2 days of spelling practice, followed by spelling tests 1 day and 5 weeks later. A repeated measures analysis of variance demonstrated that spelling accuracy…

Utility of the Spelling Sensitivity Score to Analyze Spellings of Children with Specific Language Impairment

ERIC Educational Resources Information Center

Werfel, Krystal L.; Krimm, Hannah

2015-01-01

The purpose of this study was to examine the utility of the Spelling Sensitivity Score (SSS) beyond percentage correct scoring in analyzing the spellings of children with specific language impairment (SLI). Participants were 31 children with SLI and 28 children with typical language in grades 2-4. Spellings of individual words were scored using…

Phono-morpho-orthographic construal: the view from spelling.

PubMed

Ravid, Dorit

2012-10-01

A spelling model which has evolved in the parallel universe of spelling research resonates with Frost's reading model. Like reading, spelling cannot be based solely on phonology or orthography, but should accommodate all linguistic facets. The cognitive domain of spelling does not take place at the level of single grapheme or phoneme or syllable, but rather, at the lexical level.

Using Research to Make Informed Decisions about the Spelling Curriculum

ERIC Educational Resources Information Center

Putman, Rebecca

2017-01-01

Learning how to spell is important. Most people would agree that the ability to spell correctly is an essential trait of literate people, and that students must be taught how to spell correctly; however, there is still debate among parents, educators, and the public as to how spelling should be taught in the schools. This paper reexamines and…

Spelling as Statistical Learning: Using Consonantal Context to Spell Vowels

ERIC Educational Resources Information Center

Treiman, Rebecca; Kessler, Brett

2006-01-01

Although English lacks 1-to-1 relationships between sounds and spellings, considering the context in which a phoneme occurs can often aid in selecting a spelling. For example, /a/ is typically spelled as a when it follows /w/, as in wand, but as o when it follows other consonants, as in pond. In 2 experiments, the authors asked whether children's…

Assessment of Lexical and Non-Lexical Spelling in Students in Grades 1-7

ERIC Educational Resources Information Center

Kohnen, Saskia; Colenbrander, Danielle; Krajenbrink, Trudy; Nickels, Lyndsey

2015-01-01

The main aim of this study was to develop standardised tests that assess some of the most important spelling skills for children in primary school: sound-letter mappings (non-lexical spelling) and word spelling accuracy (lexical spelling). We present normative comparison data for children in Grades 1-7 as well as measures of validity and…

Effects of Spell Checkers on English as a Second Language Students' Incidental Spelling Learning: A Cognitive Load Perspective

ERIC Educational Resources Information Center

Lin, Po-Han; Liu, Tzu-Chien; Paas, Fred

2017-01-01

Computer-based spell checkers help to correct misspells instantly. Almost all the word processing devices are now equipped with a spell-check function that either automatically corrects errors or provides a list of intended words. However, it is not clear on how the reliance on this convenient technological solution affects spelling learning.…

Distinct patterns of brain function in children with isolated spelling impairment: new insights.

PubMed

Gebauer, Daniela; Enzinger, Christian; Kronbichler, Martin; Schurz, Matthias; Reishofer, Gernot; Koschutnig, Karl; Kargl, Reinhard; Purgstaller, Christian; Fazekas, Franz; Fink, Andreas

2012-06-01

Studies investigating reading and spelling difficulties heavily focused on the neural correlates of reading impairments, whereas spelling impairments have been largely neglected so far. Hence, the aim of the present study was to investigate brain structure and function of children with isolated spelling difficulties. Therefore, 31 children, aged ten to 15 years, were investigated by means of functional MRI and DTI. This study revealed that children with isolated spelling impairment exhibit a stronger right hemispheric activation compared to children with reading and spelling difficulties and controls, when engaged in an orthographic decision task, presumably reflecting a highly efficient serial grapheme-phoneme decoding compensation strategy. In addition, children with spelling impairment activated bilateral inferior and middle frontal gyri during processing correctly spelled words and misspelled words, whereas the other two groups showed bilateral activation only in the misspelled condition, suggesting that additional right frontal engagement could be related to generally higher task demand and effort. DTI analyses revealed stronger frontal white matter integrity (fractional anisotropy) in controls (compared to spelling and reading impaired children), whereas no structural differences between controls and spelling impaired children were observed. Copyright © 2012 Elsevier Ltd. All rights reserved.

De-Fusing Dyslexia. Part II.

ERIC Educational Resources Information Center

Wasserwald, Lee

In a continuation study, 12 students with dyslexia participated in muscle testing and exercises. Six areas were evaluated via pre- and post-tests: academics (using measures of spelling, reading, and math); parental observations of changes in their children (behavioral, academic or affective); perceptual drawing; oral reading; written language; and…

Comparing the spelling and reading abilities of students with cochlear implants and students with typical hearing.

PubMed

Apel, Kenn; Masterson, Julie J

2015-04-01

The purpose of this study was to determine whether students with and without hearing loss (HL) differed in their spelling abilities and, specifically, in the underlying linguistic awareness skills that support spelling ability. Furthermore, we examined whether there were differences between the two groups in the relationship between reading and spelling. We assessed the spelling, word-level reading, and reading comprehension skills of nine students with cochlear implants and nine students with typical hearing who were matched for reading age. The students' spellings were analyzed to determine whether the misspellings were due to errors with phonemic awareness, orthographic pattern or morphological awareness, or poor mental graphemic representations. The students with HL demonstrated markedly less advanced spelling abilities than the students with typical hearing. For the students with HL, the misspellings were primarily due to deficiencies in orthographic pattern and morphological awareness. Correlations between measures of spelling and both real word reading and reading comprehension were lower for the students with HL. With additional investigations using a similar approach to spelling analysis that captures the underlying causes for spelling errors, researchers will better understand the linguistic awareness abilities that students with HL bring to the task of reading and spelling. © The Author 2015. Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

Intervention program efficacy for spelling difficulties.

PubMed

Sampaio, Maria Nobre; Capellini, Simone Aparecida

2014-01-01

To develop an intervention procedure for spelling difficulties and to verify the effectiveness of the intervention program in students with lower spelling performance. We developed an intervention program for spelling difficulties, according to the semiology of the errors. The program consisted of three modules totaling 16 sessions. The study included 40 students of the third to fifth grade of public elementary education of the city of Marilia (SP), of both genders, in aged of eight to 12 years old, being distributed in the following groups: GI (20 students with lower spelling performance) and GII (20 students with higher spelling performance). In situation of pre and post-testing, all groups were submitted to the Pro-Orthography. The results statistically analyzed showed that, in general, all groups had average of right that has higher in post-testing, reducing the types of errors second semiologycal classification, mainly related to natural spelling errors. However, the results also showed that the groups submitted to the intervention program showed better performance on spelling tests in relation to not submitted. The intervention program developed was effective once the groups submitted showed better performance on spelling tests in relation to not submitted. Therefore, the intervention program can help professionals in the Health and Education to minimize the problems related to spelling, giving students an intervention that is effective for the development of the spelling knowledge.

Measures of Kindergarten Spelling and Their Relations to Later Spelling Performance.

PubMed

Treiman, Rebecca; Kessler, Brett; Pollo, Tatiana Cury; Byrne, Brian; Olson, Richard K

2016-01-01

Learning the orthographic forms of words is important for both spelling and reading. To determine whether some methods of scoring children's early spellings predict later spelling performance better than do other methods, we analyzed data from 374 U.S. and Australian children who took a 10-word spelling test at the end of kindergarten (mean age 6 years, 2 months) and a standardized spelling test approximately two years later. Surprisingly, scoring methods that took account of phonological plausibility did not outperform methods that were based only on orthographic correctness. The scoring method that is most widely used in research with young children, which allots a certain number of points to each word and which considers both orthographic and phonological plausibility, did not rise to the top as a predictor. Prediction of Grade 2 spelling performance was improved to a small extent by considering children's tendency to reverse letters in kindergarten.

Do reading and spelling share orthographic representations? Evidence from developmental dysgraphia.

PubMed

Hepner, Christopher; McCloskey, Michael; Rapp, Brenda

Both spelling and reading depend on knowledge of the spellings of words. Despite this commonality, observed dissociations between spelling and reading in cases of acquired and developmental deficits suggest some degree of independence between the cognitive mechanisms involved in these skills. In this paper, we examine the relationship between spelling and reading in two children with developmental dysgraphia. For both children, we identified significant deficits in spelling that affected the processing of orthographic long-term memory representations of words. We then examined their reading skills for similar difficulties. Even with extensive testing, we found no evidence of a reading deficit for one of the children. We propose that there may be an underlying difficulty that specifically affects the learning of orthographic word representations for spelling. These results lead us to conclude that at least some components of lexical orthographic representation and processing develop with considerable independence in spelling and reading.

Measures of Kindergarten Spelling and Their Relations to Later Spelling Performance

PubMed Central

Treiman, Rebecca; Kessler, Brett; Pollo, Tatiana Cury; Byrne, Brian; Olson, Richard K.

2016-01-01

Learning the orthographic forms of words is important for both spelling and reading. To determine whether some methods of scoring children’s early spellings predict later spelling performance better than do other methods, we analyzed data from 374 U.S. and Australian children who took a 10-word spelling test at the end of kindergarten (mean age 6 years, 2 months) and a standardized spelling test approximately two years later. Surprisingly, scoring methods that took account of phonological plausibility did not outperform methods that were based only on orthographic correctness. The scoring method that is most widely used in research with young children, which allots a certain number of points to each word and which considers both orthographic and phonological plausibility, did not rise to the top as a predictor. Prediction of Grade 2 spelling performance was improved to a small extent by considering children’s tendency to reverse letters in kindergarten. PMID:27761101

Didn't You Run the Spell Checker? Effects of Type of Spelling Error and Use of a Spell Checker on Perceptions of the Author

ERIC Educational Resources Information Center

Figueredo, Lauren; Varnhagen, Connie K.

2005-01-01

We investigated expectations regarding a writer's responsibility to proofread text for spelling errors when using a word processor. Undergraduate students read an essay and completed a questionnaire regarding their perceptions of the author and the quality of the essay. They then manipulated type of spelling error (no error, homophone error,…

Large reptiles and cold temperatures: Do extreme cold spells set distributional limits for tropical reptiles in Florida?

USGS Publications Warehouse

Mazzotti, Frank J.; Cherkiss, Michael S.; Parry, Mark; Beauchamp, Jeff; Rochford, Mike; Smith, Brian J.; Hart, Kristen M.; Brandt, Laura A.

2016-01-01

Distributional limits of many tropical species in Florida are ultimately determined by tolerance to low temperature. An unprecedented cold spell during 2–11 January 2010, in South Florida provided an opportunity to compare the responses of tropical American crocodiles with warm-temperate American alligators and to compare the responses of nonnative Burmese pythons with native warm-temperate snakes exposed to prolonged cold temperatures. After the January 2010 cold spell, a record number of American crocodiles (n = 151) and Burmese pythons (n = 36) were found dead. In contrast, no American alligators and no native snakes were found dead. American alligators and American crocodiles behaved differently during the cold spell. American alligators stopped basking and retreated to warmer water. American crocodiles apparently continued to bask during extreme cold temperatures resulting in lethal body temperatures. The mortality of Burmese pythons compared to the absence of mortality for native snakes suggests that the current population of Burmese pythons in the Everglades is less tolerant of cold temperatures than native snakes. Burmese pythons introduced from other parts of their native range may be more tolerant of cold temperatures. We documented the direct effects of cold temperatures on crocodiles and pythons; however, evidence of long-term effects of cold temperature on their populations within their established ranges remains lacking. Mortality of crocodiles and pythons outside of their current established range may be more important in setting distributional limits.

Assessing spelling in kindergarten: further comparison of scoring metrics and their relation to reading skills.

PubMed

Clemens, Nathan H; Oslund, Eric L; Simmons, Leslie E; Simmons, Deborah

2014-02-01

Early reading and spelling development share foundational skills, yet spelling assessment is underutilized in evaluating early reading. This study extended research comparing the degree to which methods for scoring spelling skills at the end of kindergarten were associated with reading skills measured at the same time as well as at the end of first grade. Five strategies for scoring spelling responses were compared: totaling the number of words spelled correctly, totaling the number of correct letter sounds, totaling the number of correct letter sequences, using a rubric for scoring invented spellings, and calculating the Spelling Sensitivity Score (Masterson & Apel, 2010b). Students (N=287) who were identified at kindergarten entry as at risk for reading difficulty and who had received supplemental reading intervention were administered a standardized spelling assessment in the spring of kindergarten, and measures of phonological awareness, decoding, word recognition, and reading fluency were administered concurrently and at the end of first grade. The five spelling scoring metrics were similar in their strong relations with factors summarizing reading subskills (phonological awareness, decoding, and word reading) on a concurrent basis. Furthermore, when predicting first-grade reading skills based on spring-of-kindergarten performance, spelling scores from all five metrics explained unique variance over the autoregressive effects of kindergarten word identification. The practical advantages of using a brief spelling assessment for early reading evaluation and the relative tradeoffs of each scoring metric are discussed. Copyright © 2013 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

Pinyin and English Invented Spelling in Chinese-Speaking Students Who Speak English as a Second Language.

PubMed

Ding, Yi; Liu, Ru-De; McBride, Catherine A; Fan, Chung-Hau; Xu, Le; Wang, Jia

2018-05-07

This study examined pinyin (the official phonetic system that transcribes the lexical tones and pronunciation of Chinese characters) invented spelling and English invented spelling in 72 Mandarin-speaking 6th graders who learned English as their second language. The pinyin invented spelling task measured segmental-level awareness including syllable and phoneme awareness, and suprasegmental-level awareness including lexical tones and tone sandhi in Chinese Mandarin. The English invented spelling task manipulated segmental-level awareness including syllable awareness and phoneme awareness, and suprasegmental-level awareness including word stress. This pinyin task outperformed a traditional phonological awareness task that only measured segmental-level awareness and may have optimal utility to measure unique phonological and linguistic features in Chinese reading. The pinyin invented spelling uniquely explained variance in Chinese conventional spelling and word reading in both languages. The English invented spelling uniquely explained variance in conventional spelling and word reading in both languages. Our findings appear to support the role of phonological activation in Chinese reading. Our experimental linguistic manipulations altered the phonological awareness item difficulties.

A Synthesis of Reading and Spelling Interventions and Their Effects on Spelling Outcomes for Students With Learning Disabilities

PubMed Central

Williams, Kelly J.; Walker, Melodee A.; Vaughn, Sharon; Wanzek, Jeanne

2016-01-01

Spelling is one of the most challenging areas for students with learning disabilities (LD), and improving spelling outcomes for these students is of high importance. In this synthesis, we examined the effects of spelling and reading interventions on spelling outcomes for students with LD in Grades K through 12. A systematic search of peer-reviewed literature published between 2004 and 2014 was conducted using electronic databases and hand searches of relevant journals. To be eligible for inclusion, studies had to meet the following criteria: (a) Participants were identified with LD and were in Grades K through 12, (b) designs were either treatment/comparison or single case, (c) a reading or spelling intervention was implemented, (d) at least one spelling outcome was measured, and (e) instruction was in English. Ten studies met criteria for inclusion in the synthesis, and effectiveness ranged from ineffective to highly effective. Findings demonstrated that spelling outcomes for taught words were improved for students with LD with the use of explicit instruction or self-correction strategies. PMID:26733209

The representation of roots in the spelling of children with specific language impairment.

PubMed

Deacon, S Hélène; Cleave, Patricia L; Baylis, Julia; Fraser, Jillian; Ingram, Elizabeth; Perlmutter, Signy

2014-01-01

Children with Specific Language Impairment (SLI) have demonstrated general spelling and writing difficulties. We investigated the sensitivity of children with SLI to the consistent spelling of root morphemes, a feature to which young typically developing children demonstrate sensitivity. We asked children with SLI and two groups of typically developing children (n = 17 in each group) to spell the same letter-sound sequence (e.g., win) as a root, and as a component of inflected, derived, and control words (e.g., win, wins, winner, wink). Children with SLI and spelling-age-matched children (mean age of 9 and 7 years, respectively) were more accurate and more consistent in spelling the initial sections of the inflected and derived words than of the control words, a pattern that suggests sensitivity to the representation of roots in spelling. The absence of a group-level interaction suggests comparable sensitivity in the two groups. Our results suggest that elementary-school-aged children with SLI are sensitive to the consistent spelling of roots, at least to the extent predicted by their general spelling abilities.

A Synthesis of Reading and Spelling Interventions and Their Effects on Spelling Outcomes for Students With Learning Disabilities.

PubMed

Williams, Kelly J; Walker, Melodee A; Vaughn, Sharon; Wanzek, Jeanne

Spelling is one of the most challenging areas for students with learning disabilities (LD), and improving spelling outcomes for these students is of high importance. In this synthesis, we examined the effects of spelling and reading interventions on spelling outcomes for students with LD in Grades K through 12. A systematic search of peer-reviewed literature published between 2004 and 2014 was conducted using electronic databases and hand searches of relevant journals. To be eligible for inclusion, studies had to meet the following criteria: (a) Participants were identified with LD and were in Grades K through 12, (b) designs were either treatment/comparison or single case, (c) a reading or spelling intervention was implemented, (d) at least one spelling outcome was measured, and (e) instruction was in English. Ten studies met criteria for inclusion in the synthesis, and effectiveness ranged from ineffective to highly effective. Findings demonstrated that spelling outcomes for taught words were improved for students with LD with the use of explicit instruction or self-correction strategies.

Invented Spelling, Word Stress, and Syllable Awareness in Relation to Reading Difficulties in Children.

PubMed

Mehta, Sheena; Ding, Yi; Ness, Molly; Chen, Eric C

2018-06-01

The study assessed the clinical utility of an invented spelling tool and determined whether invented spelling with linguistic manipulation at segmental and supra-segmental levels can be used to better identify reading difficulties. We conducted linguistic manipulation by using real and nonreal words, incorporating word stress, alternating the order of consonants and vowels, and alternating the number of syllables. We recruited 60 third-grade students, of which half were typical readers and half were poor readers. The invented spelling task consistently differentiated those with reading difficulties from typical readers. It explained unique variance in conventional spelling, but not in word reading. Word stress explained unique variance in both word reading and conventional spelling, highlighting the importance of addressing phonological awareness at the supra-segmental level. Poor readers had poorer performance when spelling both real and nonreal words and demonstrated substantial difficulty in detecting word stress. Poor readers struggled with spelling words with double consonants at the beginning and ending of words, and performed worse on spelling two- and three-syllable words than typical readers. Practical implications for early identification and instruction are discussed.

When the Principal Asks: "Why Are Your Kids Giving Each Other Spelling Tests?"

ERIC Educational Resources Information Center

Harp, Bill

1988-01-01

Cites personal experience and research which supports peer group work in spelling, noting this method provides an opportunity to create linkages between reading, writing, and spelling instruction. Suggests strategies for implementing an individualized spelling program. (NH)

The Management of Cyanotic Spells in Children with Oesophageal Atresia

PubMed Central

Bergeron, Mathieu; Cohen, Aliza P.; Cotton, Robin T.

2017-01-01

Cyanotic spells, also known as blue spells, dying spells, or apparent life-threatening events, refer to a bluish tone visible in the mucosal membranes and skin caused by an oxygen decrease in the peripheral circulation. Although this decrease may be transient and benign, it may also be indicative of a severe underlying problem that requires immediate intervention. Children with oesophageal atresia (OA) are at risk for a number of coexisting conditions that may trigger cyanotic spells. This current article will focus on the management of cyanotic spells both in children with innominate artery compression and those with tracheomalacia. PMID:28555179

Differences in integrity of white matter and changes with training in spelling impaired children: a diffusion tensor imaging study

PubMed Central

Gebauer, D.; Fink, A.; Filippini, N.; Johansen-Berg, H.; Reishofer, G.; Koschutnig, K.; Kargl, R.; Purgstaller, C.; Fazekas, F.; Enzinger, C.

2013-01-01

While the functional correlates of spelling impairment have been rarely investigated, to our knowledge no study exists regarding the structural characteristics of spelling impairment and potential changes with interventions. Using diffusion tensor imaging at 3.0 T, we here therefore sought to investigate (a) differences between children with poor spelling abilities (training group and waiting group) and controls, and (b) the effects of a morpheme- based spelling intervention in children with poor spelling abilities on DTI parameters. A baseline comparison of white matter indices revealed significant differences between controls and spelling-impaired children, mainly located in the right hemisphere (superior corona radiata (SCR), posterior limb of internal capsule, superior longitudinal fasciculus). After 5 weeks of training, spelling ability improved in the training group, along with increases in fractional anisotropy and decreases of radial diffusivity in the right hemisphere compared to controls. In addition, significantly higher decreases of mean diffusivity in the right SCR for the spelling-impaired training group compared to the waiting group were observed. Our results suggest that spelling impairment is associated with differences in white-matter integrity in the right hemisphere. We also provide first indications that white matter changes occur during successful training, but this needs to be more specifically addressed in future research. PMID:22198594

Differences in integrity of white matter and changes with training in spelling impaired children: a diffusion tensor imaging study.

PubMed

Gebauer, D; Fink, A; Filippini, N; Johansen-Berg, H; Reishofer, G; Koschutnig, K; Kargl, R; Purgstaller, C; Fazekas, F; Enzinger, C

2012-07-01

While the functional correlates of spelling impairment have been rarely investigated, to our knowledge no study exists regarding the structural characteristics of spelling impairment and potential changes with interventions. Using diffusion tensor imaging at 3.0 T, we here therefore sought to investigate (a) differences between children with poor spelling abilities (training group and waiting group) and controls, and (b) the effects of a morpheme-based spelling intervention in children with poor spelling abilities on DTI parameters. A baseline comparison of white matter indices revealed significant differences between controls and spelling-impaired children, mainly located in the right hemisphere (superior corona radiata (SCR), posterior limb of internal capsule, superior longitudinal fasciculus). After 5 weeks of training, spelling ability improved in the training group, along with increases in fractional anisotropy and decreases of radial diffusivity in the right hemisphere compared to controls. In addition, significantly higher decreases of mean diffusivity in the right SCR for the spelling-impaired training group compared to the waiting group were observed. Our results suggest that spelling impairment is associated with differences in white-matter integrity in the right hemisphere. We also provide first indications that white matter changes occur during successful training, but this needs to be more specifically addressed in future research.

A Comparison of the Metalinguistic Performance and Spelling Development of Children With Inconsistent Speech Sound Disorder and Their Age-Matched and Reading-Matched Peers.

PubMed

McNeill, Brigid C; Wolter, Julie; Gillon, Gail T

2017-05-17

This study explored the specific nature of a spelling impairment in children with speech sound disorder (SSD) in relation to metalinguistic predictors of spelling development. The metalinguistic (phoneme, morphological, and orthographic awareness) and spelling development of 28 children ages 6-8 years with a history of inconsistent SSD were compared to those of their age-matched (n = 28) and reading-matched (n = 28) peers. Analysis of the literacy outcomes of children within the cohort with persistent (n = 18) versus resolved (n = 10) SSD was also conducted. The age-matched peers outperformed the SSD group on all measures. Children with SSD performed comparably to their reading-matched peers on metalinguistic measures but exhibited lower spelling scores. Children with persistent SSD generally had less favorable outcomes than children with resolved SSD; however, even children with resolved SSD performed poorly on normative spelling measures. Children with SSD have a specific difficulty with spelling that is not commensurate with their metalinguistic and reading ability. Although low metalinguistic awareness appears to inhibit these children's spelling development, other factors should be considered, such as nonverbal rehearsal during spelling attempts and motoric ability. Integration of speech-production and spelling-intervention goals is important to enhance literacy outcomes for this group.

Teaching Quantum Physics without Paradoxes

ERIC Educational Resources Information Center

Hobson, Art

2007-01-01

Although the resolution to the wave-particle paradox has been known for 80 years, it is seldom presented. Briefly, the resolution is that material particles and photons are the quanta of extended spatially continuous but energetically quantized fields. But because the resolution resides in quantum field theory and is not usually spelled out in…

Scenario-Based Spoken Interaction with Virtual Agents

ERIC Educational Resources Information Center

Morton, Hazel; Jack, Mervyn A.

2005-01-01

This paper describes a CALL approach which integrates software for speaker independent continuous speech recognition with embodied virtual agents and virtual worlds to create an immersive environment in which learners can converse in the target language in contextualised scenarios. The result is a self-access learning package: SPELL (Spoken…

A Critical Disability Pedagogy: Legitimizing Dyslexia

ERIC Educational Resources Information Center

Cosenza, Julie

2017-01-01

A common understanding is that dyslexia is the inability to spell words, the inability to recall symbols, the inability to recognize sight words, or the inability to decode. Dyslexia is often described in deficiency language--the inability to do something. Deficiency language is a product of special education and continues to dominate common…

Variations in droughts and wet spells and their influences in China: 1924-2013

NASA Astrophysics Data System (ADS)

Wu, Shuang; Yan, Xiaodong

2018-02-01

The Wetness Index was calculated using gridded monthly precipitation and potential evapotranspiration in China during 1924-2013. Variations of dry and wet periods in different areas and the impact of meteorological factors were analyzed. The results show the following: (1) Drought areas (W ≤ 0.5) and wet areas (W > 0.65) in China constituted 33-56% and 35-55%, respectively, of the total land area and there were no secular trends during 1924-2013. During this period, the areas of drought and wet were inversely proportional, but had different changes among seven regions. (2) Since 1954, the overall trend in China has changed from wet to dry. Drought areas increased significantly (p < 0.05) during 1954-1983. Drought areas increased (not significantly) during 1984-2013, but the rate of drought/wetness clearly decreased (tendency rates were between - 0.05 and 0.05/30 year, and accounted for 54.79% of China). (3) Dry/wet variation in North, Northeast, Central, and Southwest China played major roles. (4) Except in the North region, drought/wet conditions were affected by surface warming.

Characteristics of early spelling of children with Specific Language Impairment.

PubMed

Cordewener, Kim A H; Bosman, Anna M T; Verhoeven, Ludo

2012-01-01

The present study investigated active grapheme knowledge and early spelling of 59 first grade children with Specific Language Impairment (SLI). Speed, nature, and knowledge transfer of spelling acquisition were taken into account. Four orthographic characteristics that influence early spelling, namely, 'Type of Grapheme', 'Grapheme Position', 'Number of Graphemes', and 'Word Structure' were examined at the middle and at the end of first grade. At the beginning of first grade when children were between 71 and 97 months, they performed well below national norms on assessment of active grapheme knowledge. The delay in word spelling persisted, but decreased between the middle and the end of first grade. Despite this delay, the findings suggest that characteristics of early spelling for children with SLI are rather similar to those of children with typical language development. For example, children with SLI represented more graphemes at the end of first grade than at the middle of first grade, found it easier to represent the initial grapheme in words than the final or medial grapheme (Grapheme Position), were more successful spelling shorter than longer words (Number of Graphemes), and spelled words with simple structures (CVC) more accurately than those with complex structures (CVCC and CCVC; Word Structure). Finally, participants demonstrated that they can use known graphemes to spell words, but the transfer between active grapheme knowledge and word spelling was not always stable. As a result of this activity, readers will be able to explain the speed and the nature of spelling acquisition of children with SLI. As a result of this activity, readers will be able to explain what skills are most important for teachers to practice with children with SLI to improve the spelling skills of these children. Copyright © 2012 Elsevier Inc. All rights reserved.

Spanish Dyslexic Spelling Abilities: The Case of Consonant Clusters

ERIC Educational Resources Information Center

Serrano, Francisca; Defior, Sylvia

2012-01-01

This paper investigates Spanish dyslexic spelling abilities: specifically, the influence of syllabic linguistic structure (simple vs consonant cluster) on children's spelling performance. Consonant clusters are phonologically complex structures, so it was anticipated that there would be lower spelling performance for these syllabic structures than…

The Integrated Spelling Curriculum.

ERIC Educational Resources Information Center

Ediger, Marlow

The traditional spelling curriculum emphasized that pupils learn to spell a specific set of words through memorization. However, major problems existed pertaining to using that method of teaching. Pupils soon forgot the correct spelling of memorized words. Educational psychologists have long advocated that pupils perceive knowledge as being…

Cardiac Repolarization Changes in the Children with Breath-Holding Spells

PubMed Central

Amoozgar, Hamid; Saleh, Fazl; Farhani, Nahal; Rafiei, Mohammad; Inaloo, Soroor; Asadipooya, Ali-Akbar

2013-01-01

Objective Breath-holding spells are known as benign attacks, frequencies of which decrease by the development of the autonomic nervous system. The present study aims to compare the electrocardiographic repolarization in children with breath-holding spells. Methods In this study, QT dispersion, QTc dispersion, T peak to T end dispersion, and P wave dispersion of the twelve-lead surface electrocardiography of fifty children who had breath-holding spells were measured and compared with normal children from April 2011 to August 2012. Findings Forty-four (88%) patients had cyanotic spells, while 6 (12%) had pallid spells. QTc dispersion was increased in the patients with breath-holding spells (148.2±33.1) compared to the healthy children (132±27.3) and the difference was statically significant (P = 0.01). Meanwhile, no statistically significant differences were observed between the patients and the control subjects regarding the other parameters (P > 0.05). Conclusion QTc dispersion was significantly increased in the patients with breath-holding spells compared to normal children and this is a sign of cardiac repolarization abnormality as well as the increased risk of cardiac arrhythmia in patients with breath-holding spells. PMID:24910749

Spelling Mastery. What Works Clearinghouse Intervention Report

ERIC Educational Resources Information Center

What Works Clearinghouse, 2014

2014-01-01

"Spelling Mastery" is designed to explicitly teach spelling skills to students in grades 1 through 6. One of several Direct Instruction curricula from McGraw-Hill that precisely specify how to teach incremental content, "Spelling Mastery" includes phonemic, morphemic, and whole-word strategies. The What Works Clearinghouse…

Kaplan SpellRead. What Works Clearinghouse Intervention Report

ERIC Educational Resources Information Center

What Works Clearinghouse, 2007

2007-01-01

"Kaplan SpellRead" (formerly known as "SpellRead Phonological Auditory Training"[R]) is a literacy program for struggling readers in grades 2 or above, including special education students, English language learners, and students more than two years below grade level in reading. "Kaplan SpellRead" integrates the…

Some contingencies of spelling

PubMed Central

Lee, Vicki L.; Sanderson, Gwenda M.

1987-01-01

This paper presents some speculation about the contingencies that might select standard spellings. The speculation is based on a new development in the teaching of spelling—the process writing approach, which lets standard spellings emerge collateral to a high frequency of reading and writing. The paper discusses this approach, contrasts it with behavior-analytic research on spelling, and suggests some new directions for this latter research based on a behavioral interpretation of the process writing approach to spelling. PMID:22477529

To What Extent Does Children's Spelling Improve as a Result of Learning Words with the Look, Say, Cover, Write, Check, Fix Strategy Compared with Phonological Spelling Strategies?

ERIC Educational Resources Information Center

Dymock, Susan; Nicholson, Tom

2017-01-01

The ubiquitous weekly spelling test assumes that words are best learned by memorisation and testing but is this the best way? This study compared two well-known approaches to spelling instruction, the rule based and visual memory approaches. A group of 55 seven-year-olds in two Year 3 classrooms was taught spelling in small groups for three…

Affected Aspects Regarding Literacy and Numeracy in Children Treated for Brain Tumors.

PubMed

Lönnerblad, Malin; Lovio, Riikka; Berglund, Eva; Van't Hooft, Ingrid

The aim of this study was to investigate the test results of reading speed, reading comprehension, word comprehension, spelling, basic arithmetic skills, and number sense (intuitive understanding of numbers) by children treated for brain tumors. This is a retrospective study based on medical records, including standardized academic tests. In the years of 2010 to 2014, all children in the area of Stockholm between 7 and 18 years (IQ <70) who had no major linguistic or motor difficulties after they had undergone treatment for brain tumors were offered a special education assessment one year after treatment, at school start, or the year before a transition from one stage to another. Our results indicate that children treated for a brain tumor are at risk of having difficulties in spelling, reading speed, and arithmetic and that the test performance may decline over years in arithmetic and spelling. Children diagnosed at age 0 to 6 years may need extra tutoring at school start, especially in basic arithmetic skills. In both reading and mathematics, many children perform better on tests focused on understanding than on tests focused on speed. Continuous special needs assessments including different aspects of literacy and numeracy, are important for understanding each child's specific needs.

Psychological well-being and reactions to multiple unemployment events: adaptation or sensitisation?

PubMed

Booker, Cara L; Sacker, Amanda

2012-09-01

Unemployment has been negatively associated with psychological well-being. This study examines the effect of multiple unemployment spells, specifically whether people become sensitised or adapt to unemployment if they are previously employed or economically inactive. Data come from waves 1-17 of the British Household Panel Survey. Psychological well-being was measured using the 12-item General Health Questionnaire (GHQ-12), and employment status was self-reported. Multilevel modelling was used to examine the effects of unemployment, overall and by previous employment status, on well-being. Without consideration of prior employment status, psychological well-being was poorer at each unemployment spell. Previously employed persons had significantly higher GHQ-12 scores at the first and second unemployment spells but not at the third spell (p(trend)<0.0001). Previously economically inactive persons had poorer psychological well-being at all unemployment spells, with significantly higher scores at the third spell than those at the first two spells (p(trend)=0.0004). Thus, those employed prior to all unemployment spells adapted, while those previously economically inactive became more sensitised with additional unemployment spells. Pre-study unemployment and average annual household income moderated the effects of unemployment; effects varied by previous employment status and unemployment spell number. The findings suggest that initially employed people who experience repeated unemployment cope better psychologically if they are able to regain employment in between unemployment spells. Those who make several attempts to re-enter the labour market following economic inactivity have a more difficult time, becoming more distressed with each try. This has implications for people affected by welfare to work policies.

Statistical Patterns in Children's Early Writing

ERIC Educational Resources Information Center

Pollo, Tatiana Cury; Kessler, Brett; Treiman, Rebecca

2009-01-01

Many theories of spelling development claim that before children begin to spell phonologically, their spellings are random strings of letters. We evaluated this idea by testing young children (mean age = 4 years 9 months) in Brazil and the United States and selecting a group of prephonological spellers. The spellings of this prephonological group…

Combined Spelling--It Works.

ERIC Educational Resources Information Center

Zylstra, Barbara Jean

1989-01-01

A spelling program was devised for learning-disabled students, using elements from "Signs for Sounds," the Cloze method, and "Auditory Discrimination In-Depth." Day-by-day use of the program involves drawing word pictures, spelling the words with tiles and blocks, writing on the board, using the words in written sentences, spelling bees, etc. (JDD)

The Spelling Sensitivity Score: Noting Developmental Changes in Spelling Knowledge

ERIC Educational Resources Information Center

Masterson, Julie J.; Apel, Kenn

2010-01-01

Spelling is a language skill supported by several linguistic knowledge sources, including phonemic, orthographic, and morphological knowledge. Typically, however, spelling assessment procedures do not capture the development and use of these linguistic knowledge sources. The purpose of this article is to describe a new assessment system, the…

Rapid Serial Naming Is a Unique Predictor of Spelling in Children

ERIC Educational Resources Information Center

Savage, Robert; Pillay, Vanitha; Melidona, Santo

2008-01-01

Some previous research has shown strong associations between spelling ability and rapid automatic naming (RAN) after controls for phonological processing and nonsense-word reading ability, consistent with the double-deficit hypothesis in reading and spelling. Previous studies did not, however, control for nonsense-word spelling ability before…

Implicit and Explicit Instruction of Spelling Rules

ERIC Educational Resources Information Center

Kemper, M. J.; Verhoeven, L.; Bosman, A. M. T.

2012-01-01

The study aimed to compare the differential effectiveness of explicit and implicit instruction of two Dutch spelling rules. Students with and without spelling disabilities were instructed a spelling rule either implicitly or explicitly in two experiments. Effects were tested in a pretest-intervention-posttest control group design. Experiment 1…

Spelling and Assistive Technology: Helping Students with Disabilities Be Successful Writers

ERIC Educational Resources Information Center

Simmons, Kate D.; Carpenter, Laura B.

2010-01-01

Successful writers have proficient skills in three areas: handwriting, spelling and composition. Many students with disabilities experience difficulties in the area of spelling, which in turn may lead to difficulty in composing written work. Spelling deficits should be addressed by the student's Individualized Education Program (IEP) team to…

Spelling. English Language Arts Concept Paper Number 3.

ERIC Educational Resources Information Center

Mazzio, Frank

Noting research suggesting that something more than rote memorization is involved in the process of spelling, this paper describes effective instructional strategies to help students improve their spelling abilities. Following an introduction on the memorization/cognition camps in spelling research, the paper discusses current, but less effective,…

The Effect of Modifying Spelling Rules on the Orthography Education

ERIC Educational Resources Information Center

Koc, Rasit

2014-01-01

The current study examined four different orthography guides prepared by Turkish Language Society between 1996 and 2012. These orthography guides included different spellings in words with capital letters, compound words, abbreviations, and some other words. The spelling differences defined were analyzed in groups. Different spelling preferences…

Learning to Spell Words: Findings, Theories, and Issues

ERIC Educational Resources Information Center

Treiman, Rebecca

2017-01-01

There has been less research on how children learn to spell than on how they learn to read, but a good deal is now known about spelling development. This article reviews studies of normative development, beginning with children's early scribbles and proceeding to prephonological spelling involving letters, phonologically influenced invented…

Multilayered Word Structure Model for Assessing Spelling of Finnish Children in Shallow Orthography

ERIC Educational Resources Information Center

Kulju, Pirjo; Mäkinen, Marita

2017-01-01

This study explores Finnish children's word-level spelling by applying a linguistically based multilayered word structure model for assessing spelling performance. The model contributes to the analytical qualitative assessment approach in order to identify children's spelling performance for enhancing writing skills. The children (N = 105)…

Prediction of onset and cessation of austral summer rainfall and dry spell frequency analysis in semiarid Botswana

NASA Astrophysics Data System (ADS)

Byakatonda, Jimmy; Parida, B. P.; Kenabatho, Piet K.; Moalafhi, D. B.

2018-01-01

Uncertainties in rainfall have increased in the recent past exacerbating climate risks which are projected to be higher in semiarid environments. This study investigates the associated features of rainfall such as rain onset, cessation, length of the rain season (LRS), and dry spell frequency (DSF) as part of climate risk management in Botswana. Their trends were analysed using Mann-Kendall test statistic and Sen's Slope estimator. The rainfall-evapotranspiration relationships were used in formulating the rain onset and cessation criteria. To understand some of the complexities arising from such uncertainties, artificial neural network (ANN) is used to predict onset and cessation of rain. Results reveal higher coefficients of variation in onset dates as compared to cessation of rain. Pandamatenga experiences the earliest onset on 28th of November while Tsabong the latest on 14th of January. Likewise, earliest cessation is observed at Tshane on 22nd of February and the latest on 30th of March at Shakawe. The shortest LRS of 45 days is registered at Tsabong whereas the northern locations show LRS greater than 100 days. Stations across the country experience strong negative correlation between onset and LRS of - 0.9. DSF shows increasing trends in 50% of the stations but only significant at Mahalapye, Pandamatenga, and Shakawe. Combining the LRS criteria and DSF, Kasane, Pandamatenga, and Shakawe were identified to be suitable for rainfed agriculture in Botswana especially for short to medium maturing cereal varieties. Predictions of onset and cessation indicate the possibility of delayed onset by 2-5 weeks in the next 5 years. Information generated from this study could help Botswana in climate risk management in the context of rainfed farming.

Three-dimensional hydrogeological modeling to assess the elevated-water-table technique for controlling acid generation from an abandoned tailings site in Quebec, Canada

NASA Astrophysics Data System (ADS)

Ethier, Marie-Pier; Bussière, Bruno; Broda, Stefan; Aubertin, Michel

2018-01-01

The Manitou Mine sulphidic-tailings storage facility No. 2, near Val D'Or, Canada, was reclaimed in 2009 by elevating the water table and applying a monolayer cover made of tailings from nearby Goldex Mine. Previous studies showed that production of acid mine drainage can be controlled by lowering the oxygen flux through Manitou tailings with a water table maintained at the interface between the cover and reactive tailings. Simulations of different scenarios were performed using numerical hydrogeological modeling to evaluate the capacity of the reclamation works to maintain the phreatic surface at this interface. A large-scale numerical model was constructed and calibrated using 3 years of field measurements. This model reproduced the field measurements, including the existence of a western zone on the site where the phreatic level targeted is not always met during the summer. A sensitivity analysis was performed to assess the response of the model to varying saturated hydraulic conductivities, porosities, and grain-size distributions. Higher variations of the hydraulic heads, with respect to the calibrated scenario results, were observed when simulating a looser or coarser cover material. Long-term responses were simulated using: the normal climatic data, data for a normal climate with a 2-month dry spell, and a simplified climate-change case. Environmental quality targets were reached less frequently during summer for the dry spell simulation as well as for the simplified climate-change scenario. This study illustrates how numerical simulations can be used as a key tool to assess the eventual performance of various mine-site reclamation scenarios.

Biophysical control of whole tree transpiration under an urban environment in Northern China

NASA Astrophysics Data System (ADS)

Chen, Lixin; Zhang, Zhiqiang; Li, Zhandong; Tang, Jianwu; Caldwell, Peter; Zhang, Wenjuan

2011-05-01

SummaryUrban reforestation in China has led to increasing debate about the impact of urban trees and forests on water resources. Although transpiration is the largest water flux leaving terrestrial ecosystems, little is known regarding whole tree transpiration in urban environments. In this study, we quantified urban tree transpiration at various temporal scales and examined the biophysical control of the transpiration pattern under different water conditions to understand how trees survive in an urban environment. Concurrent with microclimate and soil moisture measurements, transpiration from C edrus deodara(Roxb)Loud ., Zelkova schneideriana Hend.-Mazz., Euonymus bungeanus Maxim., and Metasequoia glyptostroboides Hu et cheng was measured over a 2-year period using thermal dissipation probe (TDP) techniques. The average monthly transpiration rates reached 12.78 ± 0.73 (S.E.) mm, 1.79 ± 0.16 mm, 10.18 ± 0.55 mm and 19.28 ± 2.24 mm for C. deodara, Z.schneideriana, E. bungeanus and M. glyptostroboides, respectively. Transpiration rates from M. glyptostroboides reported here may need further study as this species showed much higher sap flows and greater transpiration fluctuation under different environmental conditions than other species. Because of deep soil moisture supply, summer dry spells did not reduce transpiration rates even when tree transpiration exceeded rainfall. While vapor pressure deficit ( VPD) was the dominant environmental factor on transpiration, trees controlled canopy conductance effectively to limit transpiration in times of water stress. Our results provide evidence that urban trees could adopt strong physiological control over transpiration under high evaporative demands to avoid dehydration and can make use of water in deeper soil layers to survive summer dry spells. Moreover, urban trees have the ability to make the best use of precipitation when it is limited, and are sensitive to soil and air dryness.

Climate change in the Seychelles: implications for water and coral reefs.

PubMed

Payet, Rolph; Agricole, Wills

2006-06-01

The Seychelles is a small island state in the western Indian Ocean that is vulnerable to the effects of climate change. This vulnerability led the Intergovernmental Panel on Climate Change (IPCC) in 2001 to express concern over the potential economic and social consequences that may be faced by small island states. Small island states should be prepared to adapt to such changes, especially in view of their dependence on natural resources, such as water and coral reefs, to meet basic human welfare needs. Analysis of long-term data for precipitation, air temperature, and sea-surface temperature indicated that changes are already observable in the Seychelles. The increase in dry spells that resulted in drought conditions in 1999 and the 1998 mass coral bleaching are indicative of the events that are likely to occur under future climate change. Pre-IPCC Third Assessment Report scenarios and the new SRES scenarios are compared for changes in precipitation and air surface temperature for the Seychelles. These intercomparisons indicate that the IS92 scenarios project a much warmer and wetter climate for the Seychelles than do the SRES scenarios. However, a wetter climate does not imply readily available water, but rather longer dry spells with more intense precipitation events. These observations will likely place enormous pressures on water-resources management in the Seychelles. Similarly, sea-surface temperature increases predicted by the HADCM3 model will likely trigger repeated coral-bleaching episodes, with possible coral extinctions within the Seychelles region by 2040. The cover of many coral reefs around the Seychelles have already changed, and the protection of coral-resilient areas is a critical adaptive option.

Three-dimensional hydrogeological modeling to assess the elevated-water-table technique for controlling acid generation from an abandoned tailings site in Quebec, Canada

NASA Astrophysics Data System (ADS)

Ethier, Marie-Pier; Bussière, Bruno; Broda, Stefan; Aubertin, Michel

2018-06-01

The Manitou Mine sulphidic-tailings storage facility No. 2, near Val D'Or, Canada, was reclaimed in 2009 by elevating the water table and applying a monolayer cover made of tailings from nearby Goldex Mine. Previous studies showed that production of acid mine drainage can be controlled by lowering the oxygen flux through Manitou tailings with a water table maintained at the interface between the cover and reactive tailings. Simulations of different scenarios were performed using numerical hydrogeological modeling to evaluate the capacity of the reclamation works to maintain the phreatic surface at this interface. A large-scale numerical model was constructed and calibrated using 3 years of field measurements. This model reproduced the field measurements, including the existence of a western zone on the site where the phreatic level targeted is not always met during the summer. A sensitivity analysis was performed to assess the response of the model to varying saturated hydraulic conductivities, porosities, and grain-size distributions. Higher variations of the hydraulic heads, with respect to the calibrated scenario results, were observed when simulating a looser or coarser cover material. Long-term responses were simulated using: the normal climatic data, data for a normal climate with a 2-month dry spell, and a simplified climate-change case. Environmental quality targets were reached less frequently during summer for the dry spell simulation as well as for the simplified climate-change scenario. This study illustrates how numerical simulations can be used as a key tool to assess the eventual performance of various mine-site reclamation scenarios.

Complex behaviour and predictability of the European dry spell regimes

NASA Astrophysics Data System (ADS)

Lana, X.; Martínez, M. D.; Serra, C.; Burgueño, A.

2010-09-01

The complex spatial and temporal characteristics of European dry spell lengths, DSL, (sequences of consecutive days with rainfall amount below a certain threshold) and their randomness and predictive instability are analysed from daily pluviometric series recorded at 267 rain gauges along the second half of the 20th century. DSL are obtained by considering four thresholds, R0, of 0.1, 1.0, 5.0 and 10.0 mm/day. A proper quantification of the complexity, randomness and predictive instability of the different DSL regimes in Europe is achieved on the basis of fractal analyses and dynamic system theory, including the reconstruction theorem. First, the concept of lacunarity is applied to the series of daily rainfall, and the lacunarity curves are well fitted to Cantor and random Cantor sets. Second, the rescaled analysis reveals that randomness, persistence and anti-persistence are present on the European DSL series. Third, the complexity of the physical process governing the DSL series is quantified by the minimum number of nonlinear equations determined by the correlation dimension. And fourth, the loss of memory of the physical process, which is one of the reasons for the complex predictability, is characterized by the values of the Kolmogorov entropy, and the predictive instability is directly associated with positive Lyapunov exponents. In this way, new bases for a better prediction of DSLs in Europe, sometimes leading to drought episodes, are established. Concretely, three predictive strategies are proposed in Sect. 5. It is worth mentioning that the spatial distribution of all fractal parameters does not solely depend on latitude and longitude but also reflects the effects of orography, continental climate or vicinity to the Atlantic and Arctic Oceans and Mediterranean Sea.

Predicting early spelling difficulties in children with specific language impairment: a clinical perspective.

PubMed

Cordewener, Kim A H; Bosman, Anna M T; Verhoeven, Ludo

2012-01-01

This study focused on the precursors of spelling difficulties in first grade for children with specific language impairment (SLI). A sample of 58 second-year kindergartners in The Netherlands was followed until the end of first grade. Linguistic, phonological, orthographic, letter knowledge, memory, and nonverbal-reasoning skills were considered as precursors, as was spelling level at an earlier point in time. Spelling difficulties at the end of first grade were most accurately identified by letter knowledge at the beginning of first grade and word spelling at the middle of first grade. It is concluded that spelling development in children with SLI can be seen as an autocatalytic process in which, without intervention, poor spellers generally remain poor spellers, and good spellers remain good spellers. A focus on early spelling intervention is thus emphasized. Copyright © 2012 Elsevier Ltd. All rights reserved.

Utility of the Spelling Sensitivity Score to Analyze Spellings of Children with Specific Language Impairment

PubMed Central

Werfel, Krystal L.; Krimm, Hannah

2015-01-01

The purpose of this study was to examine the utility of the Spelling Sensitivity Score (SSS) beyond percentage correct scoring in analysing the spellings of children with specific language impairment (SLI). Participants were 31 children with SLI and 28 children with typical language in grades 2 through 4. Spellings of individual words were scored using two methods: (a) percentage correct and (b) SSS. Children with SLI scored lower than children with typical language when spelling was analysed with percentage correct scoring and with SSS scoring. Additionally, SSS scoring highlighted group differences in the nature of spelling errors. Children with SLI were more likely than children with typical language to omit elements and to represent elements with an illegal grapheme in words, whereas children with typical language were more likely than children with SLI to represent all elements with correct letters. PMID:26413194

Anormogomphus kiritshenkoi Bartenev, 1913 (Odonata: Gomphidae): a literature review of the variable spelling of the species epithet, choice of the correct spelling and notes on the type locality of the species.

PubMed

Schorr, Martin; Kosterin, Oleg E; Borisov, Sergey N; Marinov, Milen

2018-01-12

The spelling of the specific name of an Anormogomphus species in its original description by Bartenev (1913) was variable, kiritshenkoi (5 times) vs kiritschenkoi (1 time). Bartenev himself did not mention this species in his further publications. Later authors proceeded to use different spelling versions of this name, including those not in the original paper. According to the International Code of Zoological Nomenclature (ICZN), the valid spelling should be chosen by the First Reviser. Acting as such, we choose as valid the name spelling Anormogomphus kiritshenkoi Bartenev, 1913, since it predominates in the original description, appears in the species subtitle, and is a proper transliteration from Cyrillic to Latin. It also corresponds to the spelling of his name used by A.N. Kiritshenko himself. Information of the type locality of the species is provided.

Frequency Analyses of Prephonological Spellings as Predictors of Success in Conventional Spelling

PubMed Central

Kessler, Brett; Pollo, Tatiana Cury; Treiman, Rebecca; Cardoso-Martins, Cláudia

2014-01-01

The present study explored how children’s prephonological writing foretells differential learning outcomes in primary school. We asked Portuguese-speaking preschool children in Brazil (mean age 4 1/4 years) to spell 12 words. Monte Carlo tests were used to identify the 31 children whose writing was not based on spellings or sounds of the target words. 2 1/2 years later, the children took a standardized spelling test. The more closely the digram (2-letter sequence) frequencies in the preschool task correlated with those in children’s books, the better scores the children had in primary school; and the more preschoolers used letters from their own name, the lower their subsequent scores. Thus, preschoolers whose prephonological writing revealed attentiveness to the statistical properties of text subsequently performed better in conventional spelling. These analytic techniques may help in the early identification of children at risk for spelling difficulties. PMID:22798104

L1 and L2 reading skills in Dutch adolescents with a familial risk of dyslexia.

PubMed

van Setten, Ellie R H; Tops, Wim; Hakvoort, Britt E; van der Leij, Aryan; Maurits, Natasha M; Maassen, Ben A M

2017-01-01

The present study investigated differences in reading and spelling outcomes in Dutch and English as a second language (ESL) in adolescents with a high familial risk of dyslexia, of whom some have developed dyslexia (HRDys) while others have not (HRnonDys), in comparison to a low familial risk control group without dyslexia (LRnonDys). This allowed us to investigate the persistence of dyslexia in the first language (L1) and the effect of dyslexia on the second language (L2), which has, in this case, a lower orthographic transparency. Furthermore, the inclusion of the HRnonDys group allowed us to investigate the continuity of the familial risk of dyslexia, as previous studies observed that the HRnonDys group often scores in between the HRDys and LRnonDys group, and whether these readers without reading deficits in Dutch, have more reading difficulties in ESL. The data of three groups of adolescents were analyzed; 27 LRnonDys, 25 HRdys 25 HRnonDys. The mean age was 14;1 years; months, and 37 were male. All were native speakers of Dutch, attended regular secondary education (grade 7-10), and were non-native speakers of English. Using MANOVA the groups were compared on Dutch and English word reading fluency (WRF), spelling and vocabulary, Dutch pseudoword and loanword reading fluency, phonological awareness (PA), rapid automatized naming (RAN), and verbal short term and working memory. A repeated measures ANOVA was used to compare English and Dutch WRF, spelling and vocabulary directly within the three groups. The analyses revealed that the HRDys group had a deficit in both reading and spelling in Dutch and ESL. They also performed poorer than the LRnonDys group on all other measures. Effect sizes were especially large for pseudoword reading and the reaction times during the PA task. The HRnonDys group scored generally poorer than the LRnonDys group but this difference was only significant for Dutch pseudoword reading, PA reaction times and verbal short term memory. In general the HRDys and HRnonDys group scored similar in Dutch and English, except for English WRF where the HRDys group scored slightly better than expected based on their Dutch WRF. There was a high persistence of dyslexia. Adolescents with dyslexia had large impairments in reading and spelling, and reading related measures, both in Dutch and ESL. Despite high inter-individual differences, an overall three-step pattern was observed. Adolescents in the HRnonDys group scored in between the HRDys and LRnonDys group, supporting the polygenetic origin of dyslexia and the continuity of the familial risk of dyslexia. The lower orthographic transparency did not have a negative effect on L2 reading, spelling and vocabulary, both in the HRnonDys and HRDys group. The latter group performed slightly better than expected in L2, which may be a result of the massive exposure to English and high motivation to use English by adolescents.

Global Changes in Drought Conditions Under Different Levels of Warming

NASA Astrophysics Data System (ADS)

Naumann, G.; Alfieri, L.; Wyser, K.; Mentaschi, L.; Betts, R. A.; Carrao, H.; Spinoni, J.; Vogt, J.; Feyen, L.

2018-04-01

Higher evaporative demands and more frequent and persistent dry spells associated with rising temperatures suggest that drought conditions could worsen in many regions of the world. In this study, we assess how drought conditions may develop across the globe for 1.5, 2, and 3°C warming compared to preindustrial temperatures. Results show that two thirds of global population will experience a progressive increase in drought conditions with warming. For drying areas, drought durations are projected to rise at rapidly increasing rates with warming, averaged globally from 2.0 month/°C below 1.5°C to 4.2 month/°C when approaching 3°C. Drought magnitudes could double for 30% of global landmass under stringent mitigation. If contemporary warming rates continue, water supply-demand deficits could become fivefold in size for most of Africa, Australia, southern Europe, southern and central states of the United States, Central America, the Caribbean, north-west China, and parts of Southern America. In approximately 20% of the global land surface, drought magnitude will halve with warming of 1.5°C and higher levels, mainly most land areas north of latitude 55°N, but also parts of South America and Eastern and South-eastern Asia. A progressive and significant increase in frequency of droughts is projected with warming in the Mediterranean basin, most of Africa, West and Southern Asia, Central America, and Oceania, where droughts are projected to happen 5 to 10 times more frequent even under ambitious mitigation targets and current 100-year events could occur every two to five years under 3°C of warming.

Curriculum Guide: Junior-Senior High School.

ERIC Educational Resources Information Center

Alston, Ray, Comp.; Moody, Florence, Comp.

A continuation of the primary guide (EC 004 852E), the curriculum guide for junior high and high school is introduced by a philosophy of special education and the characteristics and goals of the educable mentally handicapped. The curriculum areas for junior high include the language arts of listening, speaking, handwriting, spelling, and grammar,…

Assessment and Accountability in America Today: Background and Context

ERIC Educational Resources Information Center

Ewell, Peter T.

2008-01-01

In the wake of the Spellings Commission, critical choices need to be made about how to refashion institutional assessment practices to respond to new accountability demands, without destroying the essence of accountability as a process of continuous improvement. This article begins with a brief description of the history of assessment, with…

Awesome Mess or Good Compromise? Spelling, Linguistics, and Middle Schoolers

ERIC Educational Resources Information Center

Meyer, Jim

2008-01-01

The stereotypical view of English spelling as an awesome mess is no longer widely held by linguists. That view assumes that spelling should represent pronunciation directly and simply. Instead, spelling is currently understood as representing a more abstract level of language as well as reflecting etymology. Examples from a middle school spelling…

Spelling: Computerised Feedback for Self-Correction

ERIC Educational Resources Information Center

Lawley, Jim

2016-01-01

Research has shown that any assumption that L2 learners of English do well to rely on the feedback provided by generic spell checkers (for example, the MS Word spell checker) is misplaced. Efforts to develop spell checkers specifically for L2 learners have focused on training software to offer more appropriate suggestion lists for replacing…

Helping Adults to Spell.

ERIC Educational Resources Information Center

Moorhouse, Catherine

This book presents a range of strategies for adult literacy tutors and offers a wealth of practical advice on teaching spelling within the context of writing. Chapters 1-3 offer basic information on talking with the student about spelling, finding out how the student spells and helping the student to see himself/herself as a "good" speller, and…

The Spelling Achievement of Third Culture Children Compared to United States Norms

ERIC Educational Resources Information Center

Cuidon, Lauren Jayne Berry

2009-01-01

Spelling is a critical component to literacy development. Teachers of American children living overseas as well as adult "Third Culture Kids" (TCKs) have reported that spelling is especially challenging for the TCK population. This study investigated whether a difference existed in TCK spelling achievement compared to U.S. norms, as well…

The Development of Reading and Spelling in Arabic Orthography: Two Parallel Processes?

ERIC Educational Resources Information Center

Taha, Haitham

2016-01-01

The parallels between reading and spelling skills in Arabic were tested. One-hundred forty-three native Arab students, with typical reading development, from second, fourth, and sixth grades were tested with reading, spelling and orthographic decision tasks. The results indicated a full parallel between the reading and spelling performances within…

Knowledge of Conditional Spelling Patterns Supports Word Spelling among Danish Fifth Graders

ERIC Educational Resources Information Center

Nielsen, Anne-Mette Veber

2017-01-01

Graphotactic knowledge and word-specific orthographic knowledge have been shown to account for unique variance in concurrent spelling skills beyond phonological skills in the early school years.The present study examined whether knowledge of spelling patterns conditioned by phonological context would add to the concurrent prediction of spelling…

Validating an Online Assessment of Developmental Spelling in Grades Five through Eight

ERIC Educational Resources Information Center

Gehsmann, Kristin; Spichtig, Alexandra; Tousley, Elias

2017-01-01

Assessments of developmental spelling, also called spelling inventories, are commonly used to understand students' orthographic knowledge (i.e., knowledge of how written words work) and to determine their stages of spelling and reading development. The information generated by these assessments is used to inform teachers' grouping practices and…

A Retrospective on Invented Spelling and a Look Forward.

ERIC Educational Resources Information Center

Gentry, J. Richard

2000-01-01

Compares and critiques two models of invented spelling stages, arguing that knowledge of stages of invented spelling can lead to better assessment of children and more informed literacy instruction by offering a window into the learner's mind. Notes that good communication with parents about invented spelling can eliminate much of the controversy.…

Linguistic Skills Involved in Learning to Spell: An Australian Study

ERIC Educational Resources Information Center

Daffern, Tessa

2017-01-01

Being able to accurately spell in Standard English requires efficient coordination of multiple knowledge sources. Therefore, spelling is a word-formation problem-solving process that can be difficult to learn. The present study uses Triple Word Form Theory as a conceptual framework to analyse Standard English spelling performance levels of…

Treatment for Alexia With Agraphia Following Left Ventral Occipito-Temporal Damage: Strengthening Orthographic Representations Common to Reading and Spelling

PubMed Central

Rising, Kindle; Rapcsak, Steven Z.; Beeson, Pélagie M.

2015-01-01

Purpose Damage to left ventral occipito-temporal cortex can give rise to written language impairment characterized by pure alexia/letter-by-letter (LBL) reading, as well as surface alexia and agraphia. The purpose of this study was to examine the therapeutic effects of a combined treatment approach to address concurrent LBL reading with surface alexia/agraphia. Method Simultaneous treatment to address slow reading and errorful spelling was administered to 3 individuals with reading and spelling impairments after left ventral occipito-temporal damage due to posterior cerebral artery stroke. Single-word reading/spelling accuracy, reading latencies, and text reading were monitored as outcome measures for the combined effects of multiple oral re-reading treatment and interactive spelling treatment. Results After treatment, participants demonstrated faster and more accurate single-word reading and improved text-reading rates. Spelling accuracy also improved, particularly for untrained irregular words, demonstrating generalization of the trained interactive spelling strategy. Conclusion This case series characterizes concomitant LBL with surface alexia/agraphia and demonstrates a successful treatment approach to address both the reading and spelling impairment. PMID:26110814

Are There Separate Neural Systems for Spelling? New Insights into the Role of Rules and Memory in Spelling from Functional Magnetic Resonance Imaging.

PubMed

Norton, Elizabeth S; Kovelman, Ioulia; Petitto, Laura-Ann

2007-03-01

How do people spell the thousands of words at the tips of their tongues? Are words with regular sound-to-letter correspondences (e.g., "blink") spelled using the same neural systems as those with irregular correspondences (e.g., "yacht")? By offering novel neuroimaging evidence, we aim to advance contemporary debate about whether people use a single lexical memory process or whether dual mechanisms of lexical memory and sublexical phonological rules work in concert. We further aim to advance understanding of how people read by taking a fresh look at the related yet distinct capacity to spell. During functional magnetic resonance imaging scanning, 12 participants heard low-frequency regular words, irregular words, and nonwords (e.g., "shelm") and responded whether a visual presentation of the word was spelled correctly or incorrectly. While behavioral measures suggested some differences in accuracy and reaction time for the different word types, the neuroimaging results alone demonstrated robust differential processing and support a dual-route model of spelling, with implications for how spelling is taught and remediated in clinical and educational contexts.

Inflectional and derivational morphological spelling abilities of children with Specific Language Impairment

PubMed Central

Critten, Sarah; Connelly, Vincent; Dockrell, Julie E.; Walter, Kirsty

2014-01-01

Children with Specific Language Impairment (SLI) are known to have difficulties with spelling but the factors that underpin these difficulties, are a matter of debate. The present study investigated the impact of oral language and literacy on the bound morpheme spelling abilities of children with SLI. Thirty-three children with SLI (9–10 years) and two control groups, one matched for chronological age (CA) and one for language and spelling age (LA) (aged 6–8 years) were given dictated spelling tasks of 24 words containing inflectional morphemes and 18 words containing derivational morphemes. There were no significant differences between the SLI group and their LA matches in accuracy or error patterns for inflectional morphemes. By contrast when spelling derivational morphemes the SLI group was less accurate and made proportionately more omissions and phonologically implausible errors than both control groups. Spelling accuracy was associated with phonological awareness and reading; reading performance significantly predicted the ability to spell both inflectional and derivational morphemes. The particular difficulties experienced by the children with SLI for derivational morphemes are considered in relation to reading and oral language. PMID:25221533

Inflectional and derivational morphological spelling abilities of children with Specific Language Impairment.

PubMed

Critten, Sarah; Connelly, Vincent; Dockrell, Julie E; Walter, Kirsty

2014-01-01

Children with Specific Language Impairment (SLI) are known to have difficulties with spelling but the factors that underpin these difficulties, are a matter of debate. The present study investigated the impact of oral language and literacy on the bound morpheme spelling abilities of children with SLI. Thirty-three children with SLI (9-10 years) and two control groups, one matched for chronological age (CA) and one for language and spelling age (LA) (aged 6-8 years) were given dictated spelling tasks of 24 words containing inflectional morphemes and 18 words containing derivational morphemes. There were no significant differences between the SLI group and their LA matches in accuracy or error patterns for inflectional morphemes. By contrast when spelling derivational morphemes the SLI group was less accurate and made proportionately more omissions and phonologically implausible errors than both control groups. Spelling accuracy was associated with phonological awareness and reading; reading performance significantly predicted the ability to spell both inflectional and derivational morphemes. The particular difficulties experienced by the children with SLI for derivational morphemes are considered in relation to reading and oral language.

Treatment for Alexia With Agraphia Following Left Ventral Occipito-Temporal Damage: Strengthening Orthographic Representations Common to Reading and Spelling.

PubMed

Kim, Esther S; Rising, Kindle; Rapcsak, Steven Z; Beeson, Pélagie M

2015-10-01

Damage to left ventral occipito-temporal cortex can give rise to written language impairment characterized by pure alexia/letter-by-letter (LBL) reading, as well as surface alexia and agraphia. The purpose of this study was to examine the therapeutic effects of a combined treatment approach to address concurrent LBL reading with surface alexia/agraphia. Simultaneous treatment to address slow reading and errorful spelling was administered to 3 individuals with reading and spelling impairments after left ventral occipito-temporal damage due to posterior cerebral artery stroke. Single-word reading/spelling accuracy, reading latencies, and text reading were monitored as outcome measures for the combined effects of multiple oral re-reading treatment and interactive spelling treatment. After treatment, participants demonstrated faster and more accurate single-word reading and improved text-reading rates. Spelling accuracy also improved, particularly for untrained irregular words, demonstrating generalization of the trained interactive spelling strategy. This case series characterizes concomitant LBL with surface alexia/agraphia and demonstrates a successful treatment approach to address both the reading and spelling impairment.

Comparing Bilingual to Monolingual Learners on English Spelling: A Meta-analytic Review.

PubMed

Zhao, Jing; Quiroz, Blanca; Dixon, L Quentin; Joshi, R Malatesha

2016-08-01

This study reports on a meta-analysis to examine how bilingual learners compare with English monolingual learners on two English spelling outcomes: real-word spelling and pseudo-word spelling. Eighteen studies published in peer-reviewed journals between 1990 and 2014 were retrieved. The study-level variables and characteristics (e.g. sample size, study design and research instruments) were coded, and 29 independent effect sizes across the 18 retrieved studies were analysed. We found that bilinguals outperformed monolinguals on real-word spelling overall and more so in early grades, but monolinguals outperformed bilinguals on pseudo-word spelling. Further, bilinguals at risk for reading difficulties did better on real-word spelling than monolinguals at risk for reading difficulties. Having investigated systematic sources of variability in effect sizes, we conclude that in comparison with their monolingual peers, bilingual learners, especially those from alphabetic L1 backgrounds, are able to master constrained skills, such as English spelling, in the current instructional context. Copyright © 2016 John Wiley & Sons, Ltd. Copyright © 2016 John Wiley & Sons, Ltd.

Learning to spell in a language with transparent orthography: Distributional properties of orthography and whole-word lexical processing.

PubMed

Angelelli, Paola; Marinelli, Chiara Valeria; Putzolu, Anna; Notarnicola, Alessandra; Iaia, Marika; Burani, Cristina

2018-03-01

We examined how whole-word lexical information and knowledge of distributional properties of orthography interact in children's spelling. High- versus low-frequency words, which included inconsistently spelled segments occurring more or less frequently in the orthography, were used in two experiments: (a) word spelling; (b) lexical priming of pseudoword spelling. Participants were 1st-, 2nd-, and 4th-grade Italian children. Word spelling showed sensitivity to the distributional properties of orthography in all children: accuracy in spelling uncommon transcription segments emerged progressively as a function of word frequency and schooling. Lexical priming effects emerged as a function of age. When related primes contained an uncommon segment, 2nd- and 4th-graders preferred uncommon segments than common ones in spelling target pseudowords, thus inverting the response trend found in the control condition. A smaller but significant effect was present in 1st- graders, who, unlike 2nd- and 4th-graders, still preferred common segments, only slightly increasing the use of uncommon ones. A larger priming effect emerged for high-frequency primes than low-frequency ones. Results indicate that children learning to spell in a transparent orthography are sensitive to the distributional properties of the orthography. However, whole-word lexical representations are also used, with larger effects in more skilled pupils.

The Influence of Spelling Ability on Vocabulary Choices When Writing for Children With Dyslexia.

PubMed

Sumner, Emma; Connelly, Vincent; Barnett, Anna L

2016-01-01

Spelling is a prerequisite to expressing vocabulary in writing. Research has shown that children with dyslexia are hesitant spellers when composing. This study aimed to determine whether the hesitant spelling of children with dyslexia, evidenced by frequent pausing, affects vocabulary choices when writing. A total of 31 children with dyslexia, mean age 9 years, were compared to typically developing groups of children: the first matched by age, the second by spelling ability. Oral vocabulary was measured and children completed a written and verbal compositional task. Lexical diversity comparisons were made across written and verbal compositions to highlight the constraint of having to select and spell words. A digital writing tablet recorded the writing. Children with dyslexia and the spelling-ability group made a high proportion of spelling errors and within-word pauses, and had a lower lexical diversity within their written compositions compared to their verbal compositions. The age-matched peers demonstrated the opposite pattern. Spelling ability and pausing predicted 53% of the variance in written lexical diversity of children with dyslexia, demonstrating the link between spelling and vocabulary when writing. Oral language skills had no effect. Lexical diversity correlated with written and verbal text quality for all groups. Practical implications are discussed and related to writing models. © Hammill Institute on Disabilities 2014.

Working Memory in Children With Learning Disabilities in Reading Versus Spelling: Searching for Overlapping and Specific Cognitive Factors.

PubMed

Brandenburg, Janin; Klesczewski, Julia; Fischbach, Anne; Schuchardt, Kirsten; Büttner, Gerhard; Hasselhorn, Marcus

2015-01-01

In transparent orthographies like German, isolated learning disabilities in either reading or spelling are common and occur as often as a combined reading and spelling disability. However, most issues surrounding the cognitive causes of these isolated or combined literacy difficulties are yet unresolved. Recently, working memory dysfunctions have been demonstrated to be promising in explaining the emergence of literacy difficulties. Thus, we applied a 2 (reading disability: yes vs. no) × 2 (spelling disability: yes vs. no) factorial design to examine distinct and overlapping working memory profiles associated with learning disabilities in reading versus spelling. Working memory was assessed in 204 third graders, and multivariate analyses of variance were conducted for each working memory component. Children with spelling disability suffered from more pronounced phonological loop impairments than those with reading disability. In contrast, domain-general central-executive dysfunctions were solely associated with reading disability, but not with spelling disability. Concerning the visuospatial sketchpad, no impairments were found. In sum, children with reading disability and those with spelling disability seem to be characterized by different working memory profiles. Thus, it is important to take both reading and spelling into account when investigating cognitive factors of literacy difficulties in transparent orthographies. © Hammill Institute on Disabilities 2014.

The effect of morphology on spelling and reading accuracy: a study on Italian children

PubMed Central

Angelelli, Paola; Marinelli, Chiara Valeria; Burani, Cristina

2014-01-01

In opaque orthographies knowledge of morphological information helps in achieving reading and spelling accuracy. In transparent orthographies with regular print-to-sound correspondences, such as Italian, the mappings of orthography onto phonology and phonology onto orthography are in principle sufficient to read and spell most words. The present study aimed to investigate the role of morphology in the reading and spelling accuracy of Italian children as a function of school experience to determine whether morphological facilitation was present in children learning a transparent orthography. The reading and spelling performances of 15 third-grade and 15 fifth-grade typically developing children were analyzed. Children read aloud and spelled both low-frequency words and pseudowords. Low-frequency words were manipulated for the presence of morphological structure (morphemic words vs. non-derived words). Morphemic words could also vary for the frequency (high vs. low) of roots and suffixes. Pseudo-words were made up of either a real root and a real derivational suffix in a combination that does not exist in the Italian language or had no morphological constituents. Results showed that, in Italian, morphological information is a useful resource for both reading and spelling. Typically developing children benefitted from the presence of morphological structure when they read and spelled pseudowords; however, in processing low-frequency words, morphology facilitated reading but not spelling. These findings are discussed in terms of morpho-lexical access and successful cooperation between lexical and sublexical processes in reading and spelling. PMID:25477855

The effect of morphology on spelling and reading accuracy: a study on Italian children.

PubMed

Angelelli, Paola; Marinelli, Chiara Valeria; Burani, Cristina

2014-01-01

In opaque orthographies knowledge of morphological information helps in achieving reading and spelling accuracy. In transparent orthographies with regular print-to-sound correspondences, such as Italian, the mappings of orthography onto phonology and phonology onto orthography are in principle sufficient to read and spell most words. The present study aimed to investigate the role of morphology in the reading and spelling accuracy of Italian children as a function of school experience to determine whether morphological facilitation was present in children learning a transparent orthography. The reading and spelling performances of 15 third-grade and 15 fifth-grade typically developing children were analyzed. Children read aloud and spelled both low-frequency words and pseudowords. Low-frequency words were manipulated for the presence of morphological structure (morphemic words vs. non-derived words). Morphemic words could also vary for the frequency (high vs. low) of roots and suffixes. Pseudo-words were made up of either a real root and a real derivational suffix in a combination that does not exist in the Italian language or had no morphological constituents. Results showed that, in Italian, morphological information is a useful resource for both reading and spelling. Typically developing children benefitted from the presence of morphological structure when they read and spelled pseudowords; however, in processing low-frequency words, morphology facilitated reading but not spelling. These findings are discussed in terms of morpho-lexical access and successful cooperation between lexical and sublexical processes in reading and spelling.

Children benefit from morphological relatedness when they learn to spell new words.

PubMed

Pacton, Sébastien; Foulin, Jean Noël; Casalis, Séverine; Treiman, Rebecca

2013-01-01

Use of morphologically related words often helps in selecting among spellings of sounds in French. For instance, final /wa/ may be spelled oi (e.g., envoi "sendoff"), oit (e.g., exploit "exploit"), ois (e.g., siamois, "siamese"), or oie (e.g., joie "joy"). The morphologically complex word exploiter "to exploit", with a pronounced t, can be used to indicate that the stem exploit is spelled with a silent t. We asked whether 8-year-old children benefited from such cues to learn new spellings. Children read silently stories which included two target nonwords, one presented in an opaque condition and the other in a morphological condition. In the opaque condition, the sentence provided semantic information (e.g., a vensois is a musical instrument) but no morphological information that could justify the spelling of the target word's final sound. Such justification was available in the morphological condition (e.g., the vensoisist plays the vensois instrument, which justifies that vensois includes a final silent s). 30 min after having read the stories, children's orthographic learning was assessed by asking them to choose the correct spelling of each nonword from among three phonologically plausible alternatives (e.g., vensois, vensoit, vensoie). Children chose correct spellings more often in the morphological condition than the opaque condition, even though the root (vensois) had been presented equally often in both conditions. That is, children benefited from information about the spelling of the morphologically complex word to learn the spelling of the stem.

Health impact of the 2008 cold spell on mortality in subtropical China: the climate and health impact national assessment study (CHINAs)

PubMed Central

2014-01-01

Background Many studies have investigated heat wave related mortality, but less attention has been given to the health effects of cold spells in the context of global warming. The 2008 cold spell in China provided a unique opportunity to estimate the effects of the 2008 cold spell on mortality in subtropical regions, spatial heterogeneity of the effects, stratification effect and added effects caused by sustained cold days. Methods Thirty-six study communities were selected from 15 provinces in subtropical China. Daily mortality and meteorological data were collected for each community from 2006 to 2010. A distributed lag linear non-linear model (DLNM) with a lag structure of up to 27 days was used to analyze the association between the 2008 cold spell and mortality. Multivariate meta-analyses were used to combine the cold effects across each community. Results The 2008 cold spell increased mortality by 43.8% (95% CI: 34.8% ~ 53.4%) compared to non-cold spell days with the highest effects in southern and central China. The effects were more pronounced for respiratory mortality (RESP) than for cardiovascular (CVD) or cerebrovascular mortality (CBD), for females more than for males, and for the elderly aged ≥75 years old more than for younger people. Overall, 148,279 excess deaths were attributable to the 2008 cold spell. The cold effect was mainly from extreme low temperatures rather than sustained cold days during this 2008 cold spell. Conclusions The 2008 cold spell increased mortality in subtropical China, which was mainly attributable to the low temperature rather than the sustained duration of the cold spell. The cold effects were spatially heterogeneous and modified by individual-specific characteristics such as gender and age. PMID:25060645

Predictors of Spelling and Writing Skills in First- and Second-Language Learners

ERIC Educational Resources Information Center

Harrison, Gina L.; Goegan, Lauren D.; Jalbert, Rachel; McManus, Kelly; Sinclair, Kristin; Spurling, Jessica

2016-01-01

Cognitive and linguistic components related to spelling and writing in English as a second language (ESL) and native-English speaking (EL1) third graders were examined. ESL and EL1 children performed similarly on rapid naming, phonological awareness (PA), verbal short-term and working memory, reading fluency, single-word spelling, text spelling,…

Examining One Class of Third-Grade Spellers: The Diagnostic Potential of Students' Spelling

ERIC Educational Resources Information Center

Ness, Molly K.

2010-01-01

The purpose of this article is to examine the developmental spelling levels of one class of 17 third-grade students. In analyzing over 600 student spelling samples, results indicate that these students spanned four spelling stages: (1) letter name, (2) within word pattern, (3) syllables and affixes, and (4) derivational relations (Bear,…

Invented Spelling Activities in Small Groups and Early Spelling and Reading

ERIC Educational Resources Information Center

Martins, Margarida Alves; Salvador, Liliana; Albuquerque, Ana; Silva, Cristina

2016-01-01

Our aim was to assess the impact of an invented spelling programme conducted in small groups on children's written language acquisition in Portuguese. We expected the experimental group to have better post-test results than the control group in spelling and reading. Participants were 160 preschool-age children who were randomly divided into an…

Developing Swedish Spelling Exercises on the ICALL Platform Lärka

ERIC Educational Resources Information Center

Pijetlovic, Dijana; Volodina, Elena

2013-01-01

In this project we developed web services on the ICALL platform Lärka for automatic generation of Swedish spelling exercises using Text-To-Speech (TTS) technology which allows L2 learners to train their spelling and listening individually at home. The spelling exercises contain five different linguistic levels, whereby the language learner has the…

Apprendre l'orthographe avec un correcteur orthographique (Learning Spelling with a Spell-Checker?)?

ERIC Educational Resources Information Center

Desmarais, Lise

1998-01-01

Reports a study with 27 adults, both native French-speakers and native English-speakers, on the effectiveness of using a spell-checker as the core element to teach French spelling. The method used authentic materials, individualized monitoring, screen and hard-copy text reading, and content sequencing based on errors. The approach generated…

Spelling for Writing: Student Activity Book. Level 5.

ERIC Educational Resources Information Center

Peet, Howard

The Level 5 activity book is designed to help children learn that writing messages and stories will help them see the value of learning to spell. The workbook's program is based on the ideas that accurate spelling contributes to the clarity of written messages; spelling accuracy shows attention to detail, sending a positive message to teachers and…

The Effect of Feature Complexity in Spanish Spelling in Grades 1-3

ERIC Educational Resources Information Center

Ford, Karen L.; Invernizzi, Marcia; Huang, Francis L.

2014-01-01

The current study explored a possible continuum of spelling features that children receiving literacy instruction in Spanish might be expected to master in Grades 1-3. We administered a developmental spelling inventory representing nine distinct Spanish spelling features to 864 students in bilingual and dual language schools across the U.S.…

Spelling Improvement through Letter-Sound and Whole-Word Training in Two Multilingual Greek- and English-Speaking Children

ERIC Educational Resources Information Center

Niolaki, Georgia Z.; Masterson, Jackie; Terzopoulos, Aris R.

2014-01-01

Case studies of two children with spelling difficulty are reported. LK was multilingual and ED bilingual. A training programme that targeted phonic decoding (or sublexical) spelling processes was conducted with both children. Immediate and delayed post-training assessments showed improvement in spelling nonwords for LK but not for ED. Training…

Does Poor Spelling Equate to Slow Reading? The Relationship between Reading, Spelling, and Orthographic Quality

ERIC Educational Resources Information Center

Martin-Chang, Sandra; Ouellette, Gene; Madden, Melanie

2014-01-01

High quality lexical representations in memory, characterized by accuracy and stability, are said to underpin fluent reading. Here, the relationship between orthographic quality and reading speed was examined by asking undergraduates (N = 74) to repeatedly read and spell words. Spelling performance over five trials indicated orthographic quality.…

English Sounds and Their Spellings; a Handbook for Teachers and Students. Crowell Contemporary English Series.

ERIC Educational Resources Information Center

Allen, Robert L.; And Others

This handbook introduces the important correspondences existing between English sounds and English spelling patterns. The lessons present the vowel sounds, one by one, along with systematically selected consonant sounds, and show how each sound or combination of sounds is usually spelled in English words. Irregularly spelled words are introduced…

Invented Spelling, Word Stress, and Phonological Awareness in Relation to Reading Difficulties in Children

ERIC Educational Resources Information Center

Mehta, Sheena

2016-01-01

The purpose of the current research is to assess the clinical utility of an invented spelling tool and determine whether invented spelling and word stress (supra-segmental level measures) can also be used to better identify reading difficulties. The proposed invented spelling tool incorporated linguistic manipulations to alter the difficulty…

Spelling Mastery and Spelling through Morphographs: Direct Instruction Programs for Beginning and Low-Progress Spellers

ERIC Educational Resources Information Center

Hempenstall, Kerry

2015-01-01

There has been concern about student literacy expressed in the community in recent years, following the results of national and international assessment. In spelling, there are insufficient hard data, but the perception is that our students are not receiving the exemplary spelling education they require. A number of possible reasons have been…

Developmental Stability and Changes in the Impact of Root Consistency on Children's Spelling

ERIC Educational Resources Information Center

Deacon, S. Helene; Dhooge, Sarah

2010-01-01

The study reported here examined grade 2-4 children's sensitivity to the consistency in the spelling of roots in related words. We build on earlier research by attempting to quantify the extent that children's spellings of both inflected and derived forms accord with this principle. We contrasted children's accuracy and consistency in spelling the…

Learning To Spell: Variability, Choice, and Change in Children's Strategy Use.

ERIC Educational Resources Information Center

Rittle-Johnson, Bethany; Siegler, Robert S.

1999-01-01

Employed a trial-by-trial analysis of spelling-strategy use to examine whether the overlapping-waves model could account for strategy choices in spelling for children tested in first and second grade. Found that the model was useful for understanding the development of spelling, despite the fact that explicit use of backup strategies had a minimal…

Frequency Analyses of Prephonological Spellings as Predictors of Success in Conventional Spelling

ERIC Educational Resources Information Center

Kessler, Brett; Pollo, Tatiana Cury; Treiman, Rebecca; Cardoso-Martins, Claudia

2013-01-01

The present study explored how children's prephonological writing foretells differential learning outcomes in primary school. The authors asked Portuguese-speaking preschool children in Brazil (mean age 4 year 3 months) to spell 12 words. Monte Carlo tests were used to identify the 31 children whose writing was not based on spellings or sounds of…

Phonological Errors Predominate in Arabic Spelling across Grades 1-9

ERIC Educational Resources Information Center

Abu-Rabia, Salim; Taha, Haitham

2006-01-01

Most of the spelling error analysis has been conducted in Latin orthographies and rarely conducted in other orthographies like Arabic. Two hundred and eighty-eight students in grades 1-9 participated in the study. They were presented nine lists of words to test their spelling skills. Their spelling errors were analyzed by error categories. The…

Holocene environmental changes in the highlands of the southern Peruvian Andes (14° S) and their impact on pre-Columbian cultures

NASA Astrophysics Data System (ADS)

Schittek, K.; Mächtle, B.; Schäbitz, F.; Forbriger, M.; Wennrich, V.; Reindel, M.; Eitel, B.

2014-04-01

Within palaeoenvironmental studies, high-altitude peatlands of the Andes still remain relatively unexploited, although they offer an excellent opportunity for high-resolution chronologies, on account of their high accumulation rates and abundant carbon for dating. Especially in the central Andes, additional high-quality proxy records are still needed due to the lack of continuous and well-dated records, which show a significant variability on sub-centennial to decadal precision scales. To widen the current knowledge on climatic and environmental changes in the western Andes of southern Peru, we present a new, high-resolution 8600 year-long record from Cerro Llamoca peatland, a high-altitude Juncaceous cushion peatland in the headwaters of Río Viscas, a tributary to Río Grande de Nasca. A 10.5 m core of peat with intercalated sediment layers was examined for all kinds of microfossils, including fossil charred particles. We chose homogeneous peat sections for pollen analysis at a high temporal resolution. The inorganic geochemistry was analysed in 2 mm resolution using an ITRAX X-ray fluorescence (XRF) core scanner. We interpret the increase of Poaceae pollen in our record as an expansion of Andean grasslands during humid phases. Drier conditions are indicated by a significant decrease of Poaceae pollen and higher abundances of Asteraceae pollen. The results are substantiated by changes in arsenic contents and manganese/iron ratios, which turned out as applicable proxies for in situ palaeo-redox conditions. The mid-Holocene period of 8.6-5.6 ka is characterized by a series of episodic dry spells alternating with spells that are more humid. After a pronounced dry period at 4.6-4.2 ka, conditions generally shifted towards a more humid climate. We stress a humid/relatively stable interval between 1.8-1.2 ka, which coincides with the florescence of the Nasca culture in the Andean foreland. An abrupt turnover to a sustained dry period occurs at 1.2 ka, which coincides with the collapse of the Nasca/Wari society in the Palpa lowlands. Markedly drier conditions prevail until 0.75 ka, providing evidence for the presence of a Medieval Climate Anomaly. Moister but hydrologically highly variable conditions prevailed again after 0.75 ka, which allowed the re-expansion of tussock grasses in the highlands, increased discharge into the Andean foreland and the re-occupation of the settlements in the lowlands during this so-called Late Intermediate Period. On a supraregional scale, our findings can ideally be linked to and proofed by the archaeological chronology of the Nasca-Palpa region as well as other high-resolution marine and terrestrial palaeoenvironmental records. Our findings show that hydrological fluctuations, triggered by the changing intensity of the monsoonal tropical summer rains emerging from the Amazon Basin in the north-east, have controlled the climate in the study area.

Children benefit from morphological relatedness when they learn to spell new words

PubMed Central

Pacton, Sébastien; Foulin, Jean Noël; Casalis, Séverine; Treiman, Rebecca

2013-01-01

Use of morphologically related words often helps in selecting among spellings of sounds in French. For instance, final /wa/ may be spelled oi (e.g., envoi “sendoff”), oit (e.g., exploit “exploit”), ois (e.g., siamois, “siamese”), or oie (e.g., joie “joy”). The morphologically complex word exploiter “to exploit”, with a pronounced t, can be used to indicate that the stem exploit is spelled with a silent t. We asked whether 8-year-old children benefited from such cues to learn new spellings. Children read silently stories which included two target nonwords, one presented in an opaque condition and the other in a morphological condition. In the opaque condition, the sentence provided semantic information (e.g., a vensois is a musical instrument) but no morphological information that could justify the spelling of the target word's final sound. Such justification was available in the morphological condition (e.g., the vensoisist plays the vensois instrument, which justifies that vensois includes a final silent s). 30 min after having read the stories, children's orthographic learning was assessed by asking them to choose the correct spelling of each nonword from among three phonologically plausible alternatives (e.g., vensois, vensoit, vensoie). Children chose correct spellings more often in the morphological condition than the opaque condition, even though the root (vensois) had been presented equally often in both conditions. That is, children benefited from information about the spelling of the morphologically complex word to learn the spelling of the stem. PMID:24109464

[Effect of divided attention on explicit and implicit aspects of recall].

PubMed

Wippich, W; Schmitt, R; Mecklenbräuker, S

1989-01-01

If subjects have to form word images before spelling a word from the image, results of a repetition of the spelling test reveal a reliable priming effect: Old words can be spelled faster than comparable control words, reflecting a form of implicit memory. We investigated whether this kind of repetition priming remains stable under conditions of divided attention in the study phase. The subjects had to spell meaningful words, meaningless non-words, and non-words that were meaningful with a backward spelling direction (troper, for example). In the testing stage, recognition judgments as a form of explicit memory were required, too. Divided attention in the study phase had a negative effect on explicit memory, as revealed by performance on the recognition task, but had little effect on implicit memory, as revealed by performance on the repetition of the spelling test. A further dissociation between implicit and explicit memory showed up as meaningful words were recognized much better than non-words, whereas implicit memory was uninfluenced by the meaningfulness variable. The disadvantage of backward spellings was not reduced with non-words (like troper) spelled backwards. Finally, we analyzed the relations between spelling times and recognition judgments and found a pattern of dependency for non-words only. Generally, the results are discussed within processing-oriented approaches to implicit memory with a special emphasis on controversial findings concerning the role of attention in different expressions of memory.

Spelling: A Fundamental Skill for Effective Business Communication.

ERIC Educational Resources Information Center

Hulbert, Jack E.

1982-01-01

Discusses the importance of effective written communication to the successful management of business enterprises. Examines the significance of correct spelling and the development of spelling competence. (CT)

Written Spelling to Dictation: Sound-To-Spelling Regularity Affects Both Writing Latencies and Durations

ERIC Educational Resources Information Center

Delattre, Marie; Bonin, Patrick; Barry, Christopher

2006-01-01

The authors examined the effect of sound-to-spelling regularity on written spelling latencies and writing durations in a dictation task in which participants had to write each target word 3 times in succession. The authors found that irregular words (i.e., those containing low-probability phoneme-to-grapheme mappings) were slower both to…

Getting the Bugs out with PESTS: A Mnemonic Approach to Spelling Sight Words for Students with Learning Disabilities

ERIC Educational Resources Information Center

Howard, Sue; DaDeppo, Lisa M. W.; De La Paz, Susan

2008-01-01

Difficulties with spelling can impact students' reading acquisition and writing, having a critical impact on overall literacy development. Students with learning disabilities (LD) often struggle with spelling. We describe a case study with three elementary-aged students with LD using a mnemonic approach to spelling sight words. Our approach,…

Spelling and Spelling Motivation in High School Students with Writing Goals on Their Individualized Education Programs

ERIC Educational Resources Information Center

Garbe, Elsie Helene

2012-01-01

This study used a qualitative phenomenological approach within a constructivist paradigm to examine spelling and spelling motivation of four suburban Illinois high school students: two male seniors with LD, one male freshman with ADHD, and one female freshman with LD. The purposes of the study were to determine why students with writing goals and…

An Analysis of Deaf Students' Spelling Skills during a Year-Long Instructional Writing Approach

ERIC Educational Resources Information Center

Bowers, Lisa M.; Dostal, Hannah; McCarthy, Jillian H.; Schwarz, Ilsa; Wolbers, Kimberly

2016-01-01

Numerous studies have shown that spelling presents unique challenges for children who are deaf or hard of hearing (d/hh), and most do not develop age appropriate spelling skills. Spelling errors from 29 middle school d/hh students were analyzed from writing samples that were gathered at the beginning, middle, and end of a year-long writing…

First-Grade Spelling Scores within the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) Screening: An Exploratory Study

ERIC Educational Resources Information Center

Munger, Kristen A.; Murray, Maria S.

2017-01-01

The purpose of this study was to examine the validity evidence of first-grade spelling scores from a standardized test of nonsense word spellings and their potential value within universal literacy screening. Spelling scores from the Test of Phonological Awareness: Second Edition PLUS for 47 first-grade children were scored using a standardized…

Does Spelling Instruction Make Students Better Spellers, Readers, and Writers? A Meta-Analytic Review

ERIC Educational Resources Information Center

Graham, Steve; Santangelo, Tanya

2014-01-01

Despite the importance of spelling for both writing and reading, there is considerable disagreement regarding how spelling skills are best acquired. During this and virtually all of the last century, some scholars have argued that spelling should not be directly or formally taught as such instruction is not effective or efficient. We conducted a…

English as a Foreign Language Spelling Development: A Longitudinal Study

ERIC Educational Resources Information Center

Kahn-Horwitz, Janina; Sparks, Richard L.; Goldstein, Zahava

2012-01-01

English as a foreign language (EFL) spelling was examined longitudinally three times (4th, 9th, 12th grades) during 9 years of EFL study among Hebrew first language (L1) students. The study examined the impact of L1 literacy variables including phonemic awareness, word attack, and spelling on EFL spelling and the relationship between EFL literacy…

African American English and Spelling: How Do Second Graders Spell Dialect-Sensitive Features of Words?

ERIC Educational Resources Information Center

Patton-Terry, Nicole; Connor, Carol

2010-01-01

This study explored the spelling skills of African American second graders who produced African American English (AAE) features in speech. The children (N = 92), who varied in spoken AAE use and word reading skills, were asked to spell words that contained phonological and morphological dialect-sensitive (DS) features that can vary between AAE and…

Spelling Errors in Text Copying by Children with Dyslexia and ADHD Symptoms

ERIC Educational Resources Information Center

Re, Anna Maria; Cornoldi, Cesare

2015-01-01

Spelling errors are usually studied in dictations, but teachers report that children with school difficulties often make spelling mistakes when they copy a text too. The present study examines the performance on a text copying task and a text dictation task of two groups of children known for their difficulties in spelling, that is, 22 with…

The Spelling of Vowels Is Influenced by Australian and British English Dialect Differences

ERIC Educational Resources Information Center

Kemp, Nenagh

2009-01-01

Two experiments examined the influence of dialect on the spelling of vowel sounds. British and Australian children (6 to 8 years) and university students wrote words whose unstressed vowel sound is spelled i or e and pronounced /I/ or /schwa/. Participants often (mis)spelled these vowel sounds as they pronounced them. When vowels were pronounced…

Anatomic, Clinical, and Neuropsychological Correlates of Spelling Errors in Primary Progressive Aphasia

ERIC Educational Resources Information Center

Shim, HyungSub; Hurley, Robert S.; Rogalski, Emily; Mesulam, M.-Marsel

2012-01-01

This study evaluates spelling errors in the three subtypes of primary progressive aphasia (PPA): agrammatic (PPA-G), logopenic (PPA-L), and semantic (PPA-S). Forty-one PPA patients and 36 age-matched healthy controls were administered a test of spelling. The total number of errors and types of errors in spelling to dictation of regular words,…

Genetic and environmental influences on word recognition and spelling deficits as a function of age.

PubMed

Friend, Angela; DeFries, John C; Wadsworth, Sally J; Olson, Richard K

2007-05-01

Previous twin studies have suggested a possible developmental dissociation between genetic influences on word recognition and spelling deficits, wherein genetic influence declined across age for word recognition, and increased for spelling recognition. The present study included two measures of word recognition (timed, untimed) and two measures of spelling (recognition, production) in younger and older twins. The heritability estimates for the two word recognition measures were .65 (timed) and .64 (untimed) in the younger group and .65 and .58 respectively in the older group. For spelling, the corresponding estimates were .57 (recognition) and .51 (production) in the younger group and .65 and .67 in the older group. Although these age group differences were not significant, the pattern of decline in heritability across age for reading and increase for spelling conformed to that predicted by the developmental dissociation hypothesis. However, the tests for an interaction between genetic influences on word recognition and spelling deficits as a function of age were not significant.

Progress in reading and spelling of dyslexic children is not affected by executive functioning.

PubMed

Walda, Sietske A E; van Weerdenburg, Marjolijn; Wijnants, Maarten L; Bosman, Anna M T

2014-12-01

Although poor reading and spelling skills have been associated with weak skills of executive functioning (EF), its role in literacy is not undisputed. Because EF has different theoretical underpinnings, methods of analysis and of assessing, it has led to varying and often contrasting results in its effects in children with dyslexia. The present study has two goals. The first goal is to establish the relationship between a large number of EF tasks and reading and spelling skills in a large number of Dutch dyslexic children (n = 229). More interesting, however, is the second aim. To what extent do EF skills predict progress in reading and spelling in dyslexic children who attended a remediation programme? The results revealed small, but significant relationships between EF and reading and spelling skills, but no relationships between EF and progress in reading and spelling. It is concluded that training EF skills is unlikely to enhance reading and spelling skills. Copyright © 2014 Elsevier Ltd. All rights reserved.

Cross-language Transfer of Metalinguistic Skills: Evidence from Spelling English Words by Korean Students in Grades 4, 5 and 6.

PubMed

Yeon, Sookkyung; Bae, Han Suk; Joshi, R Malatesha

2017-11-01

The present study examined unique and shared contributions of Korean (first language) phonological, orthographic and morphological awareness (PA, OA and MA, respectively) to English (second/foreign language) spelling among 287 fourth-grade, fifth-grade and sixth-grade Korean children. Korean measures of PA, OA and MA were administered, in addition to English vocabulary and spelling measures. Results from structural equation modelling showed that PA, OA and MA were caused by one common construct, metalinguistic awareness (META), and the contribution of Korean META to English spelling was statistically significant, controlling for English vocabulary. In particular, Korean MA and PA played unique roles in explaining English spelling; whereas Korean OA did not significantly contribute to English spelling. Findings from the present study provided empirical evidence of first language META transfer effect on second/foreign language spelling development. Educational implications and future research ideas are discussed. Copyright © 2017 John Wiley & Sons, Ltd. Copyright © 2017 John Wiley & Sons, Ltd.

Predicting Reading and Spelling Disorders: A 4-Year Prospective Cohort Study.

PubMed

Bigozzi, Lucia; Tarchi, Christian; Caudek, Corrado; Pinto, Giuliana

2016-01-01

In this 4-year prospective cohort study, children with a reading and spelling disorder, children with a spelling impairment, and children without a reading and/or spelling disorder (control group) in a transparent orthography were identified in third grade, and their emergent literacy performances in kindergarten compared retrospectively. Six hundred and forty-two Italian children participated. This cohort was followed from the last year of kindergarten to third grade. In kindergarten, the children were assessed in phonological awareness, conceptual knowledge of writing systems and textual competence. In third grade, 18 children with a reading and spelling impairment and 13 children with a spelling impairment were identified. Overall, conceptual knowledge of the writing system was the only statistically significant predictor of the clinical samples. No differences were found between the two clinical samples.

A sublexical training study for spelling in a biliterate Greek- and English-speaking child.

PubMed

Niolaki, Georgia Z; Terzopoulos, Aris R; Masterson, Jackie

2017-06-01

RI is an emergent trilingual boy, literate in Greek and English, with difficulties in reading and spelling in both languages. Assessment with non-literacy tests revealed a deficit in phonological ability and in visual memory for sequentially presented characters. RI took part in a training programme that targeted sublexical spelling processes. Post-intervention assessment revealed improvement in reading and spelling in Greek but not in English. Assessments of lexical and sublexical skills showed improvement in nonword spelling and nonword reading for Greek. For English, there was some indication of improvement in nonword reading at delayed post-intervention testing, but no evidence of improvement in nonword spelling. Possible reasons for the difference in outcome for the two languages are considered, including the level of transparency of written Greek and English.

The durations of past sickness absences predict future absence episodes.

PubMed

Laaksonen, Mikko; He, Liang; Pitkäniemi, Janne

2013-01-01

To determine whether preceding absence episodes increase the risk of future sickness absence, we examined recurrence of short (1 to 3 days), intermediate (4 to 14 days), and long (>2 weeks) sickness-absence episodes. Data from 6934 municipal employees of the City of Helsinki were analyzed using proportional hazards models. Preceding sickness absence increased the risk of new sickness-absence episodes. The association was stronger for longer sickness absence spells and for men. Shorter absence spells also predicted longer absence spells. Working conditions and health behaviors did not modify the associations. The risk of recurrent sickness absences is higher for longer sickness-absence spells, which are often recurrent in nature. In addition, short absence spells predict future longer spells, suggesting that short absences are not trivial for health.

Investigating Predictors of Spelling Ability for Adults with Low Literacy Skills

PubMed Central

Talwar, Amani; Cote, Nicole Gilbert; Binder, Katherine S.

2014-01-01

This study examined whether the spelling abilities of adults with low literacy skills could be predicted by their phonological, orthographic, and morphological awareness. Sixty Adult Basic Education (ABE) students completed several literacy tasks. It was predicted that scores on phonological and orthographic tasks would explain variance in spelling scores, whereas scores on morphological tasks may not. Scores on all phonological tasks and on one orthographic task emerged as significant predictors of spelling scores. Additionally, error analyses revealed a limited influence of morphological knowledge in spelling attempts. Implications for ABE instruction are discussed. PMID:25364644

Year 4 Term 1: Plays. National Literacy Strategy.

ERIC Educational Resources Information Center

Department for Education and Skills, London (England).

In this unit of work, the children will continue to learn about the features of playscripts, through reading and analyzing a play and writing a play based on a narrative. In the course of learning how to interpret and write stage directions, the children will apply their knowledge of adverbs. In the discrete work on vocabulary and spelling, the…

Teaching Reading and Spelling to Adult Learners: The Multisensory Structured Language Approach

ERIC Educational Resources Information Center

Ali, Shamim

2012-01-01

All over the World most effective methods for teaching reading to beginning-level adults have been applied. My continuing challenge has been to determine how reading acquisition research can be applied to teaching reading to adults. In this article, I describe the techniques I have found most useful; I hope other teachers working with beginning…

Sign Language Recognition and Translation: A Multidisciplined Approach from the Field of Artificial Intelligence

ERIC Educational Resources Information Center

Parton, Becky Sue

2006-01-01

In recent years, research has progressed steadily in regard to the use of computers to recognize and render sign language. This paper reviews significant projects in the field beginning with finger-spelling hands such as "Ralph" (robotics), CyberGloves (virtual reality sensors to capture isolated and continuous signs), camera-based…

Students with Specific Spelling Disability: A Collective Case Study Identifying the Experiential and Behavioral Causes for the Discrepancy

ERIC Educational Resources Information Center

Flaherty, Michael Thomas

2013-01-01

The goal of this study was to determine potential causes for the reading and spelling discrepancies of 26 middle school students. All were proficient in reading, but non-proficient in spelling, a pattern typical in students with Specific Spelling Disability (SSD). The focus of the study was on linguistic knowledge while encoding and decoding, plus…

The Rise and Fall of a Standards Based Spelling Assessment: Did Spelling Improve or Is it Just Another Case of Teaching to the Test?

ERIC Educational Resources Information Center

Fenton, Ray; Stofflet, Fred; Straugh, Tom

This paper reports the creation, implementation, and discontinuation of a standards based spelling assessment program in Anchorage, Alaska. The program was initiated by the Anchorage school board as part of establishing district-wide performance goals for students in 1998-1999. Spelling was singled out for attention because of national discussions…

"She Doesn't Have the Basic Understanding of a Language": Using Spelling Research to Challenge Deficit Conceptualizations of Adolescent Bilinguals

ERIC Educational Resources Information Center

Brooks, Maneka Deanna

2017-01-01

This article examines the alternative English spelling practices of a student who is considered to be a "long-term English learner." It draws on a theoretical framework that integrates a social perspective on spelling with a rejection of idealized conceptions of bilingualism. The analyzed English spellings presented in this article were…

What Do Spelling Errors Tell Us? Classification and Analysis of Errors Made by Greek Schoolchildren with and without Dyslexia

ERIC Educational Resources Information Center

Protopapas, Athanassios; Fakou, Aikaterini; Drakopoulou, Styliani; Skaloumbakas, Christos; Mouzaki, Angeliki

2013-01-01

In this study we propose a classification system for spelling errors and determine the most common spelling difficulties of Greek children with and without dyslexia. Spelling skills of 542 children from the general population and 44 children with dyslexia, Grades 3-4 and 7, were assessed with a dictated common word list and age-appropriate…

How and to What Extent Do Two Cover, Copy, and Compare Spelling Interventions Contribute to Spelling, Word Recognition, and Vocabulary Development?

ERIC Educational Resources Information Center

Jaspers, Kathryn E.; Williams, Robert L.; Skinner, Christopher H.; Cihak, David; McCallum, R. Steve; Ciancio, Dennis J.

2012-01-01

We used an adapted alternating treatments design to evaluate and compare the effects of 2 spelling interventions on spelling acquisition and maintenance, word reading, and vocabulary in three first-grade students. The first intervention, Cover, Copy, and Compare (CCC), involved having participants look at a word, cover it, write it, then compare…

Trends in extreme daily temperatures and humidex index in the United Arab Emirates over 1948-2014.

NASA Astrophysics Data System (ADS)

Yang, H. W.; Ouarda, T.

2015-12-01

This study deals with the analysis of the characteristics of extreme temperature events in the Middle East, using NCEP reanalysis gridded data, for the summer (May-October) and winter (November-April) seasons. Trends in the occurrences of three types of heat spells during 1948-2014 are studied by both Linear Regression (LR) and Mann-Kendall (MK) test. Changes in the diurnal temperature range (DTR) are also investigated. To better understand the effects of heat spells on public health, the Humidex, a combination index of ambient temperature and relative humidity, is also used. Using percentile threshold, temperature (Humidex) Type-A and Type-B heat spells are defined respectively by daily maximum and minimum temperature (Humidex). Type-C heat spells are defined as the joint occurrence of Type-A and Type-B heat spells at the same time. In the Middle East, it is found that no coherent trend in temperature Type-A heat spells is observed. However, the occurrences of temperature Type-B and C heat spells have consistently increased since 1948. For Humidex heat spells, coherently increased activities of all three types of heat spells are observed in the area. During the summer, the magnitude of the positive trends in Humidex heat spells are generally stronger than temperature heat spells. More than half of the locations in the area show significantly negative DTR trends in the summer, but the trends vary according to the region in the winter. Annual mean temperature has increased an average by 0.5°C, but it is mainly associated with the daily minimum temperature which has warmed up by 0.84°C.Daily maximum temperature showed no significant trends. The warming is hence stronger in minimum temperatures than in maximum temperatures resulting in a decrease in DTR by 0.16 °C per decade. This study indicates hence that the UAE has not become hotter, but it has become less cold during 1948 to 2014.

Impacts of hot and cold spells differ for acute and chronic ischaemic heart diseases

PubMed Central

2014-01-01

Background Many studies have reported associations between temperature extremes and cardiovascular mortality but little has been understood about differences in the effects on acute and chronic diseases. The present study examines hot and cold spell effects on ischaemic heart disease (IHD) mortality in the Czech Republic during 1994–2009, with emphasis upon differences in the effects on acute myocardial infarction (AMI) and chronic IHD. Methods We use analogous definitions for hot and cold spells based on quantiles of daily average temperature anomalies, thus allowing for comparison of results for summer hot spells and winter cold spells. Daily mortality data were standardised to account for the long-term trend and the seasonal and weekly cycles. Periods when the data were affected by epidemics of influenza and other acute respiratory infections were removed from the analysis. Results Both hot and cold spells were associated with excess IHD mortality. For hot spells, chronic IHD was responsible for most IHD excess deaths in both male and female populations, and the impacts were much more pronounced in the 65+ years age group. The excess mortality from AMI was much lower compared to chronic IHD mortality during hot spells. For cold spells, by contrast, the relative excess IHD mortality was most pronounced in the younger age group (0–64 years), and we found different pattern for chronic IHD and AMI, with larger effects on AMI. Conclusions The findings show that while excess deaths due to IHD during hot spells are mainly of persons with chronic diseases whose health had already been compromised, cardiovascular changes induced by cold stress may result in deaths from acute coronary events rather than chronic IHD, and this effect is important also in the younger population. This suggests that the most vulnerable population groups as well as the most affected cardiovascular diseases differ between hot and cold spells, which needs to be taken into account when designing and implementing preventive actions. PMID:24886566

[Estimating and projecting the acute effect of cold spells on excess mortality under climate change in Guangzhou].

PubMed

Sun, Q H; Wang, W T; Wang, Y W; Li, T T

2018-04-06

Objective: To estimate future excess mortality attributable to cold spells in Guangzhou, China. Methods: We collected the mortality data and metrological data from 2009-2013 of Guangzhou to calculated the association between cold spell days and non-accidental mortality with GLM model. Then we projected future daily average temperatures (2020-2039 (2020s) , 2050-2069 (2050s) , 2080-2099 (2080s) ) with 5 GCMs models and 2 RCPs (RCP4.5 and RCP8.5) to identify cold spell days. The baseline period was the 1980s (1980-1999). Finally, calculated the yearly cold spells related excess death of 1980s, 2020s, 2050s, and 2080s with average daily death count of non-cold spell days, exposure-response relationship, and yearly number of cold spell days. Results: The average of daily non-accidental mortality in Guangzhou from 2009 to 2013 was 96, and the average of daily average was 22.0 ℃. Cold spell days were associated with 3.3% (95% CI: 0.4%-6.2%) increase in non-accidental mortality. In 1980s, yearly cold spells related deaths were 34 (95% CI: 4-64). In 2020s, the number will increase by 0-10; in 2050s, the number will increase by 1-9; and in 2080s, will increase by 1-9 under the RCP4.5 scenario. In 2020s, the number will increase by 0-9; in 2050s, the number will increase by 1-6; and in 2080s, will increase by 0-11 under the RCP8.5 scenario. Conclusion: The cold spells related non-accidental deaths in Guangzhou will increase in future under climate change.

Lexical neighborhood effects in pseudoword spelling.

PubMed

Tainturier, Marie-Josèphe; Bosse, Marie-Line; Roberts, Daniel J; Valdois, Sylviane; Rapp, Brenda

2013-01-01

The general aim of this study is to contribute to a better understanding of the cognitive processes that underpin skilled adult spelling. More specifically, it investigates the influence of lexical neighbors on pseudo-word spelling with the goal of providing a more detailed account of the interaction between lexical and sublexical sources of knowledge in spelling. In prior research examining this topic, adult participants typically heard lists composed of both words and pseudo-words and had to make a lexical decision to each stimulus before writing the pseudo-words. However, these priming paradigms are susceptible to strategic influence and may therefore not give a clear picture of the processes normally engaged in spelling unfamiliar words. In our two Experiments involving 71 French-speaking literate adults, only pseudo-words were presented which participants were simply requested to write to dictation using the first spelling that came to mind. Unbeknownst to participants, pseudo-words varied according to whether they did or did not have a phonological word neighbor. Results revealed that low-probability phoneme/grapheme mappings (e.g., /o/ -> aud in French) were used significantly more often in spelling pseudo-words with a close phonological lexical neighbor with that spelling (e.g., /krepo/ derived from "crapaud," /krapo/) than in spelling pseudo-words with no close neighbors (e.g., /frøpo/). In addition, the strength of this lexical influence increased with the lexical frequency of the word neighbors as well as with their degree of phonetic overlap with the pseudo-word targets. These results indicate that information from lexical and sublexical processes is integrated in the course of spelling, and a specific theoretical account as to how such integration may occur is introduced.

Lexical neighborhood effects in pseudoword spelling

PubMed Central

Tainturier, Marie-Josèphe; Bosse, Marie-Line; Roberts, Daniel J.; Valdois, Sylviane; Rapp, Brenda

2013-01-01

The general aim of this study is to contribute to a better understanding of the cognitive processes that underpin skilled adult spelling. More specifically, it investigates the influence of lexical neighbors on pseudo-word spelling with the goal of providing a more detailed account of the interaction between lexical and sublexical sources of knowledge in spelling. In prior research examining this topic, adult participants typically heard lists composed of both words and pseudo-words and had to make a lexical decision to each stimulus before writing the pseudo-words. However, these priming paradigms are susceptible to strategic influence and may therefore not give a clear picture of the processes normally engaged in spelling unfamiliar words. In our two Experiments involving 71 French-speaking literate adults, only pseudo-words were presented which participants were simply requested to write to dictation using the first spelling that came to mind. Unbeknownst to participants, pseudo-words varied according to whether they did or did not have a phonological word neighbor. Results revealed that low-probability phoneme/grapheme mappings (e.g., /o/ -> aud in French) were used significantly more often in spelling pseudo-words with a close phonological lexical neighbor with that spelling (e.g., /krepo/ derived from “crapaud,” /krapo/) than in spelling pseudo-words with no close neighbors (e.g., /frøpo/). In addition, the strength of this lexical influence increased with the lexical frequency of the word neighbors as well as with their degree of phonetic overlap with the pseudo-word targets. These results indicate that information from lexical and sublexical processes is integrated in the course of spelling, and a specific theoretical account as to how such integration may occur is introduced. PMID:24348436

Predicting Reading and Spelling Disorders: A 4-Year Prospective Cohort Study

PubMed Central

Bigozzi, Lucia; Tarchi, Christian; Caudek, Corrado; Pinto, Giuliana

2016-01-01

In this 4-year prospective cohort study, children with a reading and spelling disorder, children with a spelling impairment, and children without a reading and/or spelling disorder (control group) in a transparent orthography were identified in third grade, and their emergent literacy performances in kindergarten compared retrospectively. Six hundred and forty-two Italian children participated. This cohort was followed from the last year of kindergarten to third grade. In kindergarten, the children were assessed in phonological awareness, conceptual knowledge of writing systems and textual competence. In third grade, 18 children with a reading and spelling impairment and 13 children with a spelling impairment were identified. Overall, conceptual knowledge of the writing system was the only statistically significant predictor of the clinical samples. No differences were found between the two clinical samples. PMID:27014145

Intervention for a lexical reading and spelling difficulty in two Greek-speaking primary age children.

PubMed

Terzopoulos, Aris R; Niolaki, Georgia Z; Masterson, Jackie

2018-05-14

An intervention study was carried out with two nine-year-old Greek-speaking dyslexic children. Both children were slow in reading single words and text and had difficulty in spelling irregularly spelled words. One child was also poor in non-word reading. Intervention focused on spelling in a whole-word training using a flashcard technique that had previously been found to be effective with English-speaking children. Post-intervention assessments conducted immediately at the end of the intervention, one month later and then five months later showed a significant improvement in spelling of treated words that was sustained over time. In addition, both children showed generalisation of improvement to untrained words and an increase in scores in a standardised spelling assessment. The findings support the effectiveness of theoretically based targeted intervention for literacy difficulties.

Determinants of sick-leave duration: a tool for managers?

PubMed

Flach, Peter A; Krol, Boudien; Groothoff, Johan W

2008-09-01

To provide managers with tools to manage episodes of sick-leave of their employees, the influence of factors such as age, gender, duration of tenure, working full-time or part-time, cause and history of sick-leave, salary and education on sick-leave duration was studied. In a cross-sectional study, data derived from the 2005 sick-leave files of a Dutch university were examined. Odds ratios of the single risk factors were calculated for short spells (or=91 days) of sick-leave. Next, these factors were studied in multiple regression models. Age, gender, duration of employment, cause and history of sick-leave, salary and membership of scientific staff, studied as single factors, have a significant influence on sick-leave duration. In multiple models, this influence remains for gender, salary, age, and history and cause of sick-leave. Only in medium or long spells and regarding the risk for a long or an extended spell do the predictive values of models consisting of psychological factors, work-related factors, salary and gender become reasonable. The predictive value of the risk factors used in this study is limited, and varies with the duration of the sick-leave spell. Only the risk for an extended spell of sick-leave as compared to a medium or long spell is reasonably predicted. Factors contributing to this risk may be used as tools in decision-making.

The use of morphological knowledge in spelling derived forms by learning-disabled and normal students.

PubMed

Carlisle, J F

1987-01-01

Currently popular systems for classification of spelling words or errors emphasize the learning of phoneme-grapheme correspondences and memorization of irregular words, but do not take into account the morphophonemic nature of the English language. This study is based on the premise that knowledge of the morphological rules of derivational morphology is acquired developmentally and is related to the spelling abilities of both normal and learning-disabled (LD) students. It addresses three issues: 1) how the learning of derivational morphology and the spelling of derived words by LD students compares to that of normal students; 2) whether LD students learn derived forms rulefully; and 3) the extent to which LD and normal students use knowledge of relationships between base and derived forms to spell derived words (e.g. "magic" and "magician"). The results showed that LD ninth graders' knowledge of derivational morphology was equivalent to that of normal sixth graders, following similar patterns of mastery of orthographic and phonological rules, but that their spelling of derived forms was equivalent to that of the fourth graders. Thus, they know more about derivational morphology than they use in spelling. In addition, they were significantly more apt to spell derived words as whole words, without regard for morphemic structure, than even the fourth graders. Nonetheless, most of the LD spelling errors were phonetically acceptable, suggesting that their misspellings cannot be attributed primarily to poor knowledge of phoneme-grapheme correspondences.

How competitive is drought deciduousness in tropical forests? A combined eco-hydrological and eco-evolutionary approach

NASA Astrophysics Data System (ADS)

Vico, Giulia; Dralle, David; Feng, Xue; Thompson, Sally; Manzoni, Stefano

2017-06-01

Drought-deciduous and evergreen species are both common in tropical forests, where there is the need to cope with water shortages during periodic dry spells and over the course of the dry season. Which phenological strategy is favored depends on the long-term balance of carbon costs and gains that leaf phenology imposes as a result of the alternation of wet and dry seasons and the unpredictability of rainfall events. This study integrates a stochastic eco-hydrological framework with key plant economy traits to derive the long-term average annual net carbon gain of trees exhibiting different phenological strategies in tropical forests. The average net carbon gain is used as a measure of fitness to assess which phenological strategies are more productive and more evolutionarily stable (i.e. not prone to invasion by species with a different strategy). The evergreen strategy results in a higher net carbon gain and more evolutionarily stable communities with increasing wet season lengths. Reductions in the length of the wet season or the total rainfall, as predicted under climate change scenarios, should promote a shift towards more drought-deciduous communities, with ensuing implications for ecosystem functioning.

"My Kids Can't Spell and I Don't Want to Deal with It": Spelling in Middle School

ERIC Educational Resources Information Center

Wilde, Sandra

2008-01-01

Teachers are so often caught in between the proverbial rock and hard place when it comes to spelling. Parents, administrators, and test-scorers all want to see accurate spelling, but no one wants you to spend much time on it. And you shouldn't. Wilde offers here a treasure chest of specific lessons to use with whole classes or individual weaker…

Are There Separate Neural Systems for Spelling? New Insights into the Role of Rules and Memory in Spelling from Functional Magnetic Resonance Imaging

ERIC Educational Resources Information Center

Norton, Elizabeth S.; Kovelman, Ioulia; Petitto, Laura-Ann

2007-01-01

How do people spell the thousands of words at the tips of their tongues? Are words with "regular" sound-to-letter correspondences (e.g., "blink") spelled using the same neural systems as those with "irregular" correspondences (e.g., "yacht")? By offering novel neuroimaging evidence, we aim to advance contemporary debate about whether people use a…

The Effects of a Modified Cover, Copy, Compare on Spelling Tests and in Written Compositions for Three Students with Specific Learning Disabilities

ERIC Educational Resources Information Center

Goodman, Ashley; McLaughlin, T. F.; Derby, K. Mark; Everson, Mary

2015-01-01

Spelling skills are vital in teaching students to read and write effectively. One method to help students learn to spell words correctly is called cover, copy, and compare (CCC). This study was designed to evaluate the effects of using CCC on the spelling and writing skills of three students with learning disabilities. These skills were measured…

Are externalizing and internalizing difficulties of young children with spelling impairment related to their ADHD symptoms?

PubMed

Rietz, Chantal Sabrina; Hasselhorn, Marcus; Labuhn, Andju Sara

2012-08-01

Children with literacy difficulties often suffer from a variety of co-occurring externalizing and internalizing difficulties, as well as comorbid ADHD. Therefore, these externalizing and internalizing problems might be more related to comorbid ADHD, rather than being a correlate of literacy difficulties per se. In the present study, we investigated the occurrence of externalizing and internalizing difficulties in elementary school children (third grade) with and without spelling impairment. Taking the high rate of comorbidity between literacy difficulties and ADHD into account, we investigated whether co-occurring difficulties are associated with spelling impairment per se or with comorbid ADHD symptoms. Results indicated that these young children with spelling impairment showed more co-occurring difficulties compared with children without spelling impairment. Hierarchical regression analysis indicated that occurrence of externalizing symptoms is more strongly related to comorbid ADHD symptoms than to spelling impairment per se. The pattern of results concerning internalizing problems was not as distinct but showed a similar trend. Preferably, carers and educators should be aware of co-occurring socio-emotional and behavioural problems in children with spelling impairment. Particularly children with spelling impairment and comorbid ADHD symptoms seem to have an increased risk of encountering further co-occurring difficulties. Copyright © 2012 John Wiley & Sons, Ltd.

Differences in Brain Function and Changes with Intervention in Children with Poor Spelling and Reading Abilities

PubMed Central

Gebauer, Daniela; Fink, Andreas; Kargl, Reinhard; Reishofer, Gernot; Koschutnig, Karl; Purgstaller, Christian; Fazekas, Franz; Enzinger, Christian

2012-01-01

Previous fMRI studies in English-speaking samples suggested that specific interventions may alter brain function in language-relevant networks in children with reading and spelling difficulties, but this research strongly focused on reading impaired individuals. Only few studies so far investigated characteristics of brain activation associated with poor spelling ability and whether a specific spelling intervention may also be associated with distinct changes in brain activity patterns. We here investigated such effects of a morpheme-based spelling intervention on brain function in 20 children with comparatively poor spelling and reading abilities using repeated fMRI. Relative to 10 matched controls, children with comparatively poor spelling and reading abilities showed increased activation in frontal medial and right hemispheric regions and decreased activation in left occipito-temporal regions prior to the intervention, during processing of a lexical decision task. After five weeks of intervention, spelling and reading comprehension significantly improved in the training group, along with increased activation in the left temporal, parahippocampal and hippocampal regions. Conversely, the waiting group showed increases in right posterior regions. Our findings could indicate an increased left temporal activation associated with the recollection of the new learnt morpheme-based strategy related to successful training. PMID:22693600

Understanding state variation in health insurance dynamics can help tailor enrollment strategies for ACA expansion.

PubMed

Graves, John A; Swartz, Katherine

2013-10-01

The number and types of people who become eligible for and enroll in the Affordable Care Act's (ACA's) health insurance expansions will depend in part on the factors that cause people to become uninsured for different lengths of time. We used a small-area estimation approach to estimate differences across states in percentages of adults losing health insurance and in lengths of their uninsured spells. We found that nearly 50 percent of the nonelderly adult population in Florida, Nevada, New Mexico, and Texas--but only 18 percent in Massachusetts and 22 percent in Vermont--experienced an uninsured spell between 2009 and 2012. Compared to people who lost private coverage, those with public insurance were more likely to experience an uninsured spell, but their spells of uninsurance were shorter. We categorized states based on estimated incidence of uninsured spells and the spells' duration. States should tailor their enrollment outreach and retention efforts for the ACA's coverage expansions to address their own mix of types of coverage lost and durations of uninsured spells.

The relation of linguistic awareness and vocabulary to word reading and spelling for first grade students participating in Response to Intervention

PubMed Central

Kim, Young-Suk; Apel, Kenn; Otaiba, Stephanie Al

2013-01-01

Purpose We examined the relations of phonological, morphological, and orthographic awareness and vocabulary to word reading and spelling for first grade children who were receiving differentiated instruction in a Response to Intervention (RTI) model of instruction (N = 304). Method First grade children were assessed on their phonological, morphological, and orthographic awareness, expressive vocabulary, word reading, and spelling. Year-end word reading and spelling were outcome variables while phonological, morphological, and orthographic awareness, expressive vocabulary, and RTI status (Tiers 1, 2, & 3) were predictor variables assessed in the middle of the school year. Results The three linguistic awareness skills were unique predictors of word reading and phonological and orthographic awareness were unique predictors of spelling. The contributions these linguistic awareness skills and vocabulary made to word reading and spelling did not differ by children's RTI tier status. Conclusion These results, in conjunction with previous studies, suggest that even beginning readers and spellers draw on multiple linguistic awareness skills for their word reading and spelling regardless of their level of literacy skills. Educational implications are discussed. PMID:23833281

The relation of linguistic awareness and vocabulary to word reading and spelling for first-grade students participating in response to intervention.

PubMed

Kim, Young-Suk; Apel, Kenn; Al Otaiba, Stephanie

2013-10-01

The relations of phonological, orthographic, and morphological awareness and vocabulary to word reading and spelling were examined for 304 first-grade children who were receiving differentiated instruction in a Response to Intervention (RtI) model of instruction. First-grade children were assessed on their phonological, orthographic, and morphological awareness; expressive vocabulary; word reading; and spelling. Year-end word reading and spelling were outcome variables, and phonological, orthographic, and morphological awareness; expressive vocabulary; and RtI status (Tiers 1, 2, & 3) were predictor variables. The 3 linguistic awareness skills were unique predictors of word reading, and phonological and orthographic awareness were unique predictors of spelling. The contributions that these linguistic awareness skills and vocabulary made to word reading and spelling did not differ by children's RtI tier status. These results, in conjunction with previous studies, suggest that even beginning readers and spellers draw on multiple linguistic awareness skills for their word reading and spelling regardless of their level of literacy abilities. Educational implications are discussed.

L1 and L2 reading skills in Dutch adolescents with a familial risk of dyslexia

PubMed Central

Tops, Wim; Hakvoort, Britt E.; van der Leij, Aryan; Maurits, Natasha M.; Maassen, Ben A.M.

2017-01-01

Background The present study investigated differences in reading and spelling outcomes in Dutch and English as a second language (ESL) in adolescents with a high familial risk of dyslexia, of whom some have developed dyslexia (HRDys) while others have not (HRnonDys), in comparison to a low familial risk control group without dyslexia (LRnonDys). This allowed us to investigate the persistence of dyslexia in the first language (L1) and the effect of dyslexia on the second language (L2), which has, in this case, a lower orthographic transparency. Furthermore, the inclusion of the HRnonDys group allowed us to investigate the continuity of the familial risk of dyslexia, as previous studies observed that the HRnonDys group often scores in between the HRDys and LRnonDys group, and whether these readers without reading deficits in Dutch, have more reading difficulties in ESL. Methods The data of three groups of adolescents were analyzed; 27 LRnonDys, 25 HRdys 25 HRnonDys. The mean age was 14;1 years; months, and 37 were male. All were native speakers of Dutch, attended regular secondary education (grade 7–10), and were non-native speakers of English. Using MANOVA the groups were compared on Dutch and English word reading fluency (WRF), spelling and vocabulary, Dutch pseudoword and loanword reading fluency, phonological awareness (PA), rapid automatized naming (RAN), and verbal short term and working memory. A repeated measures ANOVA was used to compare English and Dutch WRF, spelling and vocabulary directly within the three groups. Results The analyses revealed that the HRDys group had a deficit in both reading and spelling in Dutch and ESL. They also performed poorer than the LRnonDys group on all other measures. Effect sizes were especially large for pseudoword reading and the reaction times during the PA task. The HRnonDys group scored generally poorer than the LRnonDys group but this difference was only significant for Dutch pseudoword reading, PA reaction times and verbal short term memory. In general the HRDys and HRnonDys group scored similar in Dutch and English, except for English WRF where the HRDys group scored slightly better than expected based on their Dutch WRF. Discussion There was a high persistence of dyslexia. Adolescents with dyslexia had large impairments in reading and spelling, and reading related measures, both in Dutch and ESL. Despite high inter-individual differences, an overall three-step pattern was observed. Adolescents in the HRnonDys group scored in between the HRDys and LRnonDys group, supporting the polygenetic origin of dyslexia and the continuity of the familial risk of dyslexia. The lower orthographic transparency did not have a negative effect on L2 reading, spelling and vocabulary, both in the HRnonDys and HRDys group. The latter group performed slightly better than expected in L2, which may be a result of the massive exposure to English and high motivation to use English by adolescents. PMID:29062600

Constructed-Response Matching to Sample and Spelling Instruction.

ERIC Educational Resources Information Center

Dube, William V.; And Others

1991-01-01

This paper describes a computer-based spelling program grounded in programed instructional techniques and using constructed-response matching-to-sample procedures. Following use of the program, two mentally retarded men successfully spelled previously misspelled words. (JDD)

Short Term Fluctuations in Income and Their Relationship to the Characteristics of the Low Income Population: New Data from the SIPP. Project Report 3751-02.

ERIC Educational Resources Information Center

Ruggles, Patricia

This paper compares the characteristics of those experiencing short spells of low income with those having longer spells. Data from the 1984 panel of the Survey of Income and Program Participation (SIPP) was examined. It was found that short spells--less than six months--are quite common, and make up a substantial proportion of all poverty spells.…

Testing a Nested Skills Model of the Relations among Invented Spelling, Accurate Spelling, and Word Reading, from Kindergarten to Grade 1

ERIC Educational Resources Information Center

Sénéchal, Monique

2017-01-01

The goal was to assess the role of invented spelling to subsequent reading and spelling as proposed by the Nested Skills Model of Early Literacy Acquisition. 107 English-speaking children were tested at the beginning of kindergarten and grade 1, and at the end of grade 1. The findings provided support for the proposed model. First, the role played…

Invented Spelling in Kindergarten as a Predictor of Reading and Spelling in Grade 1: A New Pathway to Literacy, or Just the Same Road, Less Known?

ERIC Educational Resources Information Center

Ouellette, Gene; Sénéchal, Monique

2017-01-01

In this study we evaluated whether the sophistication of children's invented spellings in kindergarten was predictive of subsequent reading and spelling in Grade 1, while also considering the influence of well-known precursors. Children in their first year of schooling (mean age = 66 months; N = 171) were assessed on measures of oral vocabulary,…

Spelling Acquisition in English and Italian: A Cross-Linguistic Study.

PubMed

Marinelli, Chiara V; Romani, Cristina; Burani, Cristina; Zoccolotti, Pierluigi

2015-01-01

We examined the spelling acquisition in children up to late primary school of a consistent orthography (Italian) and an inconsistent orthography (English). The effects of frequency, lexicality, length, and regularity in modulating spelling performance of the two groups were examined. English and Italian children were matched for both chronological age and number of years of schooling. Two-hundred and seven Italian children and 79 English children took part in the study. We found greater accuracy in spelling in Italian than English children: Italian children were very accurate after only 2 years of schooling, while in English children the spelling performance was still poor after 5 years of schooling. Cross-linguistic differences in spelling accuracy proved to be more persistent than the corresponding ones in reading accuracy. Orthographic consistency produced not only quantitative, but also qualitative differences, with larger frequency and regularity effects in English than in Italian children.

Spelling Acquisition in English and Italian: A Cross-Linguistic Study

PubMed Central

Marinelli, Chiara V.; Romani, Cristina; Burani, Cristina; Zoccolotti, Pierluigi

2015-01-01

We examined the spelling acquisition in children up to late primary school of a consistent orthography (Italian) and an inconsistent orthography (English). The effects of frequency, lexicality, length, and regularity in modulating spelling performance of the two groups were examined. English and Italian children were matched for both chronological age and number of years of schooling. Two-hundred and seven Italian children and 79 English children took part in the study. We found greater accuracy in spelling in Italian than English children: Italian children were very accurate after only 2 years of schooling, while in English children the spelling performance was still poor after 5 years of schooling. Cross-linguistic differences in spelling accuracy proved to be more persistent than the corresponding ones in reading accuracy. Orthographic consistency produced not only quantitative, but also qualitative differences, with larger frequency and regularity effects in English than in Italian children. PMID:26696918

The influence of spelling ability on handwriting production: children with and without dyslexia.

PubMed

Sumner, Emma; Connelly, Vincent; Barnett, Anna L

2014-09-01

Current models of writing do not sufficiently address the complex relationship between the 2 transcription skills: spelling and handwriting. For children with dyslexia and beginning writers, it is conceivable that spelling ability will influence rate of handwriting production. Our aim in this study was to examine execution speed and temporal characteristics of handwriting when completing sentence-copying tasks that are free from composing demands and to determine the predictive value of spelling, pausing, and motor skill on handwriting production. Thirty-one children with dyslexia (Mage = 9 years 4 months) were compared with age-matched and spelling-ability matched children (Mage = 6 years 6 months). A digital writing tablet and Eye and Pen software were used to analyze handwriting. Children with dyslexia were able to execute handwriting at the same speed as the age-matched peers. However, they wrote less overall and paused more frequently while writing, especially within words. Combined spelling ability and within-word pausing accounted for over 76% of the variance in handwriting production of children with dyslexia, demonstrating that productivity relies on spelling capabilities. Motor skill did not significantly predict any additional variance in handwriting production. Reading ability predicted performance of the age-matched group, and pausing predicted performance for the spelling-ability group. The findings from the digital writing tablet highlight the interactive relationship between the transcription skills and how, if spelling is not fully automatized, it can constrain the rate of handwriting production. Practical implications are also addressed, emphasizing the need for more consideration to be given to what common handwriting tasks are assessing as a whole.

Cognitive factors contributing to spelling performance in children with prenatal alcohol exposure.

PubMed

Glass, Leila; Graham, Diana M; Akshoomoff, Natacha; Mattson, Sarah N

2015-11-01

Heavy prenatal alcohol exposure is associated with impaired school functioning. Spelling performance has not been comprehensively evaluated. We examined whether children with heavy prenatal alcohol exposure demonstrate deficits in spelling and related abilities, including reading, and tested whether there are unique underlying mechanisms for observed deficits in this population. Ninety-six school-age children made up 2 groups: children with heavy prenatal alcohol exposure (AE, n = 49) and control children (CON, n = 47). Children completed select subtests from the Wechsler Individual Achievement Test-Second Edition and the NEPSY-II. Group differences and relations between spelling and theoretically related cognitive variables were evaluated using multivariate analysis of variance and Pearson correlations. Hierarchical regression analyses were used to assess contributions of group membership and cognitive variables to spelling performance. The specificity of these deficits and underlying mechanisms was tested by examining the relations between reading ability, group membership, and cognitive variables. Groups differed significantly on all variables. Group membership and phonological processing significantly contributed to spelling performance, whereas for reading, group membership and all cognitive variables contributed significantly. For both reading and spelling, group × working memory interactions revealed that working memory contributed independently only for alcohol-exposed children. Alcohol-exposed children demonstrated a unique pattern of spelling deficits. The relation of working memory to spelling and reading was specific to the AE group, suggesting that if prenatal alcohol exposure is known or suspected, working memory ability should be considered in the development and implementation of explicit instruction. (c) 2015 APA, all rights reserved).

Cognitive Factors Contributing to Spelling Performance in Children with Prenatal Alcohol Exposure

PubMed Central

Glass, Leila; Graham, Diana M.; Akshoomoff, Natacha; Mattson, Sarah N.

2015-01-01

Objective Heavy prenatal alcohol exposure is associated with impaired school functioning. Spelling performance has not been comprehensively evaluated. We examined whether children with heavy prenatal alcohol exposure demonstrate deficits in spelling and related abilities, including reading, and tested whether there are unique underlying mechanisms for observed deficits in this population. Method Ninety-six school-age children comprised two groups: children with heavy prenatal alcohol exposure (AE, n=49) and control children (CON, n=47). Children completed select subtests from the WIAT-II and NEPSY-II. Group differences and relations between spelling and theoretically-related cognitive variables were evaluated using MANOVA and Pearson correlations. Hierarchical regression analyses were utilized to assess contributions of group membership and cognitive variables to spelling performance. The specificity of these deficits and underlying mechanisms was tested by examining the relations between reading ability, group membership, and cognitive variables. Results Groups differed significantly on all variables. Group membership and phonological processing significantly contributed to spelling performance. In addition, a significant group*working memory interaction revealed that working memory independently contributed significantly to spelling only for the AE group. All cognitive variables contributed to reading across groups and a group*working memory interaction revealed that working memory contributed independently to reading only for alcohol-exposed children. Conclusion Alcohol-exposed children demonstrated a unique pattern of spelling deficits. The relation of working memory to spelling and reading was specific to the AE group, suggesting that if prenatal alcohol exposure is known or suspected, working memory ability should be considered in the development and implementation of explicit instruction. PMID:25643217

Spelling Equivalency Awareness

ERIC Educational Resources Information Center

Berk, Barbara; Mazurkiewicz, Albert J.

1976-01-01

Concludes that despite instructional emphasis on one correct spelling, a large segment of the sample populations in this study spell differently from that usually thought correct and that a number of students, teachers, and parents recognize the existence of equally correct alternatives. (RB)

How Do You Spell Friendship? An Intergenerational Spelling Bee.

ERIC Educational Resources Information Center

Connolly, Michael R., Jr.

1993-01-01

Describes a plan for a spelling bee in which both sixth graders and senior citizens participate. Argues that such an activity impresses students with the idea that school learning has practical applications in the lives of adults. (HB)

Cognitive neuropsychological analysis of differential reading and spelling disorder mechanisms in a patient with aphasia.

PubMed

Hashimoto, Kosei; Uno, Akira

2016-06-01

The purpose of this study was to determine if differential reading and spelling mechanisms were involved in a Japanese patient with aphasia. In our case, the patient scored low on all of the administered reading tasks, suggesting that both the reading lexical and non-lexical routes were impaired. In contrast, his writing-to-dictation score for Kana nonwords was high, suggesting that the spelling non-lexical route was intact. However, the patient scored low on a writing-to-dictation task comprised of high-familiarity Kanji words. The spelling lexical route was thought to be impaired. Therefore, the mechanism(s) involved in reading and spelling may differ in this case.

The role of phonology, morphology, and orthography in English and Russian spelling.

PubMed

Boulware-Gooden, Regina; Joshi, R Malatesha; Grigorenko, Elena

2015-05-01

The purpose of the present study was to explore the role of phonology, morphology and orthography in predicting the spelling performance in English-speaking and Russian-speaking children. Tests that tap phonology, morphology and orthography were administered to students in grades 4 and 6 in the USA and Russia. Multiple regression analyses showed that phonology and morphology contributed more for spelling of English words while orthography and morphology contributed more to the spelling of Russian words. The results are explained in terms of the orthographic nature of English and Russian languages as well as the instructional practices and the importance of morphology in spelling in both the languages. Copyright © 2015 John Wiley & Sons, Ltd.

Do reading and spelling share a lexicon?

PubMed

Jones, Angela C; Rawson, Katherine A

2016-05-01

In the reading and spelling literature, an ongoing debate concerns whether reading and spelling share a single orthographic lexicon or rely upon independent lexica. Available evidence tends to support a single lexicon account over an independent lexica account, but evidence is mixed and open to alternative explanation. In the current work, we propose another, largely ignored account--separate-but-shared lexica--according to which reading and spelling have separate orthographic lexica, but information can be shared between them. We report three experiments designed to competitively evaluate these three theoretical accounts. In each experiment, participants learned new words via reading training and/or spelling training. The key manipulation concerned the amount of reading versus spelling practice a given item received. Following training, we assessed both response time and accuracy on final outcome measures of reading and spelling. According to the independent lexica account, final performance in one modality will not be influenced by the level of practice in the other modality. According to the single lexicon account, final performance will depend on the overall amount of practice regardless of modality. According to the separate-but-shared account, final performance will be influenced by the level of practice in both modalities but will benefit more from same-modality practice. Results support the separate-but-shared account, indicating that reading and spelling rely upon separate lexica, but information can be shared between them. Copyright © 2016 Elsevier Inc. All rights reserved.

I Love to Rite! Spelling Checkers in the Writing Classroom.

ERIC Educational Resources Information Center

Eiser, Leslie

1986-01-01

Highlights the advantages of word processors and spelling checkers in improving student writing skills. Explains how spelling checkers work and describes the types of available checkers. Also provides lists of Apple, IBM, and Commodore word processors and checkers. (ML)

Logic and Mnemonics for Demons and Curiosities: Spelling Awareness for Middle- and Secondary-level Students.

ERIC Educational Resources Information Center

Templeton, Shane

1980-01-01

Examines the structural and historical reasons underlying the spelling of certain "demon" words and suggests that the study of these underlying reasons may be one way to improve student spelling competency. (Author/FL)

Rainfall disaggregation for urban hydrology: Effects of spatial consistence

NASA Astrophysics Data System (ADS)

Müller, Hannes; Haberlandt, Uwe

2015-04-01

For urban hydrology rainfall time series with a high temporal resolution are crucial. Observed time series of this kind are very short in most cases, so they cannot be used. On the contrary, time series with lower temporal resolution (daily measurements) exist for much longer periods. The objective is to derive time series with a long duration and a high resolution by disaggregating time series of the non-recording stations with information of time series of the recording stations. The multiplicative random cascade model is a well-known disaggregation model for daily time series. For urban hydrology it is often assumed, that a day consists of only 1280 minutes in total as starting point for the disaggregation process. We introduce a new variant for the cascade model, which is functional without this assumption and also outperforms the existing approach regarding time series characteristics like wet and dry spell duration, average intensity, fraction of dry intervals and extreme value representation. However, in both approaches rainfall time series of different stations are disaggregated without consideration of surrounding stations. This yields in unrealistic spatial patterns of rainfall. We apply a simulated annealing algorithm that has been used successfully for hourly values before. Relative diurnal cycles of the disaggregated time series are resampled to reproduce the spatial dependence of rainfall. To describe spatial dependence we use bivariate characteristics like probability of occurrence, continuity ratio and coefficient of correlation. Investigation area is a sewage system in Northern Germany. We show that the algorithm has the capability to improve spatial dependence. The influence of the chosen disaggregation routine and the spatial dependence on overflow occurrences and volumes of the sewage system will be analyzed.

Shared orthographic neuronal representations for spelling and reading.

PubMed

Purcell, Jeremy J; Jiang, Xiong; Eden, Guinevere F

2017-02-15

A central question in the study of the neural basis of written language is whether reading and spelling utilize shared orthographic representations. While recent studies employing fMRI to test this question report that the left inferior frontal gyrus (IFG) and ventral occipitotemporal cortex (vOTC) are active during both spelling and reading in the same subjects (Purcell et al., 2011a; Rapp and Lipka, 2011), the spatial resolution of fMRI limits the interpretation of these findings. Specifically, it is unknown if the neurons which encode orthography for reading are also involved in spelling of the same words. Here we address this question by employing an event-related functional magnetic resonance imaging-adaptation (fMRI-A) paradigm designed to examine shared orthographic representations across spelling and reading. First, we identified areas that independently showed adaptation to reading, and adaptation to spelling. Then we identified spatial convergence for these two separate maps via a conjunction analysis. Consistent with previous studies (Purcell et al., 2011a; Rapp and Lipka, 2011), this analysis revealed the left dorsal IFG, vOTC and supplementary motor area. To further validate these observations, we then interrogated these regions using an across-task adaptation technique, and found adaptation across reading and spelling in the left dorsal IFG (BA 44/9). Our final analysis focused specifically on the Visual Word Form Area (VWFA) in the vOTC, whose variability in location among subjects requires the use of subject-specific identification mechanisms (Glezer and Riesenhuber, 2013). Using a functional localizer for reading, we defined the VWFA in each subject, and found adaptation effects for both within the spelling and reading conditions, respectively, as well as across spelling and reading. Because none of these effects were observed during a phonological/semantic control condition, we conclude that the left dorsal IFG and VWFA are involved in accessing the same orthography-specific representations for spelling and reading. Copyright © 2016 Elsevier Inc. All rights reserved.

Shared Orthographic Neuronal Representations for Spelling and Reading

PubMed Central

Purcell, Jeremy J.; Jiang, Xiong; Eden, Guinevere F.

2017-01-01

A central question in the study of the neural basis of written language is whether reading and spelling utilize shared orthographic representations. While recent studies employing fMRI to test this question report that the left inferior frontal gyrus (IFG) and ventral occipitotemporal cortex (vOTC) are active during both spelling and reading in the same subjects (Purcell et al., 2011a; Rapp and Lipka, 2011), the spatial resolution of fMRI limits the interpretation of these findings. Specifically, it is unknown if the neurons which encode orthography for reading are also involved in spelling of the same words. Here we address this question by employing an event-related functional magnetic resonance imaging-adaptation (fMRI-A) paradigm designed to examine shared orthographic representations across spelling and reading. First, we identified areas that independently showed adaptation to reading, and adaptation to spelling. Then we identified spatial convergence for these two separate maps via a conjunction analysis. Consistent with previous studies (Purcell et al., 2011a; Rapp and Lipka, 2011), this analysis revealed the left dorsal IFG, vOTC and supplementary motor area. To further validate these observations, we then interrogated these regions using an across-task adaptation technique, and found adaptation across reading and spelling in the left dorsal IFG (BA 44/9). Our final analysis focused specifically on the Visual Word Form Area (VWFA) in the vOTC, whose variability in location among subjects requires the use of subject-specific identification mechanisms (Glezer and Riesenhuber, 2013). Using a functional localizer for reading, we defined the VWFA in each subject, and found adaptation effects for both within the spelling and reading conditions, respectively, as well as across spelling and reading. Because none of these effects were observed during a phonological/semantic control condition, we conclude that the left dorsal IFG and VWFA are involved in accessing the same orthography-specific representations for spelling and reading. PMID:28011250

Morphology and spelling in French students with dyslexia: the case of silent final letters.

PubMed

Quémart, Pauline; Casalis, Séverine

2017-04-01

Spelling is a challenge for individuals with dyslexia. Phoneme-to-grapheme correspondence rules are highly inconsistent in French, which make them very difficult to master, in particular for dyslexics. One recurrent manifestation of this inconsistency is the presence of silent letters at the end of words. Many of these silent letters perform a morphological function. The current study examined whether students with dyslexia (aged between 10 and 15 years) benefit from the morphological status of silent final letters when spelling. We compared, their ability to spell words with silent final letters that are either morphologically justified (e.g., tricot, "knit," where the final "t" is pronounced in morphologically related words such as tricoter, "to knit" and tricoteur "knitter") or not morphologically justified (e.g., effort, "effort") to that of a group of younger children matched for reading and spelling level. Results indicated that the dyslexic students' spelling of silent final letters was impaired in comparison to the control group. Interestingly, morphological status helped the dyslexics improve the accuracy of their choice of final letters, contrary to the control group. This finding provides new evidence of morphological processing in dyslexia during spelling.

Variation and Repetition in the Spelling of Young Children

PubMed Central

Treiman, Rebecca; Decker, Kristina; Kessler, Brett; Pollo, Tatiana

2015-01-01

A number of investigators have suggested that young children, even those do not yet represent the phonological forms of words in their spellings, tend to use different strings of letters for different words. However, empirical evidence that children possess a concept of between-word variation has been weak. In a study by Pollo, Kessler, and Treiman (2009), in fact, prephonological spellers were more likely to write different words in the same way than would be expected on the basis of chance, not less likely. In the present study, preschool-age prephonological and phonological spellers showed a tendency to repeat spellings and parts of spellings that they had recently used. However, even prephonological spellers (mean age 4 years, 8 months) showed more repetition when spelling the same word twice in succession than when spelling different words. The results suggest that children who have not yet learned to use writing to represent the sounds of speech show some knowledge that writing represents words and should thus vary to show differences between them. The results further suggest that in spelling, as in other domains, children have a tendency to repeat recent behaviors. PMID:25637713

Spotlight on Spelling.

ERIC Educational Resources Information Center

Hardin County Board of Education, Elizabethtown, KY.

Word lists and class activities are suggested for improving the spelling of elementary school students. The word lists contain rhyming words, antonyms, synonyms, homonyms, 100 spelling demons, look-alike words that are easily confused, and content area words (for geography, mathematics, science, sports, music, social studies). The suggested…

Growing Up Literate: Spelling and Spatial Relationships.

ERIC Educational Resources Information Center

Staples, Betsy

1984-01-01

Reviews two spelling packages ("Spelldiver" and "Attack of the Spelling Bees") and a reading program ("The Word Bird"), which teaches spatial relationships while encouraging the young reader to read carefully. Includes suggested age(s), hardware needed, current price, manufacturer, distributor, and in-depth evaluation…

Effects of extreme temperatures on cardiovascular emergency hospitalizations in a Mediterranean region: a self-controlled case series study.

PubMed

Ponjoan, Anna; Blanch, Jordi; Alves-Cabratosa, Lia; Martí-Lluch, Ruth; Comas-Cufí, Marc; Parramon, Dídac; Del Mar Garcia-Gil, María; Ramos, Rafel; Petersen, Irene

2017-04-04

Cold spells and heatwaves increase mortality. However little is known about the effect of heatwaves or cold spells on cardiovascular morbidity. This study aims to assess the effect of cold spells and heatwaves on cardiovascular diseases in a Mediterranean region (Catalonia, Southern Europe). We conducted a population-based retrospective study. Data were obtained from the System for the Development of Research in Primary Care and from the Catalan Meteorological Service. The outcome was first emergency hospitalizations due to coronary heart disease, stroke, or heart failure. Exposures were: cold spells; cold spells and 3 or 7 subsequent days; and heatwaves. Incidence rate ratios (IRR) and 95% confidence intervals were calculated using the self-controlled case series method. We accounted for age, time trends, and air pollutants; results were shown by age groups, gender or cardiovascular event type. There were 22,611 cardiovascular hospitalizations in winter and 17,017 in summer between 2006 and 2013. The overall incidence of cardiovascular hospitalizations significantly increased during cold spells (IRR = 1.120; CI 95%: 1.10-1.30) and the effect was even stronger in the 7 days subsequent to the cold spell (IRR = 1.29; CI 95%: 1.22-1.36). Conversely, cardiovascular hospitalizations did not increase during heatwaves, neither in the overall nor in the stratified analysis. Cold spells but not heatwaves, increased the incidence of emergency cardiovascular hospitalizations in Catalonia. The effect of cold spells was greater when including the 7 subsequent days. Such knowledge might be useful to develop strategies to reduce the impact of extreme temperature episodes on human health.

Investigating the impact of atmospheric blocking on temperature extremes across Europe using an objective index

NASA Astrophysics Data System (ADS)

Brunner, Lukas; Steiner, Andrea; Sillmann, Jana

2017-04-01

Atmospheric blocking is a key contributor to European temperature extremes. It leads to stable, long-lasting weather patterns, which favor the development of cold and warm spells. The link between blocking and such temperature extremes differs significantly across Europe. In northern Europe a majority of warm spells are connected to blocking, while cold spells are suppressed during blocked conditions. In southern Europe the opposite picture arises with most cold spells occurring during blocking and warm spells suppressed. Building on earlier work by Brunner et al. (2017) this study aims at a better understanding of the connection between blocking and temperature extremes in Europe. We investigate cold and warm spells with and without blocking in observations from the European daily high-resolution gridded dataset (E-OBS) from 1979 to 2015. We use an objective extreme index (Russo et al. 2015) to identify and compare cold and warm spells across Europe. Our work is lead by the main question: Are cold/warm spells coinciding with blocking different from cold/warm spells during unblocked conditions in regard to duration, extend, or amplitude? Here we present our research question and the study setup, and show first results of our analysis on European temperature extremes. Brunner, L., G. Hegerl, and A. Steiner (2017): Connecting Atmospheric Blocking to European Temperature Extremes in Spring. J. Climate, 30, 585-594, doi: 10.1175/JCLI-D-16-0518.1. Russo, S., J. Sillmann, and E. M. Fischer (2015): Top ten European heatwaves since 1950 and their occurrence in the coming decades. Environ. Res. Lett. 10.12, S. 124003. doi: 10.1088/1748-9326/10/12/124003.

Spelling impairments in Spanish dyslexic adults.

PubMed

Afonso, Olivia; Suárez-Coalla, Paz; Cuetos, Fernando

2015-01-01

Spelling deficits have repeatedly been observed in children with dyslexia. However, the few studies addressing this issue in dyslexic adults have reported contradictory results. We investigated whether Spanish dyslexics show spelling deficits in adulthood and which components of the writing production process might be impaired in developmental dyslexia. In order to evaluate the involvement of the lexical and the sublexical routes of spelling as well as the graphemic buffer, lexical frequency, phonology-to-orthography consistency and word length were manipulated in two writing tasks: a direct copy transcoding task and a spelling-to-dictation task. Results revealed that adults with dyslexia produced longer written latencies, inter-letter intervals, writing durations and more errors than their peers without dyslexia. Moreover, the dyslexics were more affected by lexical frequency and word length than the controls, but both groups showed a similar effect of P-O consistency. Written latencies also revealed that while the dyslexics initiated the response later in the direct copy transcoding task than in the spelling-to-dictation task, the controls showed the opposite pattern. However, the dyslexics were slower than the controls in both tasks. Results were consistent with the hypothesis that spelling difficulties are present in adults with dyslexia, at least in a language with a transparent orthography such as Spanish. These difficulties seem to be associated with a deficit affecting both lexical processing and the ability to maintain information about the serial order of the letters in a word. However, the dyslexic group did not differ from the control group in the application of the P-O conversion procedures. The spelling impairment would be in addition to the reading deficit, leading to poorer performance in direct copy transcoding compared to spelling-to-dictation.

Spelling impairments in Spanish dyslexic adults

PubMed Central

Afonso, Olivia; Suárez-Coalla, Paz; Cuetos, Fernando

2015-01-01

Spelling deficits have repeatedly been observed in children with dyslexia. However, the few studies addressing this issue in dyslexic adults have reported contradictory results. We investigated whether Spanish dyslexics show spelling deficits in adulthood and which components of the writing production process might be impaired in developmental dyslexia. In order to evaluate the involvement of the lexical and the sublexical routes of spelling as well as the graphemic buffer, lexical frequency, phonology-to-orthography consistency and word length were manipulated in two writing tasks: a direct copy transcoding task and a spelling-to-dictation task. Results revealed that adults with dyslexia produced longer written latencies, inter-letter intervals, writing durations and more errors than their peers without dyslexia. Moreover, the dyslexics were more affected by lexical frequency and word length than the controls, but both groups showed a similar effect of P-O consistency. Written latencies also revealed that while the dyslexics initiated the response later in the direct copy transcoding task than in the spelling-to-dictation task, the controls showed the opposite pattern. However, the dyslexics were slower than the controls in both tasks. Results were consistent with the hypothesis that spelling difficulties are present in adults with dyslexia, at least in a language with a transparent orthography such as Spanish. These difficulties seem to be associated with a deficit affecting both lexical processing and the ability to maintain information about the serial order of the letters in a word. However, the dyslexic group did not differ from the control group in the application of the P-O conversion procedures. The spelling impairment would be in addition to the reading deficit, leading to poorer performance in direct copy transcoding compared to spelling-to-dictation. PMID:25941507

Free recall behaviour in children with and without spelling impairment: the impact of working memory subcapacities.

PubMed

Malstädt, Nadine; Hasselhorn, Marcus; Lehmann, Martin

2012-11-01

This study examined supraspan free recall in children with and without spelling impairment. A repeated free recall task involving overt rehearsal and three computer-based adaptive working memory tasks were administered to 54 eight-year-old children. Children without spelling impairments tended to recall more items than did those children with spelling deficits. Video analyses revealed that recall behaviour was similar in impaired and unimpaired children, indicating that both groups applied similar learning activities. Group differences in number of recalled items were attributed to differences in working memory subcapacities between children with and without spelling impairment, especially with regard to central executive and phonological loop functioning. Copyright © 2012 John Wiley & Sons, Ltd.

The Adolescent Dyslexic: Strategies for Spelling.

ERIC Educational Resources Information Center

Stirling, Eileen

1989-01-01

The spelling difficulties of the adolescent dyslexic student are described, and techniques are presented to provide the student with the tools needed to cope with spelling requirements, including the study of vowel sounds, doubling the consonant following a short vowel, root words, and laws of probabilities. (JDD)

Representation of Letter Position in Spelling: Evidence from Acquired Dysgraphia

PubMed Central

Fischer-Baum, Simon; McCloskey, Michael; Rapp, Brenda

2010-01-01

The graphemic representations that underlie spelling performance must encode not only the identities of the letters in a word, but also the positions of the letters. This study investigates how letter position information is represented. We present evidence from two dysgraphic individuals, CM and LSS, who perseverate letters when spelling: that is, letters from previous spelling responses intrude into subsequent responses. The perseverated letters appear more often than expected by chance in the same position in the previous and subsequent responses. We used these errors to address the question of how letter position is represented in spelling. In a series of analyses we determined how often the perseveration errors produced maintain position as defined by a number of alternative theories of letter position encoding proposed in the literature. The analyses provide strong evidence that the grapheme representations used in spelling encode letter position such that position is represented in a graded manner based on distance from both edges of the word. PMID:20378104

The Role of Phonological versus Morphological Skills in the Development of Arabic Spelling: An Intervention Study.

PubMed

Taha, Haitham; Saiegh-Haddad, Elinor

2016-06-01

The current study investigated the contribution of two linguistic intervention programs, phonological and morphological to the development of word spelling among skilled and poor native Arabic readers, in three grades: second, fourth and sixth. The participants were assigned to three experimental groups: morphological intervention, phonological intervention and a non-intervention control group. Phonological awareness, morphological awareness, and spelling abilities were tested before and after the intervention. Participants from both linguistic intervention programs and in all grades made significant progress in linguistic awareness and spelling after the intervention. The results showed that both intervention programs were successful in promoting children's spelling skills in both groups. Also, older poor readers showed a stronger response to the morphological intervention than the older skilled readers. A transfer effect was found with the phonological training contributing to the morphological skills and vice versa. The results of the current study were discussed in the light of developmental and psycholinguistic views of spelling acquisition as well as the characteristics of Arabic language and orthography.

Is Weak Oral Language Associated with Poor Spelling in School-Age Children with Specific Language Impairment, Dyslexia, or Both?

PubMed Central

McCarthy, Jillian H.; Hogan, Tiffany P.; Catts, Hugh W.

2013-01-01

The purpose of this study was to test the hypothesis that word reading accuracy, not oral language, is associated with spelling performance in school-age children. We compared fourth grade spelling accuracy in children with specific language impairment (SLI), dyslexia, or both (SLI/dyslexia) to their typically developing grade-matched peers. Results of the study revealed that children with SLI performed similarly to their typically developing peers on a single word spelling task. Alternatively, those with dyslexia and SLI/dyslexia evidenced poor spelling accuracy. Errors made by both those with dyslexia and SLI/dyslexia were characterized by numerous phonologic, orthographic, and semantic errors. Cumulative results support the hypothesis that word reading accuracy, not oral language, is associated with spelling performance in typically developing school-age children and their peers with SLI and dyslexia. Findings are provided as further support for the notion that SLI and dyslexia are distinct, yet co-morbid, developmental disorders. PMID:22876769

Context-Sensitive Spelling Correction of Consumer-Generated Content on Health Care

PubMed Central

Chen, Rudan; Zhao, Xianyang; Xu, Wei; Cheng, Wenqing; Lin, Simon

2015-01-01

Background Consumer-generated content, such as postings on social media websites, can serve as an ideal source of information for studying health care from a consumer’s perspective. However, consumer-generated content on health care topics often contains spelling errors, which, if not corrected, will be obstacles for downstream computer-based text analysis. Objective In this study, we proposed a framework with a spelling correction system designed for consumer-generated content and a novel ontology-based evaluation system which was used to efficiently assess the correction quality. Additionally, we emphasized the importance of context sensitivity in the correction process, and demonstrated why correction methods designed for electronic medical records (EMRs) failed to perform well with consumer-generated content. Methods First, we developed our spelling correction system based on Google Spell Checker. The system processed postings acquired from MedHelp, a biomedical bulletin board system (BBS), and saved misspelled words (eg, sertaline) and corresponding corrected words (eg, sertraline) into two separate sets. Second, to reduce the number of words needing manual examination in the evaluation process, we respectively matched the words in the two sets with terms in two biomedical ontologies: RxNorm and Systematized Nomenclature of Medicine -- Clinical Terms (SNOMED CT). The ratio of words which could be matched and appropriately corrected was used to evaluate the correction system’s overall performance. Third, we categorized the misspelled words according to the types of spelling errors. Finally, we calculated the ratio of abbreviations in the postings, which remarkably differed between EMRs and consumer-generated content and could largely influence the overall performance of spelling checkers. Results An uncorrected word and the corresponding corrected word was called a spelling pair, and the two words in the spelling pair were its members. In our study, there were 271 spelling pairs detected, among which 58 (21.4%) pairs had one or two members matched in the selected ontologies. The ratio of appropriate correction in the 271 overall spelling errors was 85.2% (231/271). The ratio of that in the 58 spelling pairs was 86% (50/58), close to the overall ratio. We also found that linguistic errors took up 31.4% (85/271) of all errors detected, and only 0.98% (210/21,358) of words in the postings were abbreviations, which was much lower than the ratio in the EMRs (33.6%). Conclusions We conclude that our system can accurately correct spelling errors in consumer-generated content. Context sensitivity is indispensable in the correction process. Additionally, it can be confirmed that consumer-generated content differs from EMRs in that consumers seldom use abbreviations. Also, the evaluation method, taking advantage of biomedical ontology, can effectively estimate the accuracy of the correction system and reduce manual examination time. PMID:26232246

Context-Sensitive Spelling Correction of Consumer-Generated Content on Health Care.

PubMed

Zhou, Xiaofang; Zheng, An; Yin, Jiaheng; Chen, Rudan; Zhao, Xianyang; Xu, Wei; Cheng, Wenqing; Xia, Tian; Lin, Simon

2015-07-31

Consumer-generated content, such as postings on social media websites, can serve as an ideal source of information for studying health care from a consumer's perspective. However, consumer-generated content on health care topics often contains spelling errors, which, if not corrected, will be obstacles for downstream computer-based text analysis. In this study, we proposed a framework with a spelling correction system designed for consumer-generated content and a novel ontology-based evaluation system which was used to efficiently assess the correction quality. Additionally, we emphasized the importance of context sensitivity in the correction process, and demonstrated why correction methods designed for electronic medical records (EMRs) failed to perform well with consumer-generated content. First, we developed our spelling correction system based on Google Spell Checker. The system processed postings acquired from MedHelp, a biomedical bulletin board system (BBS), and saved misspelled words (eg, sertaline) and corresponding corrected words (eg, sertraline) into two separate sets. Second, to reduce the number of words needing manual examination in the evaluation process, we respectively matched the words in the two sets with terms in two biomedical ontologies: RxNorm and Systematized Nomenclature of Medicine -- Clinical Terms (SNOMED CT). The ratio of words which could be matched and appropriately corrected was used to evaluate the correction system's overall performance. Third, we categorized the misspelled words according to the types of spelling errors. Finally, we calculated the ratio of abbreviations in the postings, which remarkably differed between EMRs and consumer-generated content and could largely influence the overall performance of spelling checkers. An uncorrected word and the corresponding corrected word was called a spelling pair, and the two words in the spelling pair were its members. In our study, there were 271 spelling pairs detected, among which 58 (21.4%) pairs had one or two members matched in the selected ontologies. The ratio of appropriate correction in the 271 overall spelling errors was 85.2% (231/271). The ratio of that in the 58 spelling pairs was 86% (50/58), close to the overall ratio. We also found that linguistic errors took up 31.4% (85/271) of all errors detected, and only 0.98% (210/21,358) of words in the postings were abbreviations, which was much lower than the ratio in the EMRs (33.6%). We conclude that our system can accurately correct spelling errors in consumer-generated content. Context sensitivity is indispensable in the correction process. Additionally, it can be confirmed that consumer-generated content differs from EMRs in that consumers seldom use abbreviations. Also, the evaluation method, taking advantage of biomedical ontology, can effectively estimate the accuracy of the correction system and reduce manual examination time.

Comparison of students from private and public schools on the spelling performance.

PubMed

Silva, Nathane Sanches Marques; Crenitte, Patrícia Abreu Pinheiro

2015-01-01

To compare the spelling ability of schoolchildren from the fourth to sixth grades of the elementary schools in the private and public schools of Bauru, São Paulo, and to verify whether errors are overcome as studies progress and the hierarchy of errors as to how often they occur. A dictation was applied to 384 schoolchildren: 206 from the private schools: 74 were at the fourth grade, 65 at the fifth grade, and 67 at the sixth grade; and 178 from the public schools; 56 at the fourth grade, 63 at the fifth grade, and 59 at the sixth grade of elementary school. Student's t test was used. In comparison of total spelling errors score, difference was found among the fourth and sixth grades of the private and public schools. Spelling errors decreased as education progressed, and those related to language irregularities were more common. Spelling ability and performance of students from the private and public schools are not similar in the fourth and sixth grades, but it is in the fifth grade. Spelling errors are gradually overcome as education progresses; however, this overcome rate was considerable between the fourth and fifth grades in the public schools. Decrease in the types of spelling errors follows a hierarchy of categories: phoneme/grapheme conversion, simple contextual rules, complex contextual rules, and language irregularities. Finally, the most common type of spelling error found was that related to language irregularities.

Brain activation in teenagers with isolated spelling disorder during tasks involving spelling assessment and comparison of pseudowords. fMRI study.

PubMed

Borkowska, Aneta Rita; Francuz, Piotr; Soluch, Paweł; Wolak, Tomasz

2014-10-01

The present study aimed at defining the specific traits of brain activation in teenagers with isolated spelling disorder in comparison with good spellers. fMRI examination was performed where the subject's task involved taking a decision 1/whether the visually presented words were spelled correctly or not (the orthographic decision task), and 2/whether the two presented letters strings (pseudowords) were identical or not (the visual decision task). Half of the displays showing meaningful words with an orthographic difficulty contained pairs with both words spelled correctly, and half of them contained one misspelled word. Half of the pseudowords were identical, half of them were not. The participants of the study included 15 individuals with isolated spelling disorder and 14 good spellers, aged 13-15. The results demonstrated that the essential differences in brain activation between teenagers with isolated spelling disorder and good spellers were found in the left inferior frontal gyrus, left medial frontal gyrus and right cerebellum posterior lobe, i.e. structures important for language processes, working memory and automaticity of behaviour. Spelling disorder is not only an effect of language dysfunction, it could be a symptom of difficulties in learning and automaticity of motor and visual shapes of written words, rapid information processing as well as automating use of orthographic lexicon. Copyright © 2013 The Japanese Society of Child Neurology. Published by Elsevier B.V. All rights reserved.

A stochastical event-based continuous time step rainfall generator based on Poisson rectangular pulse and microcanonical random cascade models

NASA Astrophysics Data System (ADS)

Pohle, Ina; Niebisch, Michael; Zha, Tingting; Schümberg, Sabine; Müller, Hannes; Maurer, Thomas; Hinz, Christoph

2017-04-01

Rainfall variability within a storm is of major importance for fast hydrological processes, e.g. surface runoff, erosion and solute dissipation from surface soils. To investigate and simulate the impacts of within-storm variabilities on these processes, long time series of rainfall with high resolution are required. Yet, observed precipitation records of hourly or higher resolution are in most cases available only for a small number of stations and only for a few years. To obtain long time series of alternating rainfall events and interstorm periods while conserving the statistics of observed rainfall events, the Poisson model can be used. Multiplicative microcanonical random cascades have been widely applied to disaggregate rainfall time series from coarse to fine temporal resolution. We present a new coupling approach of the Poisson rectangular pulse model and the multiplicative microcanonical random cascade model that preserves the characteristics of rainfall events as well as inter-storm periods. In the first step, a Poisson rectangular pulse model is applied to generate discrete rainfall events (duration and mean intensity) and inter-storm periods (duration). The rainfall events are subsequently disaggregated to high-resolution time series (user-specified, e.g. 10 min resolution) by a multiplicative microcanonical random cascade model. One of the challenges of coupling these models is to parameterize the cascade model for the event durations generated by the Poisson model. In fact, the cascade model is best suited to downscale rainfall data with constant time step such as daily precipitation data. Without starting from a fixed time step duration (e.g. daily), the disaggregation of events requires some modifications of the multiplicative microcanonical random cascade model proposed by Olsson (1998): Firstly, the parameterization of the cascade model for events of different durations requires continuous functions for the probabilities of the multiplicative weights, which we implemented through sigmoid functions. Secondly, the branching of the first and last box is constrained to preserve the rainfall event durations generated by the Poisson rectangular pulse model. The event-based continuous time step rainfall generator has been developed and tested using 10 min and hourly rainfall data of four stations in North-Eastern Germany. The model performs well in comparison to observed rainfall in terms of event durations and mean event intensities as well as wet spell and dry spell durations. It is currently being tested using data from other stations across Germany and in different climate zones. Furthermore, the rainfall event generator is being applied in modelling approaches aimed at understanding the impact of rainfall variability on hydrological processes. Reference Olsson, J.: Evaluation of a scaling cascade model for temporal rainfall disaggregation, Hydrology and Earth System Sciences, 2, 19.30

Verbal and Nonverbal Predictors of Spelling Performance

ERIC Educational Resources Information Center

Sadoski, Mark; Willson, Victor L.; Holcomb, Angelia; Boulware-Gooden, Regina

2005-01-01

Verbal and nonverbal predictors of spelling performance in Grades 1-12 were investigated using the national norming data from a standardized spelling test. Verbal variables included number of letters, phonemes, syllables, digraphs, blends, silent markers, r-controlled vowels, and the proportion of grapheme-phoneme correspondence. The nonverbal…

Beyond Recipe: Leading Edges for Teaching Spelling.

ERIC Educational Resources Information Center

Garmston, Robert; Zimmerman, Diane

A good spelling teacher teaches by "taste" rather than by "recipe": instead of strictly adhering to procedural outlines, good teachers alter their lessons according to students' needs. In addition, good teachers: (1) recognize the importance of visualization for spelling; (2) understand the two kinds of visualization--for…

Fostering Lifelong Spellers through Meaningful Experiences

ERIC Educational Resources Information Center

Alderman, Gary L.; Green, Susan K.

2011-01-01

Spelling proficiency is crucial to young students' feelings of success and an important part of overall literacy. In fact, poor performance in spelling often reduces motivation for general literacy. Unfortunately, spelling instruction is often inconsistent in elementary schools. Using Achievement Goal Theory, the authors describe how students'…

Effective Spelling Strategies for Students with Dyslexia in Hong Kong Secondary Schools

ERIC Educational Resources Information Center

Wai, Nicole; Chan, Ying; Zhang, Kaili Chen

2014-01-01

This study examines the effectiveness of five spelling strategies used to teach junior secondary school students with dyslexia. Participants were 30 secondary school teachers in Hong Kong. The teachers commented on five spelling strategies: the phonological strategy, an integration of phonological and orthographical strategies, the rule-based…

Genes for Reading and Spelling

ERIC Educational Resources Information Center

Bates, Timothy C.

2006-01-01

This article reviews research on the behavioral and molecular genetics of reading and, where available, spelling. Recent research is summarized, suggesting that reading and spelling appear to share a common genetic basis, and that dyslexia lies on a genetic continuum with normal variance in reading skill. Research also suggests that while many of…

Welsh Bilinguals' English Spelling: An Error Analysis.

ERIC Educational Resources Information Center

James, Carl; And Others

1993-01-01

The extent to which the second-language English spelling of young Welsh-English bilinguals is systematically idiosyncratic was examined from free compositions written by 10- to 11-year-old children. A model is presented of the second-language spelling process in the form of a "decision tree." (Contains 29 references.) (Author/LB)

Spelling across the Curriculum.

ERIC Educational Resources Information Center

Fowler, Elaine D.

There are many reasons for teachers' reluctance to address the issue of spelling content area vocabulary words; however, content vocabulary word spelling need not be ignored because of time constraints, boredom, or lack of knowledge on the teacher's part any longer. A method which can be utilized is an adaption of "Scratch, Scribble and…

Searching Linguistics for Cues for the Teaching of Spelling.

ERIC Educational Resources Information Center

Hodges, Richard E.; Rudorf, E. Hugh

1965-01-01

Although spelling instruction has traditionally treated almost every spelling word as requiring a separate learning act, recent research indicates that over 90% of American-English orthography actually is determined by a set of rules for unit phoneme-grapheme relationships, based with decreasing productivity upon three levels of…

Children Use Vowels to Help Them Spell Consonants

ERIC Educational Resources Information Center

Hayes, Heather; Treiman, Rebecca; Kessler, Brett

2006-01-01

English spelling is highly inconsistent in terms of simple sound-to-spelling correspondences but is more consistent when context is taken into account. For example, the choice between "ch" and "tch" is determined by the preceding vowel ("coach," "roach" vs. "catch," "hatch"). We investigated children's sensitivity to vowel context when spelling…

Spelling: Do the Eyes Have It?

ERIC Educational Resources Information Center

Westwood, Peter

2015-01-01

This paper explores the question of whether the ability to spell depends mainly on visual perception and visual imagery, or on other equally important auditory, cognitive, and motor processes. The writer examines the evidence suggesting that accurate spelling draws on a combination of visual processing, visual memory, phonological awareness,…

The Relationship between Reading, Writing, and Spelling.

ERIC Educational Resources Information Center

Keegan, Jill

This paper asks whether there is a relationship between reading, writing, and spelling, whether these subjects should be taught together or separately. A review of the literature found that many theorists saw a strong relationship between just reading and writing, while others believed spelling belonged with these. The consensus of researchers was…

Single or Dual Representations for Reading and Spelling?

ERIC Educational Resources Information Center

Holmes, Virginia M.; Babauta, Mariko L.

2005-01-01

Neuropsychological models postulate that the memory representation acquired for use in reading words is separate from the one acquired for use in spelling, while developmental models assume that the same representation is developed for access in both reading and spelling. The dual-representation model contends that there is often more precise…

Spelling in Adults: The Combined Influences of Language Skills and Reading Experience

ERIC Educational Resources Information Center

Burt, Jennifer S.

2006-01-01

One hundred and twelve university students completed 7 tests assessing word-reading accuracy, print exposure, phonological sensitivity, phonological coding and knowledge of English morphology as predictors of spelling accuracy. Together the tests accounted for 71% of the variance in spelling, with phonological skills and morphological knowledge…

An Outline of English Spelling. Technical Report 55.

ERIC Educational Resources Information Center

Russell, Paula

The purpose of this booklet is to provide a definition of phonological and morphological principles governing the English spelling system. Included in the discussion are an exhaustive list of sound-to-spelling correspondences, lists of common prefixes and suffixes, and rules for combining affixes with base morphemes. Charts provided outline…

Teaching Spelling: Which Strategies Work Best.

ERIC Educational Resources Information Center

Angelisi, Mary Ann

In a third-grade classroom, a 3-week-long study was conducted on the pros, cons, and effects of three particular spelling strategies and activities. By focusing on two specific spelling strategies--phonemic awareness and word identification--the study hoped to indicate that conventional rote learning, drilling, and memorization do not help…

The Spelling Skills of French-Speaking Dyslexic Children

ERIC Educational Resources Information Center

Plisson, Anne; Daigle, Daniel; Montesinos-Gelet, Isabelle

2013-01-01

Learning to spell is very difficult for dyslexic children, a phenomenon explained by a deficit in processing phonological information. However, to spell correctly in an alphabetic language such as French, phonological knowledge is not enough. Indeed, the French written system requires the speller to acquire visuo-orthographical and morphological…

Validating a Spanish Developmental Spelling Test.

ERIC Educational Resources Information Center

Ferroli, Lou; Krajenta, Marilyn

The creation and validation of a Spanish version of an English developmental spelling test (DST) is described. An introductory section reviews related literature on the rationale for and construction of DSTs, spelling development in the early grades, and Spanish-English bilingual education. Differences between the English and Spanish test versions…

Effective Spelling Instruction for Students with Learning Disabilities

ERIC Educational Resources Information Center

Sayeski, Kristin L.

2011-01-01

Difficulty with spelling is a perennial challenge for students with learning disabilities. Several decades of research, however, have identified both fundamental linguistic concepts and instructional approaches that, when understood by a teacher, can be applied to teach students with learning disabilities to spell. In this article, a brief history…

Computer Language Settings and Canadian Spellings

ERIC Educational Resources Information Center

Shuttleworth, Roger

2011-01-01

The language settings used on personal computers interact with the spell-checker in Microsoft Word, which directly affects the flagging of spellings that are deemed incorrect. This study examined the language settings of personal computers owned by a group of Canadian university students. Of 21 computers examined, only eight had their Windows…

Orthographic Consistency Affects Spoken Word Recognition at Different Grain-Sizes

ERIC Educational Resources Information Center

Dich, Nadya

2014-01-01

A number of previous studies found that the consistency of sound-to-spelling mappings (feedback consistency) affects spoken word recognition. In auditory lexical decision experiments, words that can only be spelled one way are recognized faster than words with multiple potential spellings. Previous studies demonstrated this by manipulating…

Vowel Representations in the Invented Spellings of Spanish-English Bilingual Kindergartners

ERIC Educational Resources Information Center

Raynolds, Laura B.; Uhry, Joanna K.; Brunner, Jessica

2013-01-01

The study compared the invented spelling of vowels in kindergarten native Spanish speaking children with that of English monolinguals. It examined whether, after receiving phonics instruction for short vowels, the spelling of native Spanish-speaking kindergartners would contain phonological errors that were influenced by their first language.…

Research on Handwriting and Spelling.

ERIC Educational Resources Information Center

Horn, Thomas D., Ed.

In this collection of articles, the results of recent research in handwriting and spelling are reported and evaluated in the perspective of studies done over the past 50 years. The articles included are "Handwriting and Spelling: Their Current Status in the Language Arts Curriculum,""Handwriting Research" ("Movement and Quality" and "Style and…

Techniques for Improving Spelling Performance.

ERIC Educational Resources Information Center

Saylor, Paul

Improving spelling performance of college students is a question of insuring that the correct information is in long-term memory and readily retrievable. Any system of spelling instruction should recognize the capacity limits of the sensory register and short-term memory; provide for identification of and concentration on the distinctive features…

ERPs While Judging Meaningfulness of Sentences with and without Homonym or Morpheme Spelling Foils: Comparing 4th to 9th Graders with and without Spelling Disabilities

PubMed Central

Richards, Todd; Pettet, Mark; Askren, Katie; Grabowski, Tom; Yagle, Kevin; Wallis, Peter; Northey, Mary; Abbott, Robert; Berninger, Virginia

2016-01-01

Thirteen students with and twelve students without spelling disabilities judged whether sentences (1/3 all correct spellings, 1/3 with homonym foil, 1/3 with morpheme foil) were meaningful while event-related potentials (ERPs) were measured with EGI Geodesic EEG System 300 (128-channel hydro-cell nets). For N400, Rapid Automatic Switching (RAS) correlated with comprehending sentences with homonym foils in control group but with morpheme foils in SLD group. For P600, dictated spelling correlated with comprehending sentences with morpheme foils in the control group but solving anagrams with homonym foils in the SLD group. Educational significance and neuropsychological significance of these contrasting results are discussed. PMID:28657362

The write way to spell: printing vs. typing effects on orthographic learning

PubMed Central

Ouellette, Gene; Tims, Talisa

2014-01-01

Prior research has shown superior orthographic learning resulting from spelling practice relative to repeated reading. One mechanism proposed to underlie this advantage of spelling in establishing detailed orthographic representations in memory is the motoric component of the manual movements evoked in printing or writing. This study investigated this contention directly by testing the effects of typing vs. printing on the orthographic learning achieved through spelling practice, and further evaluated whether practice modality interacts with pre-existing individual characteristics. Forty students in grade 2 (mean age 7 years 5 months) were introduced to 10 novel non-words. Some of the students practiced spelling the items by printing, while the others practiced spelling them on a keyboard. Participants were tested for recognition and spelling of these items 1 and 7 days later. Results revealed high rates of orthographic learning with no main effects of practice modality, testing time, or post-test modality. Hierarchical regression analyses revealed an interaction between typing proficiency and practice modality, such that pre-existing keyboarding skills constrained or facilitated learning within the typing-practice group. A similar interaction was not found between printing skills and learning within the printing group. Results are discussed with reference to both prominent reading theory and educational applications. PMID:24592247

Predicting Handwriting Difficulties Through Spelling Processes.

PubMed

Rodríguez, Cristina; Villarroel, Rebeca

This study examined whether spelling tasks contribute to the prediction of the handwriting status of children with poor and good handwriting skills in a cross-sectional study with 276 Spanish children from Grades 1 and 3. The main hypothesis was that the spelling tasks would predict the handwriting status of the children, although this influence would decrease with age due to a gradual automatization of handwriting skills. The results confirmed this hypothesis. Another interesting result was that the pattern of pseudoword and irregular word spellings as predictors of handwriting status changed from Grade 1 to Grade 3. In Grade 1, the pseudoword spelling task made a significant contribution, whereas the irregular word spelling task did not. The opposite pattern was found in Grade 3. These results may be a consequence of progressive acquisition of orthographic representations. The orthographic role of the task of writing the alphabet in order from memory in the prediction model was also analyzed. The writing of the alphabet in order from memory task made a significant contribution to the prediction of handwriting status of the children beyond the orthographic influence of spelling tasks. The additional effect of this task on the prediction of handwriting status is presumably due to the fact that this measure is based on fluency.

Contributions of Emergent Literacy Skills to Name Writing, Letter Writing, and Spelling in Preschool Children

PubMed Central

Puranik, Cynthia S.; Lonigan, Christopher J.; Kim, Young-Suk

2011-01-01

The purpose of this study was to examine which emergent literacy skills contribute to preschool children’s emergent writing (name-writing, letter-writing, and spelling) skills. Emergent reading and writing tasks were administered to 296 preschool children aged 4–5 years. Print knowledge and letter-writing skills made positive contributions to name writing; whereas alphabet knowledge, print knowledge, and name writing made positive contributions to letter writing. Both name-writing and letter-writing skills made significant contributions to the prediction of spelling after controlling for age, parental education, print knowledge, phonological awareness, and letter-name and letter-sound knowledge; however, only letter-writing abilities made a significant unique contribution to the prediction of spelling when both letter-writing and name-writing skills were considered together. Name writing reflects knowledge of some letters rather than a broader knowledge of letters that may be needed to support early spelling. Children’s letter-writing skills may be a better indicator of children’s emergent literacy and developing spelling skills than are their name-writing skills at the end of the preschool year. Spelling is a developmentally complex skill beginning in preschool and includes letter writing and blending skills, print knowledge, and letter-name and letter-sound knowledge. PMID:21927537

Strategic deployment of orthographic knowledge in phoneme detection.

PubMed

Cutler, Anne; Treiman, Rebecca; van Ooijen, Brit

2010-01-01

The phoneme detection task is widely used in spoken-word recognition research. Alphabetically literate participants, however, are more used to explicit representations of letters than of phonemes. The present study explored whether phoneme detection is sensitive to how target phonemes are, or may be, orthographically realized. Listeners detected the target sounds [b, m, t, f, s, k] in word-initial position in sequences of isolated English words. Response times were faster to the targets [b, m, t], which have consistent word-initial spelling, than to the targets [f, s, k], which are inconsistently spelled, but only when spelling was rendered salient by the presence in the experiment of many irregularly spelled filler words. Within the inconsistent targets [f, s, k], there was no significant difference between responses to targets in words with more usual (foam, seed, cattle) versus less usual (phone, cede, kettle) spellings. Phoneme detection is thus not necessarily sensitive to orthographic effects; knowledge of spelling stored in the lexical representations of words does not automatically become available as word candidates are activated. However, salient orthographic manipulations in experimental input can induce such sensitivity. We attribute this to listeners' experience of the value of spelling in everyday situations that encourage phonemic decisions (such as learning new names).

Operational water management of Rijnland water system and pilot of ensemble forecasting system for flood control

NASA Astrophysics Data System (ADS)

van der Zwan, Rene

2013-04-01

The Rijnland water system is situated in the western part of the Netherlands, and is a low-lying area of which 90% is below sea-level. The area covers 1,100 square kilometres, where 1.3 million people live, work, travel and enjoy leisure. The District Water Control Board of Rijnland is responsible for flood defence, water quantity and quality management. This includes design and maintenance of flood defence structures, control of regulating structures for an adequate water level management, and waste water treatment. For water quantity management Rijnland uses, besides an online monitoring network for collecting water level and precipitation data, a real time control decision support system. This decision support system consists of deterministic hydro-meteorological forecasts with a 24-hr forecast horizon, coupled with a control module that provides optimal operation schedules for the storage basin pumping stations. The uncertainty of the rainfall forecast is not forwarded in the hydrological prediction. At this moment 65% of the pumping capacity of the storage basin pumping stations can be automatically controlled by the decision control system. Within 5 years, after renovation of two other pumping stations, the total capacity of 200 m3/s will be automatically controlled. In critical conditions there is a need of both a longer forecast horizon and a probabilistic forecast. Therefore ensemble precipitation forecasts of the ECMWF are already consulted off-line during dry-spells, and Rijnland is running a pilot operational system providing 10-day water level ensemble forecasts. The use of EPS during dry-spells and the findings of the pilot will be presented. Challenges and next steps towards on-line implementation of ensemble forecasts for risk-based operational management of the Rijnland water system will be discussed. An important element in that discussion is the question: will policy and decision makers, operator and citizens adapt this Anticipatory Water management, including temporary lower storage basin levels and a reduction in extra investments for infrastructural measures.

Multi-site precipitation downscaling using a stochastic weather generator

NASA Astrophysics Data System (ADS)

Chen, Jie; Chen, Hua; Guo, Shenglian

2018-03-01

Statistical downscaling is an efficient way to solve the spatiotemporal mismatch between climate model outputs and the data requirements of hydrological models. However, the most commonly-used downscaling method only produces climate change scenarios for a specific site or watershed average, which is unable to drive distributed hydrological models to study the spatial variability of climate change impacts. By coupling a single-site downscaling method and a multi-site weather generator, this study proposes a multi-site downscaling approach for hydrological climate change impact studies. Multi-site downscaling is done in two stages. The first stage involves spatially downscaling climate model-simulated monthly precipitation from grid scale to a specific site using a quantile mapping method, and the second stage involves the temporal disaggregating of monthly precipitation to daily values by adjusting the parameters of a multi-site weather generator. The inter-station correlation is specifically considered using a distribution-free approach along with an iterative algorithm. The performance of the downscaling approach is illustrated using a 10-station watershed as an example. The precipitation time series derived from the National Centers for Environment Prediction (NCEP) reanalysis dataset is used as the climate model simulation. The precipitation time series of each station is divided into 30 odd years for calibration and 29 even years for validation. Several metrics, including the frequencies of wet and dry spells and statistics of the daily, monthly and annual precipitation are used as criteria to evaluate the multi-site downscaling approach. The results show that the frequencies of wet and dry spells are well reproduced for all stations. In addition, the multi-site downscaling approach performs well with respect to reproducing precipitation statistics, especially at monthly and annual timescales. The remaining biases mainly result from the non-stationarity of NCEP precipitation. Overall, the proposed approach is efficient for generating multi-site climate change scenarios that can be used to investigate the spatial variability of climate change impacts on hydrology.

Assessing the performance and reliability of PERSIANN-CDR satellite-based rainfall estimates over Spain: case study of rainfall Dry Spell Lengths (DSL)

NASA Astrophysics Data System (ADS)

Garcia Galiano, S. G.; Giraldo Osorio, J. D.; Nguyen, P.; Hsu, K. L.; Braithwaite, D.; Olmos, P.; Sorooshian, S.

2015-12-01

Studying Spain's long-term variability and changing trends in rainfall, due to its unique position in the Mediterranean basin (i.e., the latitudinal gradient from North to South and its orographic variation), can provide a valuable insight into how hydroclimatology of the region has changed. A recently released high resolution satellite-based global daily precipitation climate dataset PERSIANN-CDR (Precipitation Estimation from Remotely Sensed Information using Artificial Neural Network - Climate Data Record), provided the opportunity to conduct such study. It covers the period 01/01/1983 - to date, at 0.25° resolution. In areas without a dense network of rain-gauges, the PERSIANN-CDR dataset could be useful for identifying the reliability of regional climate models (RCMs), in order to build robust RCMs ensemble for reducing the uncertainties in the climate and hydrological projections. However, before using this data set for RCM evaluation, an assessment of performance of PERSIANN-CDR dataset against in-situ observations is necessary. The high-resolution gridded daily rain-gauge dataset, named Spain02, was employed in this study. The variable Dry Spell Lengths (DSL) considering 1 mm and 10 mm as thresholds of daily rainfall, and the time period 1988-2007 was defined for the study. A procedure for improving the consistency and homogeneity between the two datasets was applied. The assessment is based on distributional similarity and the well-known statistical tests (Smirnov-Kolmogorov of two samples and Chi-Square) are used as fitting criteria. The results demonstrate good fit of PERSIANN-CDR over whole Spain, for threshold 10 mm/day. However, for threshold 1 mm/day PERSIANN-CDR compares well with Spain02 dataset for areas with high values of rainfall (North of Spain); while in semiarid areas (South East of Spain) there is strong overestimation of short DSLs. Overall, PERSIANN-CDR demonstrate its robustness in the simulation of DSLs for the highest thresholds.

Applying Customized Climate Advisory Information to Translate Extreme Rainfall Events into Farming Options in the Sudan-Sahel of West Africa

NASA Astrophysics Data System (ADS)

Salack, S.; Worou, N. O.; Sanfo, S.; Nikiema, M. P.; Boubacar, I.; Paturel, J. E.; Tondoh, E. J.

2017-12-01

In West Africa, the risk of food insecurity linked to the low productivity of small holder farming increases as a result of rainfall extremes. In its recent evolution, the rainy season in the Sudan-Sahel zone presents mixed patterns of extreme climatic events. In addition to intense rain events, the distribution of events is associated with pockets of intra-seasonal long dry spells. The negative consequences of these mixed patterns are obvious on the farm: soil water logging, erosion of arable land, dwartness and dessication of crops, and loss in production. The capacity of local farming communities to respond accordingly to rainfall extreme events is often constrained by lack of access to climate information and advisory on smart crop management practices that can help translate extreme rainfall events into farming options. The objective of this work is to expose the framework and the pre-liminary results of a scheme that customizes climate-advisory information package delivery to subsistence farmers in Bakel (Senegal), Ouahigouya & Dano (Burkina Faso) and Bolgatanga (Ghana) for sustainable family agriculture. The package is based on the provision of timely climate information (48-hours, dekadal & seasonal) embedded with smart crop management practices to explore and exploite the potential advantage of intense rainfall and extreme dry spells in millet, maize, sorghum and cowpea farming communities. It is sent via mobile phones and used on selected farms (i.e agro-climatic farm schools) on which some small on-farm infrastructure were built to alleviate negative impacts of weather. Results provide prominent insight on how co-production of weather/climate information, customized access and guidiance on its use can induce fast learning (capacity building of actors), motivation for adaptation, sustainability, potential changes in cropping system, yields and family income in the face of a rainfall extremes at local scales of Sudan-Sahel of West Africa. Keywords: Climate Information, Smart Practices, Farming Options, Agro-Climatic Farm Schools, Sudan-Sahel

Augmentation of spelling therapy with transcranial direct current stimulation in primary progressive aphasia: Preliminary results and challenges.

PubMed

Tsapkini, Kyrana; Frangakis, Constantine; Gomez, Yessenia; Davis, Cameron; Hillis, Argye E

Primary progressive aphasia (PPA) is a neurodegenerative disease that primarily affects language functions and often begins in the fifth or sixth decade of life. The devastating effects on work and family life call for the investigation of treatment alternatives. In this article, we present new data indicating that neuromodulatory treatment, using transcranial direct current stimulation (tDCS) combined with a spelling intervention, shows some promise for maintaining or even improving language, at least temporarily, in PPA. The main aim of the present article is to determine whether tDCS plus spelling intervention is more effective than spelling intervention alone in treating written language in PPA. We also asked whether the effects of tDCS are sustained longer than the effects of spelling intervention alone. We present data from six PPA participants who underwent anodal tDCS or sham plus spelling intervention in a within-subject crossover design. Each stimulation condition lasted 3 weeks or a total of 15 sessions with a 2-month interval in between. Participants were evaluated on treatment tasks as well as on other language and cognitive tasks at 2-week and 2-month follow-up intervals after each stimulation condition. All participants showed improvement in spelling (with sham or tDCS). There was no difference in the treated items between the two conditions. There was, however, consistent and significant improvement for untrained items only in the tDCS plus spelling intervention condition. Furthermore, the improvement lasted longer in the tDCS plus spelling intervention condition compared to sham plus spelling intervention condition. Neuromodulation with tDCS offers promise as a means of augmenting language therapy to improve written language function at least temporarily in PPA. The consistent finding of generalisation of treatment benefits to untreated items and the superior sustainability of treatment effects with tDCS justifies further investigations. However, the small sample size still requires caution in interpretation. Present interventions need to be optimised, and particular challenges, such as ways to account for the variable effect of degeneration in each individual, are discussed.

Investigation of basic cognitive predictors of reading and spelling abilities in Tunisian third-grade primary school children.

PubMed

Batnini, Soulef; Uno, Akira

2015-06-01

This study investigated first the main cognitive abilities; phonological processing, visual cognition, automatization and receptive vocabulary in predicting reading and spelling abilities in Arabic. Second, we compared good/poor readers and spellers to detect the characteristics of cognitive predictors which contribute to identifying reading and spelling difficulties in Arabic speaking children. A sample of 116 Tunisian third-grade children was tested on their abilities to read and spell, phonological processing, visual cognition, automatization and receptive vocabulary. For reading, phonological processing and automatization uniquely predicted Arabic word reading and paragraph reading abilities. Automatization uniquely predicted Arabic non-word reading ability. For spelling, phonological processing was a unique predictor for Arabic word spelling ability. Furthermore, poor readers had significantly lower scores on the phonological processing test and slower reading times on the automatization test as compared with good readers. Additionally, poor spellers showed lower scores on the phonological processing test as compared with good spellers. Visual cognitive processing and receptive vocabulary were not significant cognitive predictors of Arabic reading and spelling abilities for Tunisian third grade children in this study. Our results are consistent with previous studies in alphabetic orthographies and demonstrate that phonological processing and automatization are the best cognitive predictors in detecting early literacy problems. We suggest including phonological processing and automatization tasks in screening tests and in intervention programs may help Tunisian children with poor literacy skills overcome reading and spelling difficulties in Arabic. Copyright © 2014 The Japanese Society of Child Neurology. Published by Elsevier B.V. All rights reserved.

Analysis of Pseudohomophone Orthographic Errors through Functional Magnetic Resonance Imaging (fMRI).

PubMed

Guardia-Olmos, Joan; Zarabozo-Hurtado, Daniel; Peró-Cebollero, Maribe; Gudayol-Farré, Esteban; Gómez-Velázquez, Fabiola R; González-Garrido, Andrés

2017-12-04

The study of orthographic errors in a transparent language such as Spanish is an important topic in relation to writing acquisition because in Spanish it is common to write pseudohomophones as valid words. The main objective of the present study was to explore the possible differences in activation patterns in brain areas while processing pseudohomophone orthographic errors between participants with high (High Spelling Skills (HSS)) and low (Low Spelling Skills (LSS)) spelling orthographic abilities. We hypothesize that (a) the detection of orthographic errors will activate bilateral inferior frontal gyri, and that (b) this effect will be greater in the HSS group. Two groups of 12 Mexican participants, each matched by age, were formed based on their results in a group of spelling-related ad hoc tests: HSS and LSS groups. During the fMRI session, two experimental tasks were applied involving correct and pseudohomophone substitution of Spanish words. First, a spelling recognition task and second a letter searching task. The LSS group showed, as expected, a lower number of correct responses (F(1, 21) = 52.72, p <.001, η2 = .715) and higher reaction times compared to the HSS group for the spelling task (F(1, 21) = 60.03, p <.001, η2 = .741). However, this pattern was reversed when the participants were asked to decide on the presence of a vowel in the words, regardless of spelling. The fMRI data showed an engagement of the right inferior frontal gyrus in HSS group during the spelling task. However, temporal, frontal, and subcortical brain regions of the LSS group were activated during the same task.

Does Sensitivity to Orthographic Regularities Influence Reading and Spelling Acquisition? A 1-Year Prospective Study

ERIC Educational Resources Information Center

Rothe, Josefine; Schulte-Körne, Gerd; Ise, Elena

2014-01-01

Recent studies focused on the influence of orthographic processing on reading and spelling performance. It was found that orthographic processing is an independent predictor of reading and spelling performance in different languages and children of different ages. This study investigated sensitivity to orthographic regularities in German-speaking…

English Spelling Errors Made by Arabic-Speaking Students

ERIC Educational Resources Information Center

Al-Busaidi, Saleh; Al-Saqqaf, Abdullah H.

2015-01-01

Spelling is a basic literacy skill in any language as it is crucial in communication. EFL students are often unable to spell or pronounce very simple monosyllabic words even after several years of English instruction. Similarly, teachers and researchers usually focus on the larger skills such as speaking and reading and ignore the smaller…

Metacognitive Strategies: A Foundation for Early Word Spelling and Reading in Kindergartners with SLI

ERIC Educational Resources Information Center

Schiff, Rachel; Nuri Ben-Shushan, Yohi; Ben-Artzi, Elisheva

2017-01-01

This study assessed the effect of metacognitive instruction on the spelling and word reading of Hebrew-speaking children with specific language impairment (SLI). Participants were 67 kindergarteners with SLI in a supported learning context. Children were classified into three spelling instruction groups: (a) metalinguistic instruction (ML), (b) ML…

Identifying Effective Spelling Interventions Using a Brief Experimental Analysis and Extended Analysis

ERIC Educational Resources Information Center

McCurdy, Merilee; Clure, Lynne F.; Bleck, Amanda A.; Schmitz, Stephanie L.

2016-01-01

Spelling is an important skill that is crucial to effective written communication. In this study, brief experimental analysis procedures were used to examine spelling instruction strategies (e.g., whole word correction; word study strategy; positive practice; and cover, copy, and compare) for four students. In addition, an extended analysis was…

Variant Spellings in Modern American Dictionaries.

ERIC Educational Resources Information Center

Emery, Donald W.

A record of how present-day desk dictionaries are recognizing the existence of variant or secondary spellings for many common English words, this reference list can be used by teachers of English and authors of spelling lists. Originally published in 1958, this revised edition uses two dictionaries not in existence then and the revised editions of…

Examining Word Factors and Child Factors for Acquisition of Conditional Sound-Spelling Consistencies: A Longitudinal Study

ERIC Educational Resources Information Center

Kim, Young-Suk Grace; Petscher, Yaacov; Park, Younghee

2016-01-01

It has been suggested that children acquire spelling by picking up conditional sound-spelling consistencies. To examine this hypothesis, we investigated how variation in word characteristics (words that vary systematically in terms of phoneme-grapheme correspondences) and child factors (individual differences in the ability to extract…

The ABCs of New Zealand Sign Language: Aerial Spelling.

ERIC Educational Resources Information Center

Forman, Wayne

2003-01-01

Aerial spelling is the term given for the way many people with deafness in New Zealand (NZ) manually represent letters of the alphabet. This article examines the nature and role of aerial spelling in New Zealand Sign Language, particularly that form used by older members of the NZ deaf community. (Contains references.) (Author/CR)

The Effects of Explicit-Strategy and Whole-Language Instruction on Students' Spelling Ability.

ERIC Educational Resources Information Center

Butyniec-Thomas, Jean; Woloshyn, Vera E.

1997-01-01

Whether explicit-strategy instruction combined with whole-language instruction would improve third graders' spelling more than using either approach alone was studied with 37 students. Findings suggest that young children learn to spell best when they are taught a repertoire of effective strategies in a meaningful context. (SLD)

Peers, Pressure, and Performance at the National Spelling Bee

ERIC Educational Resources Information Center

Smith, Jonathan

2013-01-01

This paper investigates how individuals' performances of a cognitive task in a high-pressure competition are affected by their peers' performances. To do so, I use novel data from the National Spelling Bee, in which students attempt to spell words correctly in a tournament setting. Across OLS and instrumental variables approaches, I…

Predicting Handwriting Difficulties through Spelling Processes

ERIC Educational Resources Information Center

Rodríguez, Cristina; Villarroel, Rebeca

2017-01-01

This study examined whether spelling tasks contribute to the prediction of the handwriting status of children with poor and good handwriting skills in a cross-sectional study with 276 Spanish children from Grades 1 and 3. The main hypothesis was that the spelling tasks would predict the handwriting status of the children, although this influence…

Impact of Handwriting Training on Fluency, Spelling and Text Quality among Third Graders

ERIC Educational Resources Information Center

Hurschler Lichtsteiner, Sibylle; Wicki, Werner; Falmann, Péter

2018-01-01

As recent studies and theoretical assumptions suggest that the quality of texts composed by children and adolescents is affected by their transcription skills, this experimental field trial aims at investigating the impact of combined handwriting/spelling training on fluency, spelling and text quality among normally developing 3rd graders…

The Influence of Spelling Ability on Handwriting Production: Children with and without Dyslexia

ERIC Educational Resources Information Center

Sumner, Emma; Connelly, Vincent; Barnett, Anna L.

2014-01-01

Current models of writing do not sufficiently address the complex relationship between the 2 transcription skills: spelling and handwriting. For children with dyslexia and beginning writers, it is conceivable that spelling ability will influence rate of handwriting production. Our aim in this study was to examine execution speed and temporal…

English as a Foreign Language Spelling: Comparisons between Good and Poor Spellers

ERIC Educational Resources Information Center

Russak, Susie; Kahn-Horwitz, Janina

2015-01-01

This study examined English as a foreign language (EFL) spelling development amongst 233 fifth-grade, eighth-grade and 10th-grade Hebrew first-language speakers to examine effects of English orthographic exposure on spelling. Good and poor speller differences were examined regarding the acquisition of novel phonemes (/ae/, /?/ and /?/) and…

Predictors of Early versus Later Spelling Development in Danish

ERIC Educational Resources Information Center

Nielsen, Anne-Mette Veber; Juul, Holger

2016-01-01

The present study examined phoneme awareness, phonological short term memory, letter knowledge, rapid automatized naming (RAN), and visual-verbal paired associate learning (PAL) as longitudinal predictors of spelling skills in an early phase (Grade 2) and a later phase (Grade 5) of development in a sample of 140 children learning to spell in the…

Theoretical Beliefs and Instructional Practices Used for Teaching Spelling in Elementary Classrooms

ERIC Educational Resources Information Center

McNeill, Brigid; Kirk, Cecilia

2014-01-01

The current study aimed to examine teachers' reported spelling assessment and instruction practices. Analysis of the match between teachers' theoretical beliefs about spelling and their reported pedagogy was conducted to elucidate factors that may support or impede the use of evidence-based teaching strategies in the classroom. An electronic…

Do Employers Forgive Applicants' Bad Spelling in Résumés?

ERIC Educational Resources Information Center

Martin-Lacroux, Christelle; Lacroux, Alain

2017-01-01

Spelling deficiencies are becoming a growing concern among employers, but few studies have quantified this phenomenon and its impact on recruiters' choice. This article aims to highlight the relative weight of the form (the spelling skills) in application forms, compared with the content (the level of work experience), in recruiters' judgment…

Upper Elementary Teachers' Self-Efficacy and Spelling Instruction: A Qualitative Study

ERIC Educational Resources Information Center

Fernandes, Brian E.

2017-01-01

A great deal of research has been conducted regarding spelling instruction at the early childhood and lower elementary levels, but not at the upper elementary level. This qualitative study explored the perceptions and experiences of upper elementary teachers to gain a better understanding of how they instruct spelling and their related…

Spelling: A Psycholinguistic Rationale for Teaching.

ERIC Educational Resources Information Center

Malmstrom, Jean

Two crucial factors in teaching spelling are the teacher's understanding of the material to be learned and the teacher's understanding of the nature of the learner. Psycholinguistics is relevant to both the material and the learner. In teaching spelling, it is possible to draw insights from behavioral and cognitive psychology as well as from Noam…

Learning from Our Mistakes: Improvements in Spelling Lead to Gains in Reading Speed

ERIC Educational Resources Information Center

Ouellette, Gene; Martin-Chang, Sandra; Rossi, Maya

2017-01-01

The present study tested the hypothesis that underlying orthographic representations vary in completeness within the individual, which is manifested in both spelling accuracy and reading speed. Undergraduate students were trained to improve their spelling of difficult words. Word reading speed was then measured for these same words, allowing for a…

The Concurrent Development of Spelling Skills in Two Languages

ERIC Educational Resources Information Center

Joy, Rhonda

2011-01-01

The study reported on in this paper investigated the concurrent development of spelling in children learning two languages. The study compared over time and between languages the types of spelling errors made in English as a first language and French as a second. Fortyseven grade one English-speaking children completed an English and French…

AN APPLICATION OF REINFORCEMENT PRINCIPLES TO CLASSROOM TEACHING.

ERIC Educational Resources Information Center

PORTER, DOUGLAS

THIS RESEARCH CONSIDERED THE TEACHING OF SPELLING AS A PHENOMENON MORE OR LESS ISOLATED FROM THE OTHER AREAS OF LANGUAGE ARTS INSTRUCTION THAT PROBABLY CONTRIBUTE TO SPELLING PERFORMANCE. THE MAJOR OBJECTIVES WERE--(1) TO DESIGN, CONSTRUCT, AND TEST MECHANICAL DEVICES FOR THE TEACHING OF SPELLING, AND (2) TO CARRY OUT AN EXPLORATORY INVESTIGATION…

Comparison of Auditory/Visual and Visual/Motor Practice on the Spelling Accuracy of Learning Disabled Children.

ERIC Educational Resources Information Center

Aleman, Cheryl; And Others

1990-01-01

Compares auditory/visual practice to visual/motor practice in spelling with seven elementary school learning-disabled students enrolled in a resource room setting. Finds that the auditory/visual practice was superior to the visual/motor practice on the weekly spelling performance for all seven students. (MG)

Improving Student Transfer of Spelling Skills across the Curriculum.

ERIC Educational Resources Information Center

Dvorak, Lynda; Ingersol, Judith; Kastle, Marlene; Mullins, Belinda; Rafter, Therese

This project describes a program for increasing student retention and transfer of weekly spelling words across the curriculum. The targeted population consists of first, second, and third grade students in a middle class community located in the Northeast quadrant of Illinois. The problems of adequate transfer of previously taught spelling skills…

The Spelling Project. Technical Report 1992-2.

ERIC Educational Resources Information Center

Green, Kathy E.; Schroeder, David H.

Results of an analysis of a newly developed spelling test and several related measures are reported. Information about the reliability of a newly developed spelling test; its distribution of scores; its relationship with the standard battery of aptitude tests of the Johnson O'Connor Research Foundation; and its relationships with sex, age,…

The Precursors of Double Dissociation between Reading and Spelling in a Transparent Orthography

ERIC Educational Resources Information Center

Torppa, Minna; Georgiou, George K.; Niemi, Pekka; Lerkkanen, Marja-Kristiina; Poikkeus, Anna-Maija

2017-01-01

Research and clinical practitioners have mixed views whether reading and spelling difficulties should be combined or seen as separate. This study examined the following: (a) if double dissociation between reading and spelling can be identified in a transparent orthography (Finnish) and (b) the cognitive and noncognitive precursors of this…

Age-Related Decline in Spelling Ability: A Link with Fluid Intelligence?

ERIC Educational Resources Information Center

Stuart-Hamilton, Ian; Rabbitt, Patrick

1997-01-01

On spelling tests taken by 159 adults over 50, younger subjects had significantly higher scores. Statistically removing effects of crystallized intelligence and education had no effect, but removing effects of fluid intelligence made the difference insignificant. Although spelling is considered a crystallized skill, in older people it may rely…

Annotated Bibliography of Computer Software for Teaching Early Reading and Spelling. Project RIMES 2000.

ERIC Educational Resources Information Center

Rhein, Deborah; Alibrandi, Mary; Lyons, Mary; Sammons, Janice; Doyle, Luther

This bibliography, developed by Project RIMES (Reading Instructional Methods of Efficacy with Students) lists 80 software packages for teaching early reading and spelling to students at risk for reading and spelling failure. The software packages are presented alphabetically by title. Entries usually include a grade level indicator, a brief…

Aerospell Supplemental Spell Check File

NASA Technical Reports Server (NTRS)

2000-01-01

Aerospell is a supplemental spell check file that can be used as a resource for researchers, writers, editors, students, and others who compose scientific and technical texts. The file extends the general spell check dictionaries of word processors by adding more than 13,000 words used in a broad range of aerospace and related disciplines.

Reading and Spelling Acquisition in Thai Children

ERIC Educational Resources Information Center

Winskel, Heather; Iemwanthong, Kanyarat

2010-01-01

Thai, a tonal language, has its own distinctive alphabetic orthography. The study investigates reading and spelling development in Thai children, with an aim of examining the grain size that is predominantly used when reading and spelling. Furthermore, word and nonword lists were developed to examine the acquisition of the complex system of vowels…

Spelling: Easing the Student's Anxiety and Improving His/Her Skill.

ERIC Educational Resources Information Center

Rabianski, Nancyanne

Because spelling errors affect the writer's word choice and the writer's audience, college students who are otherwise good writers are often placed in remedial English classes. Despite its relationship to audience concerns, word choice, and the physical act of writing, spelling has not been of much concern to composition teachers. Research in the…

Word Savvy: Integrating Vocabulary, Spelling, and Word Study

ERIC Educational Resources Information Center

Brand, Max

2004-01-01

Tired of assigning weekly spelling lists that students memorize for the test only to have them misspell the words in their daily writing? Then join Max Brand in his fifth-grade classroom where word learning is integrated fully into literacy workshops. Using spelling investigations, word study notebooks, reading logs, and writers' notebooks,…

Reading and Spelling Error Analysis of Native Arabic Dyslexic Readers

ERIC Educational Resources Information Center

Abu-rabia, Salim; Taha, Haitham

2004-01-01

This study was an investigation of reading and spelling errors of dyslexic Arabic readers ("n"=20) compared with two groups of normal readers: a young readers group, matched with the dyslexics by reading level ("n"=20) and an age-matched group ("n"=20). They were tested on reading and spelling of texts, isolated…

Use of Sounding Out to Improve Spelling in Young Children

ERIC Educational Resources Information Center

Mann, Tracie B.; Bushell, Don, Jr.; Morris, Edward K.

2010-01-01

We examined the effects of teaching 5 typically developing elementary students to sound out their spelling words while writing them using the cover-copy-compare (CCC) method to practice spelling. Each student's posttest performance following practice with sounding out was compared to that student's posttest performance following practice with no…

The role of parenting styles and teacher interactional styles in children's reading and spelling development.

PubMed

Kiuru, Noona; Aunola, Kaisa; Torppa, Minna; Lerkkanen, Marja-Kristiina; Poikkeus, Anna-Maija; Niemi, Pekka; Viljaranta, Jaana; Lyyra, Anna-Liisa; Leskinen, Esko; Tolvanen, Asko; Nurmi, Jari-Erik

2012-12-01

This study examined the associations between parenting styles, teacher interactional styles, and children's reading and spelling skills. The sample consisted of 864 Finnish-speaking children and their parents (864 mothers, 864 fathers) and teachers (N=123). Children's risk for reading disabilities and reader status were assessed in kindergarten. Children were also tested on reading and spelling skills in Grades 1 and 2. Parenting styles and teacher interactional styles were measured using parents' and teachers' self-reports in Grade 1. First, the results indicated that both an authoritative parenting style and authoritative teacher interactional style positively predicted children's spelling skill development. Second, authoritative parenting was particularly beneficial for the spelling skill development of children who were at risk for reading disabilities. Third, authoritative teaching promoted spelling skill development particularly among children who were nonreaders in kindergarten but had no risk for reading disabilities. Finally, some evidence was found that authoritative teaching could compensate for the negative impact of nonauthoritative parenting on reading development among kindergarten nonreaders. Copyright © 2012 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

Locus of word frequency effects in spelling to dictation: Still at the orthographic level!

PubMed

Bonin, Patrick; Laroche, Betty; Perret, Cyril

2016-11-01

The present study was aimed at testing the locus of word frequency effects in spelling to dictation: Are they located at the level of spoken word recognition (Chua & Rickard Liow, 2014) or at the level of the orthographic output lexicon (Delattre, Bonin, & Barry, 2006)? Words that varied on objective word frequency and on phonological neighborhood density were orally presented to adults who had to write them down. Following the additive factors logic (Sternberg, 1969, 2001), if word frequency in spelling to dictation influences a processing level, that is, the orthographic output level, different from that influenced by phonological neighborhood density, that is, spoken word recognition, the impact of the 2 factors should be additive. In contrast, their influence should be overadditive if they act at the same processing level in spelling to dictation, namely the spoken word recognition level. We found that both factors had a reliable influence on the spelling latencies but did not interact. This finding is in line with an orthographic output locus hypothesis of word frequency effects in spelling to dictation. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Assessment of Multiple Daily Precipitation Statistics in ERA-Interim Driven Med-CORDEX and EURO-CORDEX Experiments Against High Resolution Observations

NASA Astrophysics Data System (ADS)

Coppola, E.; Fantini, A.; Raffaele, F.; Torma, C. Z.; Bacer, S.; Giorgi, F.; Ahrens, B.; Dubois, C.; Sanchez, E.; Verdecchia, M.

2017-12-01

We assess the statistics of different daily precipitation indices in ensembles of Med-CORDEX and EUROCORDEX experiments at high resolution (grid spacing of ˜0.11° , or RCM11) and medium resolution (grid spacing of ˜0.44° , or RCM44) with regional climate models (RCMs) driven by the ERA-Interim reanalysis of observations for the period 1989-2008. The assessment is carried out by comparison with a set of high resolution observation datasets for 9 European subregions. The statistics analyzed include quantitative metrics for mean precipitation, daily precipitation Probability Density Functions (PDFs), daily precipitation intensity, frequency, 95th percentile and 95th percentile of dry spell length. We assess both an ensemble including all Med-CORDEX and EURO-CORDEX models and one including the Med-CORDEX models alone. For the All Models ensembles, the RCM11 one shows a remarkable performance in reproducing the spatial patterns and seasonal cycle of mean precipitation over all regions, with a consistent and marked improvement compared to the RCM44 ensemble and the ERA-Interim reanalysis. A good consistency with observations by the RCM11 ensemble (and a substantial improvement compared to RCM44 and ERA-Interim) is found also for the daily precipitation PDFs, mean intensity and, to a lesser extent, the 95th percentile. In fact, for some regions the RCM11 ensemble overestimates the occurrence of very high intensity events while for one region the models underestimate the occurrence of the largest extremes. The RCM11 ensemble still shows a general tendency to underestimate the dry day frequency and 95th percentile of dry spell length over wetter regions, with only a marginal improvement compared to the lower resolution models. This indicates that the problem of the excessive production of low precipitation events found in many climate models persists also at relatively high resolutions, at least in wet climate regimes. Concerning the Med-CORDEX model ensembles we find that their performance is of similar quality as that of the all-models over the Mediterranean regions analyzed. Finally, we stress the need of consistent and quality checked fine scale observation datasets for the assessment of RCMs run at increasingly high horizontal resolutions.

The oral spelling profile of posterior cortical atrophy and the nature of the graphemic representation.

PubMed

Primativo, Silvia; Yong, Keir X X; Shakespeare, Timothy J; Crutch, Sebastian J

2017-01-08

Spelling is a complex cognitive task where central and peripheral components are involved in engaging resources from many different cognitive processes. The present paper aims to both characterize the oral spelling deficit in a population of patients affected by a neurodegenerative condition and to clarify the nature of the graphemic representation within the currently available spelling models. Indeed, the nature of graphemic representation as a linear or multi-componential structure is still debated. Different hypotheses have been raised about its nature in the orthographic lexicon, with one positing that graphemes are complex objects whereby quantity and identity are separately represented in orthographic representations and can thus be selectively impaired. Posterior cortical atrophy (PCA) is a neurodegenerative condition that mainly affects visuoperceptual and visuospatial functions. Spelling impairments are considered part of the disease. Nonetheless the spelling deficit has received little attention so far and often it has been interpreted in relation to peripheral impairments such as writing difficulties associated with visuoperceptual and visuospatial deficits. In the present study we provide a detailed characterization of the oral spelling profile in PCA. The data suggest that multiple deficits underpin oral spelling problems in PCA, with elements of surface and phonological dysgraphia but also suggesting the involvement of the graphemic buffer. A large phenotypic individual variability is reported. Moreover, the larger proportion and the specific nature of errors involving geminate (i.e., double) as compared to non-geminate (i.e., non-double) letters suggest that a further central impairment might be associated with the abstract graphemic representation of letter numerosity. The present study contributes to the clinical characterization of PCA and to the current debate in the cognitive literature on spelling models; findings, despite not definitive, support the hypothesis that graphemic representations are multidimensional mental objects that separately encode information about grapheme identity and quantity. Copyright © 2016 Elsevier Ltd. All rights reserved.

North Atlantic forcing of tropical Indian Ocean climate.

PubMed

Mohtadi, Mahyar; Prange, Matthias; Oppo, Delia W; De Pol-Holz, Ricardo; Merkel, Ute; Zhang, Xiao; Steinke, Stephan; Lückge, Andreas

2014-05-01

The response of the tropical climate in the Indian Ocean realm to abrupt climate change events in the North Atlantic Ocean is contentious. Repositioning of the intertropical convergence zone is thought to have been responsible for changes in tropical hydroclimate during North Atlantic cold spells, but the dearth of high-resolution records outside the monsoon realm in the Indian Ocean precludes a full understanding of this remote relationship and its underlying mechanisms. Here we show that slowdowns of the Atlantic meridional overturning circulation during Heinrich stadials and the Younger Dryas stadial affected the tropical Indian Ocean hydroclimate through changes to the Hadley circulation including a southward shift in the rising branch (the intertropical convergence zone) and an overall weakening over the southern Indian Ocean. Our results are based on new, high-resolution sea surface temperature and seawater oxygen isotope records of well-dated sedimentary archives from the tropical eastern Indian Ocean for the past 45,000 years, combined with climate model simulations of Atlantic circulation slowdown under Marine Isotope Stages 2 and 3 boundary conditions. Similar conditions in the east and west of the basin rule out a zonal dipole structure as the dominant forcing of the tropical Indian Ocean hydroclimate of millennial-scale events. Results from our simulations and proxy data suggest dry conditions in the northern Indian Ocean realm and wet and warm conditions in the southern realm during North Atlantic cold spells.

Estimation of the climate change impact on a catchment water balance using an ensemble of GCMs

NASA Astrophysics Data System (ADS)

Reshmidevi, T. V.; Nagesh Kumar, D.; Mehrotra, R.; Sharma, A.

2018-01-01

This work evaluates the impact of climate change on the water balance of a catchment in India. Rainfall and hydro-meteorological variables for current (20C3M scenario, 1981-2000) and two future time periods: mid of the 21st century (2046-2065) and end of the century (2081-2100) are simulated using Modified Markov Model-Kernel Density Estimation (MMM-KDE) and k-nearest neighbor downscaling models. Climate projections from an ensemble of 5 GCMs (MPI-ECHAM5, BCCR-BCM2.0, CSIRO-mk3.5, IPSL-CM4, and MRI-CGCM2) are used in this study. Hydrologic simulations for the current as well as future climate scenarios are carried out using Soil and Water Assessment Tool (SWAT) integrated with ArcGIS (ArcSWAT v.2009). The results show marginal reduction in runoff ratio, annual streamflow and groundwater recharge towards the end of the century. Increased temperature and evapotranspiration project an increase in the irrigation demand towards the end of the century. Rainfall projections for the future shows marginal increase in the annual average rainfall. Short and moderate wet spells are projected to decrease, whereas short and moderate dry spells are projected to increase in the future. Projected reduction in streamflow and groundwater recharge along with the increase in irrigation demand is likely to aggravate the water stress in the region under the future scenario.

Classroom phonological awareness instruction and literacy outcomes in the first year of school.

PubMed

Carson, Karyn L; Gillon, Gail T; Boustead, Therese M

2013-04-01

Despite strong investment in raising literacy achievement for all children, significant inequalities in literacy outcomes continue to exist among some of the world's most advanced economies. This study investigated the influence of a short, intensive period of phonological awareness (PA) instruction implemented by classroom teachers on raising the literacy achievement of children with and without spoken language impairment (SLI). A quasi-experimental design was employed to measure the PA, reading, and spelling development of one hundred twenty-nine 5-year-olds. Thirty-four children received 10 weeks of PA instruction from their teachers. Ninety-five children continued with their usual reading program, which included phonics instruction but did not target PA. Children who received PA instruction demonstrated superior literacy outcomes compared to children who followed the usual literacy curriculum. Children with SLI showed significant improvements in PA, reading, and spelling but had a different pattern of response to instruction compared to children with typical language. Importantly, the number of children experiencing word decoding difficulties at the end of the program was 26% among children who followed the usual literacy curriculum compared to 6% among children who received the PA instruction. A short, intensive period of classroom PA instruction can raise the literacy profiles of children with and without spoken language difficulties.

Free Recall Behaviour in Children with and without Spelling Impairment: The Impact of Working Memory Subcapacities

ERIC Educational Resources Information Center

Malstadt, Nadine; Hasselhorn, Marcus; Lehmann, Martin

2012-01-01

This study examined supraspan free recall in children with and without spelling impairment. A repeated free recall task involving overt rehearsal and three computer-based adaptive working memory tasks were administered to 54 eight-year-old children. Children without spelling impairments tended to recall more items than did those children with…

Working Memory in Children with Learning Disabilities in Reading versus Spelling: Searching for Overlapping and Specific Cognitive Factors

ERIC Educational Resources Information Center

Brandenburg, Janin; Klesczewski, Julia; Fischbach, Anne; Schuchardt, Kirsten; Büttner, Gerhard; Hasselhorn, Marcus

2015-01-01

In transparent orthographies like German, isolated learning disabilities in either reading or spelling are common and occur as often as a combined reading and spelling disability. However, most issues surrounding the cognitive causes of these isolated or combined literacy difficulties are yet unresolved. Recently, working memory dysfunctions have…

What Spelling Tells Us about the Orthographic Development and Word Study Instruction with Emergent Bilingual Secondary Students

ERIC Educational Resources Information Center

Kiernan, Darl; Bear, Donald R.

2018-01-01

Educators need ways to assess orthographic knowledge and differentiate word study instruction for secondary, emergent bilingual learners. In this study, the spelling of 199 students in grades 7-12 across eight features and four spelling stages was examined to understand students' orthographic development; all but two were learning Spanish and…

The Effect of Instruction Method and Relearning on Dutch Spelling Performance of Third- through Fifth-Graders

ERIC Educational Resources Information Center

Bouwmeester, Samantha; Verkoeijen, Peter P. J. L.

2011-01-01

In this study, we compared two instruction methods on spelling performance: a rewriting instruction in which children repeatedly rewrote words and an ambiguous property instruction in which children deliberately practiced on a difficult word aspect. Moreover, we examined whether the testing effect applies to spelling performance. One hundred…

Phonology, Decoding, and Lexical Compensation in Vowel Spelling Errors Made by Children with Dyslexia

ERIC Educational Resources Information Center

Bernstein, Stuart E.

2009-01-01

A descriptive study of vowel spelling errors made by children first diagnosed with dyslexia (n = 79) revealed that phonological errors, such as "bet" for "bat", outnumbered orthographic errors, such as "bate" for "bait". These errors were more frequent in nonwords than words, suggesting that lexical context helps with vowel spelling. In a second…

Arab ESL Secondary School Students' Spelling Errors

ERIC Educational Resources Information Center

Al-Sobhi, Bandar Mohammad Saeed; Rashid, Sabariah Md; Abdullah, Ain Nadzimah; Darmi, Ramiza

2017-01-01

English spelling has always been described by many language researchers and teachers as a daunting task especially for learners whose first language is not English. Accordingly, Arab ESL learners commit serious errors when they spell out English words. The primary objective of this paper is to determine the types as well as the causes of spelling…

FipsOrtho: A Spell Checker for Learners of French

ERIC Educational Resources Information Center

L'Haire, Sebastien

2007-01-01

This paper presents FipsOrtho, a spell checker targeted at learners of French, and a corpus of learners' errors which has been gathered to test the system and to get a sample of specific language learners' errors. Spell checkers are a standard feature of many software products, however they are not designed for specific language learners' errors.…

Success in Spelling: A Course of Study in Spelling for Grades 1-6.

ERIC Educational Resources Information Center

Rochester Public Schools, Minn.

The spelling program described in this guide, piloted and evaluated by 40 teachers of the Rochester, Minnesota elementary school district, is based upon current research, sound linguistic principles, and studies that determine which words are most frequently used by children and adults in their written communication. The guide provides an overview…

Reds, Greens, Yellows Ease the Spelling Blues.

ERIC Educational Resources Information Center

Irwin, Virginia

1971-01-01

This document reports on a color-coding innovation designed to improve the spelling ability of high school seniors. This color-coded system is based on two assumptions: that color will appeal to the students and that there are three principal reasons for misspelling. Two groups were chosen for the experiments. A basic list of spelling demons was…

Beyond Phonics: The Case for Teaching Children the Logic of the English Spelling System

ERIC Educational Resources Information Center

Bowers, Jeffrey S.; Bowers, Peter N.

2017-01-01

A large body of research supports the conclusion that early reading instruction in English should emphasize phonics, that is, the teaching of grapheme-phoneme correspondences. By contrast, we argue that instruction should be designed to make sense of spellings by teaching children that spellings are organized around the interrelation of…

The Sources of Error in Spanish Writing.

ERIC Educational Resources Information Center

Justicia, Fernando; Defior, Sylvia; Pelegrina, Santiago; Martos, Francisco J.

1999-01-01

Determines the pattern of errors in Spanish spelling. Analyzes and proposes a classification system for the errors made by children in the initial stages of the acquisition of spelling skills. Finds the diverse forms of only 20 Spanish words produces 36% of the spelling errors in Spanish; and substitution is the most frequent type of error. (RS)

The Effects of Morpheme and Prosody Instruction on Middle School Spelling

ERIC Educational Resources Information Center

Dornay, Margaret A.

2017-01-01

A single case design was used to investigate the impact of two types of instruction on middle school students' spelling. Phase 1 emphasized morphology awareness instruction (MAI) and phase 2 employed the addition of prosody awareness instruction (PAI). In order to compare the effects of MAI and PAI, spelling scores were gathered from eight…

Can yu rid guat ay rot? A Developmental Investigation of Cross-Linguistic Spelling Errors among Spanish-English Bilingual Students

ERIC Educational Resources Information Center

Howard, Elizabeth R.; Green, Jennifer D.; Arteagoitia, Igone

2012-01-01

This study contributes to the literature on cross-linguistic literacy relationships for English language learners, and in particular, the Spanish-influenced spelling patterns of Spanish-English bilinguals. English spelling, reading, and vocabulary assessments were administered to 220 students in four TWI programs over a three-year period, from…

Small Schools Language Arts Curriculum: Spelling, K-3. Objectives, Word Lists, Resources, Activities, Monitoring Procedures.

ERIC Educational Resources Information Center

Hartl, David, Ed.; And Others

Designed to assist teachers in small schools with the improvement of curriculum and instruction and to help smaller districts without curriculum personnel to comply with Washington's Student Learning Objectives (SLO) Law, this guide contains spelling curriculum materials for grades K-3. The spelling section is part of the total language arts…

The Effect of Orthographic Complexity on Spanish Spelling in Grades 1-3

ERIC Educational Resources Information Center

Ford, Karen; Invernizzi, Marcia; Huang, Francis

2018-01-01

This study was designed to identify a continuum of orthographic features that characterize Spanish spelling development in Grades 1-3. Two research questions guided this work: (1) Is there a hierarchy of orthographic features that affect students' spelling accuracy in Spanish over and above other school-level, student-level, and word-level…

The Use of Standard Tasks to Measure Achievement in Reading, Spelling, and Written Expression: A Normative and Developmental Study.

ERIC Educational Resources Information Center

Deno, Stanley; And Others

Simple measures of reading, spelling, and written expression were administered to 566 elementary students from the states of Minnesota, Pennsylvania, and Washington. Each child was individually administered three reading word lists, three reading passages, two dictated spelling lists, and two story starters. Approximately 25 minutes was needed for…

Spelling in African American Children: The Case of Final Consonant Devoicing

ERIC Educational Resources Information Center

Treiman, Rebecca; Bowman, Margo

2015-01-01

This study examined the effect of dialect variation on children's spelling by using devoicing of final /d/ in African American Vernacular English (AAVE) as a test case. In line with the linguistic interference hypothesis, African American 6-year-olds were significantly poorer at spelling the final "d" of words such as "salad"…

Case 3018. Cervus gouazoubira Fischer, 1814 (currently Mazama gouazoubira; Mammalia, Artiodactyla): proposed conservation as the correct original spelling

USGS Publications Warehouse

Gardner, A.L.

1999-01-01

The purpose of this application is to conserve the spelling of the specific name of Cervus gouazoubira Fischer, 1814 for the brown brocket deer of South America (family Cervidae). This spelling, rather than the original gouazoubira, has been in virtually universal usage for almost 50 years.

The Effects of the Interactive Strategies Approach on At-Risk Kindergartners' Spelling

ERIC Educational Resources Information Center

Lee, Sun Hwa; Scanlon, Donna M.

2015-01-01

This study focused on examining the effects of early literacy intervention on the emergence and development of at-risk kindergartners' spelling. Spelling data were selected from Scanlon et al.'s (2005) study which demonstrated the efficacy of reading intervention in reducing the incidence of at-risk children who show reading difficulties…

What Happens When a Teacher Uses Metalanguage to Teach Spelling?

ERIC Educational Resources Information Center

Daffern, Tessa

2017-01-01

While learning to spell in English is integral to becoming a literate writer, it is a complex and gradual skill to master. If English spelling is understood from a phonological, orthographic, and morphological perspective, its transparency becomes evident. The case study described in this article shines a light on an Australian Year 4 classroom…

Comparing the Spelling and Reading Abilities of Students with Cochlear Implants and Students with Typical Hearing

ERIC Educational Resources Information Center

Apel, Kenn; Masterson, Julie J.

2015-01-01

The purpose of this study was to determine whether students with and without hearing loss (HL) differed in their spelling abilities and, specifically, in the underlying linguistic awareness skills that support spelling ability. Furthermore, we examined whether there were differences between the two groups in the relationship between reading and…

Spelling Ability in College Students Predicted by Decoding, Print Exposure, and Vocabulary

ERIC Educational Resources Information Center

Ocal, Turkan; Ehri, Linnea

2017-01-01

This study examines students' exposure to print, vocabulary and decoding as predictors of spelling skills. Participants were 42 college students (Mean age 22.5, SD = 7.87; 31 females and 11 males). Hierarchical regression analyses showed that most of the variance in spelling was explained by vocabulary knowledge. When vocabulary was entered first…

The Use of Direct Spelling Instruction for Children with Language Impairment

ERIC Educational Resources Information Center

Good, Joy E.; Lance, Dee M.; Rainey, Jacquie

2018-01-01

Children with language impairment frequently struggle with written language skills such as spelling. With their expertise in language, speech-language pathologists are in the position to promote the development of such skills. One way to do this is through the use of direct spelling instruction which has been shown to facilitate growth in a number…

Promoting Early Literacy via Practicing Invented Spelling: A Comparison of Different Mediation Routines

ERIC Educational Resources Information Center

Levin, Iris; Aram, Dorit

2013-01-01

The present study compared the effects of different mediation routines provided to kindergartners from families of low socioeconomic status on the students' invented spelling attempts and on their gains obtained on spelling and other early literacy skills (letter naming, sounds of letters, word segmentation, and word decoding). The effects of the…

A Year Later, Spellings Report Still Makes Ripples

ERIC Educational Resources Information Center

Basken, Paul

2007-01-01

A year ago, Charles Miller, a former chairman of the University of Texas' Board of Regents, delivered the report of Commission on the Future of Higher Education to Secretary Margaret Spellings. Spellings hailed the report as a turning point: It was the day, she hoped, when U.S. colleges reoriented their mission to provide the highest possible…

Spellings Campaign Runs Low on Time, and on the Power to Persuade

ERIC Educational Resources Information Center

Basken, Paul

2008-01-01

This article reports on Education Secretary Margaret Spellings' attempt to convince colleges that they risk painful government interventions if they do not improve the quality of their programs and help more students evaluate and afford them. As the Bush administration nears an end, Ms. Spellings tries to persuade colleges to adopt the measures…

The Impact of Visual-Spatial Attention on Reading and Spelling in Chinese Children

ERIC Educational Resources Information Center

Liu, Duo; Chen, Xi; Wang, Ying

2016-01-01

The present study investigated the associations of visual-spatial attention with word reading fluency and spelling in 92 third grade Hong Kong Chinese children. Word reading fluency was measured with a timed reading task whereas spelling was measured with a dictation task. Results showed that visual-spatial attention was a unique predictor of…

Lexical Classification and Spelling: Do People Use Atypical Spellings for Atypical Pseudowords?

ERIC Educational Resources Information Center

Kemp, Nenagh; Treiman, Rebecca; Blackley, Hollie; Svoboda, Imogen; Kessler, Brett

2015-01-01

Many English phonemes have more than one possible spelling. People's choices among the options may be influenced by sublexical patterns, such as the identity of neighboring sounds within the word. However, little research has explored the possible role of lexical conditioning. Three experiments examined the potential effects of one such factor:…

Cognitive, Linguistic and Print-Related Predictors of Preschool Children's Word Spelling and Name Writing

ERIC Educational Resources Information Center

Milburn, Trelani F.; Hipfner-Boucher, Kathleen; Weitzman, Elaine; Greenberg, Janice; Pelletier, Janette; Girolametto, Luigi

2017-01-01

Preschool children begin to represent spoken language in print long before receiving formal instruction in spelling and writing. The current study sought to identify the component skills that contribute to preschool children's ability to begin to spell words and write their name. Ninety-five preschool children (mean age = 57 months) completed a…

My eSorts and Digital Extensions of Word Study

ERIC Educational Resources Information Center

Zucker, Tricia A.; Invernizzi, Marcia

2008-01-01

"My eSorts" is a strategy for helping children learn to read and spell in a socially motivated context. It is based on developmental spelling research and the word study approach to teaching phonics and spelling. "eSorting" employs digital desktop publishing tools that allow children to author their own electronic word sorts and then share these…

The Influence of Spelling Ability on Vocabulary Choices When Writing for Children with Dyslexia

ERIC Educational Resources Information Center

Sumner, Emma; Connelly, Vincent; Barnett, Anna L.

2016-01-01

Spelling is a prerequisite to expressing vocabulary in writing. Research has shown that children with dyslexia are hesitant spellers when composing. This study aimed to determine whether the hesitant spelling of children with dyslexia, evidenced by frequent pausing, affects vocabulary choices when writing. A total of 31 children with dyslexia,…

Roles of Position, Stress, and Proficiency in L2 Children's Spelling: A Developmental Perspective

ERIC Educational Resources Information Center

Hong, Su Chin; Chen, Shu Hui

2011-01-01

This study investigated the roles of phoneme position, stress, and proficiency in L2 spelling development by Taiwanese students learning English as a Foreign Language (EFL), an alphabetic writing system typologically different from the learners' L1 logographic system. Structured nonword spelling tests were administered to EFL sixth-graders with…

Identifying and Predicting Classes of Response to Explicit Phonological Spelling Instruction during Independent Composing

ERIC Educational Resources Information Center

Amtmann, Dagmar; Abbott, Robert D.; Berninger, Virginia W.

2008-01-01

After explicit spelling instruction, low achieving second grade spellers increased the number of correctly spelled words during composing but differed in response trajectories. Class 1 (low initial and slow growth) had the lowest initial performance and improved at a relatively slow rate. Class 2 (high initial and fast growth) started higher than…

Word List for a Spelling Program.

ERIC Educational Resources Information Center

Smith, Carl B.

What logic should educators use in choosing words for students to learn to spell? Common sense provides the answer: students should learn to spell the words they use in writing. What these words are has been a subject of concern since the beginning of this century. Dozens of word frequency lists have been developed over the years, based primarily…

Development of Spelling Skills in a Shallow Orthography: The Case of Italian Language

ERIC Educational Resources Information Center

Notarnicola, Alessandra; Angelelli, Paola; Judica, Anna; Zoccolotti, Pierluigi

2012-01-01

This study analyzed the spelling skills of Italian children as a function of school experience. We examined the writing performances of 465 first- to eighth-grade normal readers on a spelling test that included regular words, context-sensitive regular words, words with ambiguous transcription, and regular pseudowords. Based on the dual-route model…

Preschoolers Use Partial Letter Names to Select Spellings: Evidence from Portuguese

ERIC Educational Resources Information Center

Pollo, Tatiana Cury; Treiman, Rebecca; Kessler, Brett

2008-01-01

Two studies examined children's use of letter-name spelling strategies when target phoneme sequences match letter names with different degrees of precision. We examined Portuguese-speaking preschoolers' use of "h" (which is named /a'ga/ but which never represents those sounds) when spelling words beginning with /ga/ or variants of /ga/. We also…

Spellings Joins Passage to India on Education: Trip Tied to Initiatives on Competitiveness Issues

ERIC Educational Resources Information Center

Klein, Alyson

2006-01-01

Secretary of Education Margaret Spellings and several key senators traveled to India last week to examine how that country, whose schools generally have fewer resources than those in the United States, has managed to produce top-notch engineers and technology professionals. Secretary Spellings arrived in India early in the week and met with…

Observed changes in the characteristics of Active and Break Spells in the Indian Summer Monsoon

NASA Astrophysics Data System (ADS)

Singh, D.; Tsiang, M.; Rajaratnam, B.; Diffenbaugh, N. S.

2013-12-01

South Asia is home to about 24% of the world's population and is one of the world's most disaster prone regions. The majority of the people in this region depend on agriculture for their livelihood. Substantial variability in the South Asian Summer Monsoon occurs on an intraseasonal timescale (30-60 day) during which it fluctuates between spells of heavy (active spells) and low rainfall (breaks or weak spells). Considering the potentially severe implications of such rainfall variations, we quantify historical changes in the active and break spell characteristics in an effort to understand how these events are likely to respond to future anthropogenic forcings using the 1degx1deg gridded rainfall dataset. We find a decreasing trend in peak season rainfall since 1951 and a statistically significant shift in the rainfall distribution, suggesting greater extremes. Consequently, our results suggest an intensification of the active spells and more frequent occurrence of break spells at the 95% significance level. To understand the cause of these changes, we explore the environmental parameters in the North Indian Ocean and the Western Pacific that influence the occurrence of such events over the core monsoon region. We use the NCEP/NCAR Reanalysis 1 (1948-present) to do a composite analysis for two periods - 1951-1980 and 1981-2011. First, we examine the energetics of the baroclinic instabilities that initiate cyclonic depressions in the northern Bay of Bengal and the net moisture flux into the region. Further, sea surface temperatures are known to influence the characteristics of active and break spells. Therefore, next, we study sea surface temperature patterns in the Bay of Bengal and the equatorial western Pacific preceding breaks. We also examine the persistence of breaks through the diabatic heating anomalies over this region.

The Diagnosis and Treatment of Reading and/or Spelling Disorders in Children and Adolescents.

PubMed

Galuschka, Katharina; Schulte-Körne, Gerd

2016-04-22

3-11% of children and adolescents suffer from a reading andor spelling disorder. Their poor written-language skills markedly impair their scholastic performance and are often associated with other mental disorders. A great deal of uncertainty still surrounds the question of the appropriate methods of diagnosis and treatment. We systematically searched for pertinent publications in databases and literature reference lists, summarized the evidence in six tables, and examined some of it in a meta-analysis. Recommendations were developed in a consensus conference. A reading and/or spelling disorder should only be diagnosed if performance in these areas is below average. It should be determined whether an attention deficit-hyperactivity disorder, anxiety disorder, or disorder of arithmetical skills is also present. Reading and spelling performance should be reinforced with systematic instruction about letter-sound and sound-letter correspondences, letter-syllable-morpheme synthesis, and sound-syllablemorpheme analysis (g' = 0.32) (recommendation grade A). Spelling ability responds best to spelling-rule training (recommendation grade A). Irlen lenses, visual and/or auditory perceptual training, hemispheric stimulation, piracetam, and prism spectacles should not be used (recommendation grade A). Evidence- and consensus-based guidelines for the diagnosis and treatment of reading and/or spelling disorders in children and adolescents are now available for the first time. Reading and spelling abilities should be systematically and comprehensively reinforced, and potential comorbid disorders should be sought and treated appropriately. The efficacy of many treatments now in use has not been documented; if they are to be used in the future, they must be tested in randomized, controlled trials. For adult sufferers, adequate diagnostic instruments and therapeutic methods are not yet available.

Visuo-spatial cueing in children with differential reading and spelling profiles

PubMed Central

Kemény, Ferenc; Gangl, Melanie; Schulte-Körne, Gerd; Moll, Kristina; Landerl, Karin

2017-01-01

Dyslexia has been claimed to be causally related to deficits in visuo-spatial attention. In particular, inefficient shifting of visual attention during spatial cueing paradigms is assumed to be associated with problems in graphemic parsing during sublexical reading. The current study investigated visuo-spatial attention performance in an exogenous cueing paradigm in a large sample (N = 191) of third and fourth graders with different reading and spelling profiles (controls, isolated reading deficit, isolated spelling deficit, combined deficit in reading and spelling). Once individual variability in reaction times was taken into account by means of z-transformation, a cueing deficit (i.e. no significant difference between valid and invalid trials) was found for children with combined deficits in reading and spelling. However, poor readers without spelling problems showed a cueing effect comparable to controls, but exhibited a particularly strong right-over-left advantage (position effect). Isolated poor spellers showed a significant cueing effect, but no position effect. While we replicated earlier findings of a reduced cueing effect among poor nonword readers (indicating deficits in sublexical processing), we also found a reduced cueing effect among children with particularly poor orthographic spelling (indicating deficits in lexical processing). Thus, earlier claims of a specific association with nonword reading could not be confirmed. Controlling for ADHD-symptoms reported in a parental questionnaire did not impact on the statistical analysis, indicating that cueing deficits are not caused by more general attentional limitations. Between 31 and 48% of participants in the three reading and/or spelling deficit groups as well as 32% of the control group showed reduced spatial cueing. These findings indicate a significant, but moderate association between certain aspects of visuo-spatial attention and subcomponents of written language processing, the causal status of which is yet unclear. PMID:28686635

Visuo-spatial cueing in children with differential reading and spelling profiles.

PubMed

Banfi, Chiara; Kemény, Ferenc; Gangl, Melanie; Schulte-Körne, Gerd; Moll, Kristina; Landerl, Karin

2017-01-01

Dyslexia has been claimed to be causally related to deficits in visuo-spatial attention. In particular, inefficient shifting of visual attention during spatial cueing paradigms is assumed to be associated with problems in graphemic parsing during sublexical reading. The current study investigated visuo-spatial attention performance in an exogenous cueing paradigm in a large sample (N = 191) of third and fourth graders with different reading and spelling profiles (controls, isolated reading deficit, isolated spelling deficit, combined deficit in reading and spelling). Once individual variability in reaction times was taken into account by means of z-transformation, a cueing deficit (i.e. no significant difference between valid and invalid trials) was found for children with combined deficits in reading and spelling. However, poor readers without spelling problems showed a cueing effect comparable to controls, but exhibited a particularly strong right-over-left advantage (position effect). Isolated poor spellers showed a significant cueing effect, but no position effect. While we replicated earlier findings of a reduced cueing effect among poor nonword readers (indicating deficits in sublexical processing), we also found a reduced cueing effect among children with particularly poor orthographic spelling (indicating deficits in lexical processing). Thus, earlier claims of a specific association with nonword reading could not be confirmed. Controlling for ADHD-symptoms reported in a parental questionnaire did not impact on the statistical analysis, indicating that cueing deficits are not caused by more general attentional limitations. Between 31 and 48% of participants in the three reading and/or spelling deficit groups as well as 32% of the control group showed reduced spatial cueing. These findings indicate a significant, but moderate association between certain aspects of visuo-spatial attention and subcomponents of written language processing, the causal status of which is yet unclear.

[The methodological assessment and qualitative evaluation of psychometric performance tests based on the example of modern tests that assess reading and spelling skills].

PubMed

Galuschka, Katharina; Rothe, Josefine; Schulte-Körne, Gerd

2015-09-01

This article looks at a means of objectively evaluating the quality of psychometric tests. This approach enables users to evaluate psychometric tests based on their methodological characteristics, in order to decide which instrument should be used. Reading and spelling assessment tools serve as examples. The paper also provides a review of German psychometric tests for the assessment of reading and spelling skills. This method facilitates the identification of psychometric tests.of high methodological quality which can be used for the assessment of reading and spelling skills. Reading performance should ideally be assessed with the following instruments: ELFE 1-6, LGVT 6-12, LESEN 6-7, LESEN 8-9, or WLLP-R. The tests to be used for the evaluation of spelling skills are DERET 1-2+, DERET 3-4+, WRT 1+, WRT 2+, WRT 3+, WRT 4+ or HSP 1-10.

Convergent and diagnostic validity of STAVUX, a word and pseudoword spelling test for adults.

PubMed

Östberg, Per; Backlund, Charlotte; Lindström, Emma

2016-10-01

Few comprehensive spelling tests are available in Swedish, and none have been validated in adults with reading and writing disorders. The recently developed STAVUX test includes word and pseudoword spelling subtests with high internal consistency and adult norms stratified by education. This study evaluated the convergent and diagnostic validity of STAVUX in adults with dyslexia. Forty-six adults, 23 with dyslexia and 23 controls, took STAVUX together with a standard word-decoding test and a self-rated measure of spelling skills. STAVUX subtest scores showed moderate to strong correlations with word-decoding scores and predicted self-rated spelling skills. Word and pseudoword subtest scores both predicted dyslexia status. Receiver-operating characteristic (ROC) analysis showed excellent diagnostic discriminability. Sensitivity was 91% and specificity 96%. In conclusion, the results of this study support the convergent and diagnostic validity of STAVUX.

Lexical quality and eye movements: individual differences in the perceptual span of skilled adult readers.

PubMed

Veldre, Aaron; Andrews, Sally

2014-01-01

Two experiments used the gaze-contingent moving-window paradigm to investigate whether reading comprehension and spelling ability modulate the perceptual span of skilled adult readers during sentence reading. Highly proficient reading and spelling were both associated with increased use information to the right of fixation, but did not systematically modulate the extraction of information to the left of fixation. Individuals who were high in both reading and spelling ability showed the greatest benefit from window sizes larger than 11 characters, primarily because of increases in forward saccade length. They were also significantly more disrupted by being denied close parafoveal information than those poor in reading and/or spelling. These results suggest that, in addition to supporting rapid lexical retrieval of fixated words, the high quality lexical representations indexed by the combination of high reading and spelling ability support efficient processing of parafoveal information and effective saccadic targeting.

Westerly jet stream and past millennium climate change in Arid Central Asia simulated by COSMO-CLM model

NASA Astrophysics Data System (ADS)

Fallah, Bijan; Sodoudi, Sahar; Cubasch, Ulrich

2016-05-01

This study tackles one of the most debated questions around the evolution of Central Asian climate: the "Puzzle" of moisture changes in Arid Central Asia (ACA) throughout the past millennium. A state-of-the-art Regional Climate Model (RCM) is subsequently employed to investigate four different 31-year time slices of extreme dry and wet spells, chosen according to changes in the driving data, in order to analyse the spatio-temporal evolution of the moisture variability in two different climatological epochs: Medieval Climate Anomaly (MCA) and Little Ice Age (LIA). There is a clear regime behavior and bimodality in the westerly Jet phase space throughout the past millennium in ACA. The results indicate that the regime changes during LIA show a moist ACA and a dry East China. During the MCA, the Kazakhstan region shows a stronger response to the westerly jet equatorward shift than during the LIA. The out-of-phase pattern of moisture changes between India and ACA exists during both the LIA and the MCA. However, the pattern is more pronounced during the LIA.

An Insider's Perspective on the National Spelling Bee: An Interview with James Maguire

ERIC Educational Resources Information Center

Henkin, Roxanne; Harmon, Janis; Pate, Elizabeth; Moorman, Honor

2008-01-01

In this article, the coeditors of "Voices from the Middle" present an interview with James Maguire, author of "The American Bee: The National Spelling Bee and the Culture of Word Nerds." During the interview, Maguire talked about his experiences with the National Spelling Bee to provide some insight to middle-level teachers and students. Maguire…

Longitudinal Relationships between Reading and Spelling in Early Elementary Grades: Testing Causality Using a Cross-Lagged Panel Design

ERIC Educational Resources Information Center

Forrester, Ekaterina Petrovna

2013-01-01

Although considerable research has focused on the nature of reading-spelling relationships and its implications for practice, most of the literature is outdated, having been published in 1980s and 1990s. Moreover, limitations in the research base inhibit the full understanding of how reading and spelling development influence each other at…

The Teaching and Learning of Spelling in the Spanish Heritage Language Classroom: Mastering Written Accent Marks

ERIC Educational Resources Information Center

Beaudrie, Sara M.

2017-01-01

Spanish spelling, especially the use of written accent marks, is a major stumbling block for Spanish heritage language (SHL) learners (Carreira 2002). In fact, Mikulski (2006) found that most SHL learners ranked bettering their spelling and grammar as a very important learning goal. Despite its importance in literacy development and its perceived…

Learning to Read and Spell in Persian: A Cross-Sectional Study from Grades 1 to 4

ERIC Educational Resources Information Center

Rahbari, Noriyeh; Senechal, Monique

2010-01-01

We investigated the reading and spelling development of 140 Persian children attending Grades 1-4 in Iran. Persian has very consistent letter-sound correspondences, but it varies in transparency because 3 of its 6 vowel phonemes are not marked with letters. Persian also varies in spelling consistency because 6 phonemes have more than one…

Consistency and Stability of Italian Children's Spelling in Dictation versus Composition Assessments

ERIC Educational Resources Information Center

Bigozzi, Lucia; Tarchi, Christian; Pinto, Giuliana

2017-01-01

The purpose of this study was to investigate consistency in spelling skills across 2 different tasks of written production (dictation vs. composition) and stability of performance across 4 different grades. We assessed 2nd, 3rd, 4th, and 5th graders' spelling performance through 4 tasks: 2 dictation tasks (passage and sentences) and 2 composition…

Spelling Instruction through Etymology--A Method of Developing Spelling Lists for Older Students

ERIC Educational Resources Information Center

Hutcheon, Greg; Campbell, Marilyn; Stewart, Judith

2012-01-01

The purpose of this study was to investigate whether an approach to developing word lists centred on etymological roots would improve the spelling performance of older primary school students. Participants were 46 students in the last year of primary school in south-east Queensland (31 girls and 15 boys) across three classes, with two classes…

A Sequential Analysis of Responses in Online Debates to Postings of Students Exhibiting High Versus Low Grammar and Spelling Errors

ERIC Educational Resources Information Center

Jeong, Allan; Li, Haiying; Pan, Andy Jiaren

2017-01-01

Given that grammatical and spelling errors have been found to influence perceived competence and credibility in written communication, this study examined how a student's grammar and spelling errors affect how other students respond to the student's postings in four online debates hosted in asynchronous threaded discussions. Message-response…

Efficiency of Oral Incremental Rehearsal versus Written Incremental Rehearsal on Students' Rate, Retention, and Generalization of Spelling Words

ERIC Educational Resources Information Center

Garcia, Dru; Joseph, Laurice M.; Alber-Morgan, Sheila; Konrad, Moira

2014-01-01

The purpose of this study was to examine the efficiency of an incremental rehearsal oral versus an incremental rehearsal written procedure on a sample of primary grade children's weekly spelling performance. Participants included five second and one first grader who were in need of help with their spelling according to their teachers. An…

Spelling Practice Intervention: A Comparison of Tablet PC and Picture Cards as Spelling Practice Methods for Students with Developmental Disabilities

ERIC Educational Resources Information Center

Seok, Soonhwa; DaCosta, Boaventura; Yu, Byeong Min

2015-01-01

The present study compared a spelling practice intervention using a tablet personal computer (PC) and picture cards with three students diagnosed with developmental disabilities. An alternating-treatments design with a non-concurrent multiple-baseline across participants was used. The aims of the present study were: (a) to determine if…

Native Language Effects on Spelling in English as a Foreign Language: A Time-Course Analysis

ERIC Educational Resources Information Center

Dich, Nadya; Pedersen, Bo

2013-01-01

The study explores first language (L1) influences on the mechanisms of spelling in English as a foreign language (EFL). We hypothesized that the transparency of L1 orthography influences (a) the amount of hesitation associated with spelling irregular English words, and (b) the size of units EFL spellers operate. Participants were adult speakers of…

Word Prediction Programs with Phonetic Spelling Support: Performance Comparisons and Impact on Journal Writing for Students with Writing Difficulties

ERIC Educational Resources Information Center

Evmenova, Anna S.; Graff, Heidi J.; Jerome, Marci Kinas; Behrmann, Michael M.

2010-01-01

This investigation examined the effects of currently available word prediction software programs that support phonetic/inventive spelling on the quality of journal writing by six students with severe writing and/or spelling difficulties in grades three through six during a month-long summer writing program. A changing conditions single-subject…

Phonics, Spelling, and Word Study: A Sensible Approach. The Bill Harp Professional Teachers Library Series.

ERIC Educational Resources Information Center

Glazer, Susan Mandel

This concise book shares several sensible, logical, and meaningful approaches that guide young children to use the written coding system to read, spell, and make meaning of the English language coding system. The book demonstrates that phonics, spelling, and word study are essential parts of literacy learning. After an introduction, chapters are:…

Effect of Assessment Task and Letter Writing Ability on Preschool Children's Spelling Performance

ERIC Educational Resources Information Center

Puranik, Cynthia; Apel, Kenn

2010-01-01

The purpose of this study was to examine whether spelling performance in preschool children varied as a function of the method of assessment and letter writing ability. The authors manipulated the motoric element and memory demands of the task by having children spell single words using letter tiles, orally, and by writing. The authors also…

On the Acquisition of Some Basic Word Spelling Mechanisms in a Deep (French) and a Shallow (Spanish) System

ERIC Educational Resources Information Center

Carrillo, Maria Soledad; Alegria, Jesus; Marin, Javier

2013-01-01

An experiment was carried out to compare the time course of the acquisition of two basic spelling mechanisms in Spanish, a shallow system, and French, a deep system. The first was lexical. It relies on the orthographic lexicon, a hypothetical structure containing the orthographic representations of words accessible for word spelling. To evaluate…

Spelling Endings Added to e: Level III, Unit 5, Lesson 1; Capitalization: Lesson 2; Question Marks and Exclamation Points: Lesson 3; Quotation Marks: Lesson 4; Spelling Double Letter Demons: Lesson 5; Colons and Dashes: Lesson 6; Punctuating Series with Commas and Semicolons: Lesson 7; More Confusing Word Pairs: Lesson 8; Separating Sentence Parts with Punctuation: Lesson 9; Other Uses for Commas and Semicolons.

ERIC Educational Resources Information Center

Manpower Administration (DOL), Washington, DC. Job Corps.

This self-study program for the high-school level contains lessons in the following subjects: Spelling Endings Added to e; Capitalization; Question Marks and Exclamation Points; Quotation Marks; Spelling Double Letter Demons; Colons and Dashes; Punctuating Series with Commas and Semicolons; More Confusing Word Pairs; Separating Sentence Parts with…

The locus of word frequency effects in skilled spelling-to-dictation.

PubMed

Chua, Shi Min; Liow, Susan J Rickard

2014-01-01

In spelling-to-dictation tasks, skilled spellers consistently initiate spelling of high-frequency words faster than that of low-frequency words. Tainturier and Rapp's model of spelling shows three possible loci for this frequency effect: spoken word recognition, orthographic retrieval, and response execution of the first letter. Thus far, researchers have attributed the effect solely to orthographic retrieval without considering spoken word recognition or response execution. To investigate word frequency effects at each of these three loci, Experiment 1 involved a delayed spelling-to-dictation task and Experiment 2 involved a delayed/uncertain task. In Experiment 1, no frequency effect was found in the 1200-ms delayed condition, suggesting that response execution is not affected by word frequency. In Experiment 2, no frequency effect was found in the delayed/uncertain task that reflects the orthographic retrieval, whereas a frequency effect was found in the comparison immediate/uncertain task that reflects both spoken word recognition and orthographic retrieval. The results of this two-part study suggest that frequency effects in spoken word recognition play a substantial role in skilled spelling-to-dictation. Discrepancies between these findings and previous research, and the limitations of the present study, are discussed.

Spelling and Morphology in Dyslexia: A Developmental Study Across the School Years.

PubMed

Schiff, Rachel; Levie, Ronit

2017-11-01

The current study examined the effect of morphological knowledge on spelling development in Hebrew-speaking schoolchildren, adolescents and adults with dyslexia, compared with typically developing (TD) peers. Participants were 238 Hebrew-speaking readers of five grade levels of whom 139 were TD and 99 had developmental dyslexia (DD). Participants were tested on a function letter spelling task, a phonological awareness task and a morphological awareness task. The overall picture that emerged from the results is that performance on all measures increased with grade level, with TD participants always scoring higher than peers with DD. Moreover, the higher the morphological complexity in spelling and irregularity in noun inflection, the higher the differences between the DD and TD participants. Finally, performance on the morphological awareness task contributed to spelling morphologically more complex spelling items in the TD, but not in the DD group. From clinical and educational perspectives, these results strongly suggest that rigorous morphological instruction is necessary in teaching children and adolescents with dyslexia to identify and use morphological cues in spoken and written Hebrew. Copyright © 2017 John Wiley & Sons, Ltd. Copyright © 2017 John Wiley & Sons, Ltd.

Responses to the 2800 years BP climatic oscillation in shallow- and deep-basin sediments from the Dead Sea

NASA Astrophysics Data System (ADS)

Neugebauer, Ina; Brauer, Achim; Schwab, Markus; Dulski, Peter; Frank, Ute; Hadzhiivanova, Elitsa; Kitagawa, Hiroyuki; Litt, Thomas; Schiebel, Vera; Taha, Nimer; Waldmann, Nicolas

2015-04-01

Laminated lake sediments from the Dead Sea basin provide high-resolution records of climatic variability in the eastern Mediterranean region, which is considered being especially sensitive to changing climatic conditions. In the study presented here, we aim to reconstruct palaeoclimatic changes and their relation to the frequency of flood/erosion and dust deposition events as archived in the Dead Sea basin for the time interval from ca 3700 to 1700 years BP. A ca 4 m thick, mostly annually laminated (varved) sediment section from the western margin of the Dead Sea (shallow-water DSEn - Ein Gedi profile) was analysed and correlated to the new ICDP Dead Sea Deep Drilling Project core 5017-1 from the deep basin. To detect even single event layers, we applied a multi-proxy approach of high-resolution microscopic thin section analyses, µXRF element scanning and magnetic susceptibility measurements, supported by grain size and palynological analyses. Based on radiocarbon and varve dating two pronounced dry periods were detected at ~3500-3300 yrs BP and ~2900-2400 yrs BP that are characterized by a sand deposit during the older dry period and enhanced frequency of coarse detrital layers during the younger dry period in the shallow-water DSEn core, both interpreted as increased erosion processes. In the 5017-1 deep-basin core these dry periods are depicted by halite deposits. The timing of the younger dry period broadly coincides with the Homeric Minimum of solar activity at ca 2800 yrs BP. Our results suggest that during this period the Dead Sea region experienced a change in synoptic weather patterns leading to an increased occurrence of flash-flood events, overprinting the overall dry climatic conditions. Following this dry spell, a 250-yrs period of increased dust deposition is observed, coinciding with more regular aragonite precipitation during less arid climatic conditions.

Reading and spelling skills in German third graders: Examining the role of student and context characteristics.

PubMed

von Suchodoletz, Antje; Larsen, Ross A A; Gunzenhauser, Catherine; Fäsche, Anika

2015-12-01

Educational processes and outcomes are influenced by a multitude of factors, including individual and contextual characteristics. Recently, studies have demonstrated that student and context characteristics may produce unique and cumulative effects on educational outcomes. The study aimed to investigate (1) the relative contribution of student, classroom, and school characteristics to reading fluency and orthographic spelling, (2) the relative contribution of specific predictors to reading fluency and orthographic spelling within the sets of student, classroom, and school characteristics, and (3) whether the contribution of student, classroom, and school characteristics differs for reading fluency and orthographic spelling. Participants were 789 German third-grade students from 56 classrooms in 34 schools. Students completed an intelligence test and a questionnaire assessing self-control. Reading fluency and orthographic spelling performance were assessed using standardized achievement tests. Multilevel structural equation modelling was used to control for the hierarchical structure of educational data. Variances in students' reading and spelling skills were in large part explained by student characteristics (>90%). Classroom and school characteristics yielded little variance. Student-level intelligence and self-control were significantly related to reading fluency. For orthographic spelling, student-level intelligence and self-control, class-average intelligence, and, at the school level, the socio-economic status of the school's neighbourhood were significant predictors. Future research needs to investigate relevant classroom and school factors that may directly and indirectly relate to academic outcomes. © 2015 The British Psychological Society.

The precursors of double dissociation between reading and spelling in a transparent orthography.

PubMed

Torppa, Minna; Georgiou, George K; Niemi, Pekka; Lerkkanen, Marja-Kristiina; Poikkeus, Anna-Maija

2017-04-01

Research and clinical practitioners have mixed views whether reading and spelling difficulties should be combined or seen as separate. This study examined the following: (a) if double dissociation between reading and spelling can be identified in a transparent orthography (Finnish) and (b) the cognitive and noncognitive precursors of this phenomenon. Finnish-speaking children (n = 1963) were assessed on reading fluency and spelling in grades 1, 2, 3, and 4. Dissociation groups in reading and spelling were formed based on stable difficulties in grades 1-4. The groups were compared in kindergarten phonological awareness, rapid automatized naming, letter knowledge, home literacy environment, and task-avoidant behavior. The results indicated that the double dissociation groups could be identified even in the context of a highly transparent orthography: 41 children were unexpected poor spellers (SD), 36 were unexpected poor readers (RD), and 59 were poor in both reading and spelling (RSD). The RSD group performed poorest on all cognitive skills and showed the most task-avoidant behavior, the RD group performed poorly particularly on rapid automatized naming and letter knowledge, and the SD group had difficulties on phonological awareness and letter knowledge. Fathers' shared book reading was less frequent in the RD and RSD groups than in the other groups. The findings suggest that there are discernible double dissociation groups with distinct cognitive profiles. This further suggests that the identification of difficulties in Finnish and the planning of teaching and remediation practices should include both reading and spelling assessments.

Action and perception in literacy: A common-code for spelling and reading.

PubMed

Houghton, George

2018-01-01

There is strong evidence that reading and spelling in alphabetical scripts depend on a shared representation (common-coding). However, computational models usually treat the two skills separately, producing a wide variety of proposals as to how the identity and position of letters is represented. This article treats reading and spelling in terms of the common-coding hypothesis for perception-action coupling. Empirical evidence for common representations in spelling-reading is reviewed. A novel version of the Start-End Competitive Queuing (SE-CQ) spelling model is introduced, and tested against the distribution of positional errors in Letter Position Dysgraphia, data from intralist intrusion errors in spelling to dictation, and dysgraphia because of nonperipheral neglect. It is argued that no other current model is equally capable of explaining this range of data. To pursue the common-coding hypothesis, the representation used in SE-CQ is applied, without modification, to the coding of letter identity and position for reading and lexical access, and a lexical matching rule for the representation is proposed (Start End Position Code model, SE-PC). Simulations show the model's compatibility with benchmark findings from form priming, its ability to account for positional effects in letter identification priming and the positional distribution of perseverative intrusion errors. The model supports the view that spelling and reading use a common orthographic description, providing a well-defined account of the major features of this representation. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Integrating dynamic stopping, transfer learning and language models in an adaptive zero-training ERP speller.

PubMed

Kindermans, Pieter-Jan; Tangermann, Michael; Müller, Klaus-Robert; Schrauwen, Benjamin

2014-06-01

Most BCIs have to undergo a calibration session in which data is recorded to train decoders with machine learning. Only recently zero-training methods have become a subject of study. This work proposes a probabilistic framework for BCI applications which exploit event-related potentials (ERPs). For the example of a visual P300 speller we show how the framework harvests the structure suitable to solve the decoding task by (a) transfer learning, (b) unsupervised adaptation, (c) language model and (d) dynamic stopping. A simulation study compares the proposed probabilistic zero framework (using transfer learning and task structure) to a state-of-the-art supervised model on n = 22 subjects. The individual influence of the involved components (a)-(d) are investigated. Without any need for a calibration session, the probabilistic zero-training framework with inter-subject transfer learning shows excellent performance--competitive to a state-of-the-art supervised method using calibration. Its decoding quality is carried mainly by the effect of transfer learning in combination with continuous unsupervised adaptation. A high-performing zero-training BCI is within reach for one of the most popular BCI paradigms: ERP spelling. Recording calibration data for a supervised BCI would require valuable time which is lost for spelling. The time spent on calibration would allow a novel user to spell 29 symbols with our unsupervised approach. It could be of use for various clinical and non-clinical ERP-applications of BCI.

Integrating dynamic stopping, transfer learning and language models in an adaptive zero-training ERP speller

NASA Astrophysics Data System (ADS)

Kindermans, Pieter-Jan; Tangermann, Michael; Müller, Klaus-Robert; Schrauwen, Benjamin

2014-06-01

Objective. Most BCIs have to undergo a calibration session in which data is recorded to train decoders with machine learning. Only recently zero-training methods have become a subject of study. This work proposes a probabilistic framework for BCI applications which exploit event-related potentials (ERPs). For the example of a visual P300 speller we show how the framework harvests the structure suitable to solve the decoding task by (a) transfer learning, (b) unsupervised adaptation, (c) language model and (d) dynamic stopping. Approach. A simulation study compares the proposed probabilistic zero framework (using transfer learning and task structure) to a state-of-the-art supervised model on n = 22 subjects. The individual influence of the involved components (a)-(d) are investigated. Main results. Without any need for a calibration session, the probabilistic zero-training framework with inter-subject transfer learning shows excellent performance—competitive to a state-of-the-art supervised method using calibration. Its decoding quality is carried mainly by the effect of transfer learning in combination with continuous unsupervised adaptation. Significance. A high-performing zero-training BCI is within reach for one of the most popular BCI paradigms: ERP spelling. Recording calibration data for a supervised BCI would require valuable time which is lost for spelling. The time spent on calibration would allow a novel user to spell 29 symbols with our unsupervised approach. It could be of use for various clinical and non-clinical ERP-applications of BCI.

The Development of Reading and Spelling Abilities in the First 3 Years of Learning Arabic

ERIC Educational Resources Information Center

Mohamed, Wessam; Elbert, Thomas; Landerl, Karin

2011-01-01

In a cross-sectional study, we investigated the development of fluent reading and spelling in the first 3 years of learning Arabic. The goals of our study were to: (1) validate suitable measures for fluent reading and spelling in the first 3 years of learning Arabic; (2) trace the developmental course of the relationship between fluent reading and…

Teaching Compound Words to a Spelling-Disabled Child via Smart Notebook Technology: ? Case Study Approach

ERIC Educational Resources Information Center

Tsesmeli, Styliani N.; Tsirozi, Theologia

2015-01-01

The case-study aims to examine the effectiveness of training of morphological structure on the spelling of compounds by a spelling-disabled primary school student. The experimental design of the intervention was based on the word-pair paradigm and included a pre-test, a training program and a post-test (n = 50 pairs). The Training Program aimed to…

Spelling It Out: How Words Work and How to Teach Them

ERIC Educational Resources Information Center

Adoniou, Misty

2016-01-01

Spelling can be a source of anxiety for school children and working professionals alike. Yet the spelling of words in English is not as random or chaotic as it is often perceived to be; rather, it is a system based on both meaning and a fascinating linguistic history. Misty Adoniou's public articles on the processes of teaching and learning…

The Effects of Phonological Awareness of Zulu-Speaking Children Learning to Spell in English: A Study of Cross-Language Transfer

ERIC Educational Resources Information Center

De Sousa, Diana Soares; Greenop, Kirston; Fry, Jessica

2010-01-01

Background: Emergent bilingual Zulu-English speaking children in South Africa have spoken but no written proficiency in Zulu (L1), yet are required to learn to spell English (L2) via English-only literacy instruction. Little research exists on emergent bilingual's phonological awareness (PA) and spelling development, with no L1 formal literacy…

The Effects of Chewing Cinnamon Flavored Gum on Mood, Feeling and Spelling Acquisition

ERIC Educational Resources Information Center

Wilson, Andrew; Kim, Wonsun; Raudenbush, Bryan

2016-01-01

The purpose of the study is to investigate if the effects of chewing cinnamon flavored gum can increase mood, feeling and spelling acquisition. 5th grade students (n = 22) at Ilshin elementary school in South Korea served as participants. The same students were required to take 4 spelling tests with 1 given every day over the course of 4 days. For…

The Effects of Pupil-Corrected Tests and Written Teacher Comments on Learning to Spell in the Upper Elementary Grades.

ERIC Educational Resources Information Center

Lesner, Julius

To determine the effects of teacher comments on spelling test papers, 32 randomly selected fourth- and sixth-grade teachers from low and high socioeconomic area Los Angeles elementary schools used 965 pupils in their regular classes as subjects. The teachers gave the regular weekly spelling test, and one of four evaluation treatments was randomly…

Activating the Meaning of a Word Facilitates the Integration of Orthography: Evidence from Spelling Exercises in Beginning Spellers

ERIC Educational Resources Information Center

Hilte, Maartje; Reitsma, Pieter

2011-01-01

The present study examines the effect of activating the connection between meaning and phonology in spelling exercises in second-grade spellers (n=41; 8 years and 3 months). In computer-based exercises in a within-subject design, semantic and neutral descriptions were contrasted and provided either before the process of spelling or in feedback.…

The Development of Children's Sensitivity to Bigram Frequencies When Spelling in Spanish, a Transparent Writing System

ERIC Educational Resources Information Center

Carrillo, María Soledad; Alegría, Jesús

2014-01-01

The aim of this study was to collect data concerning the sensitivity of 2nd-6th grade Spanish-speaking children towards orthographic regularities. In a first experiment, children were asked to spell words that begin with /b/, a sound that is inconsistently spelled "b" or "v", depending on the lexeme. Low frequency words were…

A UMLS-based spell checker for natural language processing in vaccine safety.

PubMed

Tolentino, Herman D; Matters, Michael D; Walop, Wikke; Law, Barbara; Tong, Wesley; Liu, Fang; Fontelo, Paul; Kohl, Katrin; Payne, Daniel C

2007-02-12

The Institute of Medicine has identified patient safety as a key goal for health care in the United States. Detecting vaccine adverse events is an important public health activity that contributes to patient safety. Reports about adverse events following immunization (AEFI) from surveillance systems contain free-text components that can be analyzed using natural language processing. To extract Unified Medical Language System (UMLS) concepts from free text and classify AEFI reports based on concepts they contain, we first needed to clean the text by expanding abbreviations and shortcuts and correcting spelling errors. Our objective in this paper was to create a UMLS-based spelling error correction tool as a first step in the natural language processing (NLP) pipeline for AEFI reports. We developed spell checking algorithms using open source tools. We used de-identified AEFI surveillance reports to create free-text data sets for analysis. After expansion of abbreviated clinical terms and shortcuts, we performed spelling correction in four steps: (1) error detection, (2) word list generation, (3) word list disambiguation and (4) error correction. We then measured the performance of the resulting spell checker by comparing it to manual correction. We used 12,056 words to train the spell checker and tested its performance on 8,131 words. During testing, sensitivity, specificity, and positive predictive value (PPV) for the spell checker were 74% (95% CI: 74-75), 100% (95% CI: 100-100), and 47% (95% CI: 46%-48%), respectively. We created a prototype spell checker that can be used to process AEFI reports. We used the UMLS Specialist Lexicon as the primary source of dictionary terms and the WordNet lexicon as a secondary source. We used the UMLS as a domain-specific source of dictionary terms to compare potentially misspelled words in the corpus. The prototype sensitivity was comparable to currently available tools, but the specificity was much superior. The slow processing speed may be improved by trimming it down to the most useful component algorithms. Other investigators may find the methods we developed useful for cleaning text using lexicons specific to their area of interest.

A UMLS-based spell checker for natural language processing in vaccine safety

PubMed Central

Tolentino, Herman D; Matters, Michael D; Walop, Wikke; Law, Barbara; Tong, Wesley; Liu, Fang; Fontelo, Paul; Kohl, Katrin; Payne, Daniel C

2007-01-01

Background The Institute of Medicine has identified patient safety as a key goal for health care in the United States. Detecting vaccine adverse events is an important public health activity that contributes to patient safety. Reports about adverse events following immunization (AEFI) from surveillance systems contain free-text components that can be analyzed using natural language processing. To extract Unified Medical Language System (UMLS) concepts from free text and classify AEFI reports based on concepts they contain, we first needed to clean the text by expanding abbreviations and shortcuts and correcting spelling errors. Our objective in this paper was to create a UMLS-based spelling error correction tool as a first step in the natural language processing (NLP) pipeline for AEFI reports. Methods We developed spell checking algorithms using open source tools. We used de-identified AEFI surveillance reports to create free-text data sets for analysis. After expansion of abbreviated clinical terms and shortcuts, we performed spelling correction in four steps: (1) error detection, (2) word list generation, (3) word list disambiguation and (4) error correction. We then measured the performance of the resulting spell checker by comparing it to manual correction. Results We used 12,056 words to train the spell checker and tested its performance on 8,131 words. During testing, sensitivity, specificity, and positive predictive value (PPV) for the spell checker were 74% (95% CI: 74–75), 100% (95% CI: 100–100), and 47% (95% CI: 46%–48%), respectively. Conclusion We created a prototype spell checker that can be used to process AEFI reports. We used the UMLS Specialist Lexicon as the primary source of dictionary terms and the WordNet lexicon as a secondary source. We used the UMLS as a domain-specific source of dictionary terms to compare potentially misspelled words in the corpus. The prototype sensitivity was comparable to currently available tools, but the specificity was much superior. The slow processing speed may be improved by trimming it down to the most useful component algorithms. Other investigators may find the methods we developed useful for cleaning text using lexicons specific to their area of interest. PMID:17295907

Global Association of Cold Spells and Adverse Health Effects: A Systematic Review and Meta-Analysis.

PubMed

Ryti, Niilo R I; Guo, Yuming; Jaakkola, Jouni J K

2016-01-01

There is substantial evidence that mortality increases in low temperatures. Less is known about the role of prolonged cold periods denoted as cold spells. We conducted the first systematic review and meta-analysis to summarize the evidence on the adverse health effects of cold spells in varying climates. Four databases (Ovid Medline, PubMed, Scopus, Web of Science) were searched for all years and languages available. "Cold spell" was defined as an event below a temperature threshold lasting for a minimum duration of 2 days. Of 1,527 identified articles, 26 satisfied our eligibility criteria for the systematic review, and 9 were eligible for meta-analyses. The articles were grouped by the three main study questions into Overall-effect Group, Added-effect Group, and Temperature-change-effect Group. Based on random-effects models in the meta-analyses, cold spells were associated with increased mortality from all or all nonaccidental causes (summary rate ratio = 1.10; 95% CI: 1.04, 1.17 based on 9 estimates from five studies), cardiovascular diseases (1.11; 95% CI: 1.03, 1.19; 12 estimates from eight studies), and respiratory diseases (1.21; 95% CI: 0.97, 1.51; 8 estimates from four studies). Estimated associations were stronger for people ≥ 65 years of age (1.06; 95% CI: 1.00, 1.12) than for people 0-64 years of age (1.01; 95% CI: 1.00, 1.03). Study-specific effect estimates from a limited number of studies suggested an increased morbidity related to cold spells, but it was not possible to quantitatively summarize the evidence. Cold spells are associated with increased mortality rates in populations around the world. The body of evidence suggests that cold spells also have other adverse health effects. There was substantial heterogeneity among the studies, which should be taken into account in the interpretation of the results. Ryti NR, Guo Y, Jaakkola JJ. 2016. Global association of cold spells and adverse health effects: a systematic review and meta-analysis. Environ Health Perspect 124:12-22; http://dx.doi.org/10.1289/ehp.1408104.

Stochastic Modeling based on Dictionary Approach for the Generation of Daily Precipitation Occurrences

NASA Astrophysics Data System (ADS)

Panu, U. S.; Ng, W.; Rasmussen, P. F.

2009-12-01

The modeling of weather states (i.e., precipitation occurrences) is critical when the historical data are not long enough for the desired analysis. Stochastic models (e.g., Markov Chain and Alternating Renewal Process (ARP)) of the precipitation occurrence processes generally assume the existence of short-term temporal-dependency between the neighboring states while implying the existence of long-term independency (randomness) of states in precipitation records. Existing temporal-dependent models for the generation of precipitation occurrences are restricted either by the fixed-length memory (e.g., the order of a Markov chain model), or by the reining states in segments (e.g., persistency of homogenous states within dry/wet-spell lengths of an ARP). The modeling of variable segment lengths and states could be an arduous task and a flexible modeling approach is required for the preservation of various segmented patterns of precipitation data series. An innovative Dictionary approach has been developed in the field of genome pattern recognition for the identification of frequently occurring genome segments in DNA sequences. The genome segments delineate the biologically meaningful ``words" (i.e., segments with a specific patterns in a series of discrete states) that can be jointly modeled with variable lengths and states. A meaningful “word”, in hydrology, can be referred to a segment of precipitation occurrence comprising of wet or dry states. Such flexibility would provide a unique advantage over the traditional stochastic models for the generation of precipitation occurrences. Three stochastic models, namely, the alternating renewal process using Geometric distribution, the second-order Markov chain model, and the Dictionary approach have been assessed to evaluate their efficacy for the generation of daily precipitation sequences. Comparisons involved three guiding principles namely (i) the ability of models to preserve the short-term temporal-dependency in data through the concepts of autocorrelation, average mutual information, and Hurst exponent, (ii) the ability of models to preserve the persistency within the homogenous dry/wet weather states through analysis of dry/wet-spell lengths between the observed and generated data, and (iii) the ability to assesses the goodness-of-fit of models through the likelihood estimates (i.e., AIC and BIC). Past 30 years of observed daily precipitation records from 10 Canadian meteorological stations were utilized for comparative analyses of the three models. In general, the Markov chain model performed well. The remainders of the models were found to be competitive from one another depending upon the scope and purpose of the comparison. Although the Markov chain model has a certain advantage in the generation of daily precipitation occurrences, the structural flexibility offered by the Dictionary approach in modeling the varied segment lengths of heterogeneous weather states provides a distinct and powerful advantage in the generation of precipitation sequences.

Cognitive Abilities Underlying Reading Accuracy, Fluency and Spelling Acquisition in Korean Hangul Learners from Grades 1 to 4: A Cross-Sectional Study.

PubMed

Park, Hyun-Rin; Uno, Akira

2015-08-01

The purpose of this cross-sectional study was to examine the cognitive abilities that predict reading and spelling performance in Korean children in Grades 1 to 4, depending on expertise and reading experience. As a result, visual cognition, phonological awareness, naming speed and receptive vocabulary significantly predicted reading accuracy in children in Grades 1 and 2, whereas visual cognition, phonological awareness and rapid naming speed did not predict reading accuracy in children in higher grades. For reading, fluency, phonological awareness, rapid naming speed and receptive vocabulary were crucial abilities in children in Grades 1 to 3, whereas phonological awareness was not a significant predictor in children in Grade 4. In spelling, reading ability and receptive vocabulary were the most important abilities for accurate Hangul spelling. The results suggested that the degree of cognitive abilities required for reading and spelling changed depending on expertise and reading experience. Copyright © 2015 John Wiley & Sons, Ltd.

Development of a hybrid mental speller combining EEG-based brain-computer interface and webcam-based eye-tracking.

PubMed

Lee, Jun-Hak; Lim, Jeong-Hwan; Hwang, Han-Jeong; Im, Chang-Hwan

2013-01-01

The main goal of this study was to develop a hybrid mental spelling system combining a steady-state visual evoked potential (SSVEP)-based brain-computer interface (BCI) technology and a webcam-based eye-tracker, which utilizes information from the brain electrical activity and eye gaze direction at the same time. In the hybrid mental spelling system, a character decoded using SSVEP was not typed if the position of the selected character was not matched with the eye direction information ('left' or 'right') obtained from the eye-tracker. Thus, the users did not need to correct a misspelled character using a 'BACKSPACE' key. To verify the feasibility of the developed hybrid mental spelling system, we conducted online experiments with ten healthy participants. Each participant was asked to type 15 English words consisting of 68 characters. As a result, 16.6 typing errors could be prevented on average, demonstrating that the implemented hybrid mental spelling system could enhance the practicality of our mental spelling system.

Written object naming, spelling to dictation, and immediate copying: Different tasks, different pathways?

PubMed

Bonin, Patrick; Méot, Alain; Lagarrigue, Aurélie; Roux, Sébastien

2015-01-01

We report an investigation of cross-task comparisons of handwritten latencies in written object naming, spelling to dictation, and immediate copying. In three separate sessions, adults had to write down a list of concrete nouns from their corresponding pictures (written naming), from their spoken (spelling to dictation) and from their visual presentation (immediate copying). Linear mixed models without random slopes were performed on the latencies in order to study and compare within-task fixed effects. By-participants random slopes were then included to investigate individual differences within and across tasks. Overall, the findings suggest that written naming, spelling to dictation, and copying all involve a lexical pathway, but that written naming relies on this pathway more than the other two tasks do. Only spelling to dictation strongly involves a nonlexical pathway. Finally, the analyses performed at the level of participants indicate that, depending on the type of task, the slower participants are more or less influenced by certain psycholinguistic variables.

Tracking the effects of dyslexia in reading and spelling development: A longitudinal study of Greek readers.

PubMed

Diamanti, Vassiliki; Goulandris, Nata; Stuart, Morag; Campbell, Ruth; Protopapas, Athanassios

2018-05-01

In this study, we followed Greek children with and without dyslexia for 18 months, assessing them twice on a battery of phonological, reading, and spelling tasks, aiming to document the relative progress achieved and to uncover any specific effects of dyslexia in the development of reading and spelling beyond the longitudinal associations among variables that are observed in typical readers. A wide-ranging match was achieved between the dyslexic group and the younger reading-matched comparison group, enabling longitudinal comparisons on essentially identical initial performance profiles. Group differences were found in the development of tasks relying on phonological processing skill, such as phoneme deletion in pseudowords, pseudoword reading accuracy and time, as well as in graphemic spelling accuracy. The results confirm findings from cross-sectional studies of reading difficulty in the relatively transparent Greek orthography and are consistent with a phonological processing deficit underlying and reciprocally interacting with underdevelopment of reading and spelling skills in the impaired population. Copyright © 2018 John Wiley & Sons, Ltd.

Testing Measurement Invariance across Groups of Children with and without Attention-Deficit/ Hyperactivity Disorder: Applications for Word Recognition and Spelling Tasks

PubMed Central

Lúcio, Patrícia S.; Salum, Giovanni; Swardfager, Walter; Mari, Jair de Jesus; Pan, Pedro M.; Bressan, Rodrigo A.; Gadelha, Ary; Rohde, Luis A.; Cogo-Moreira, Hugo

2017-01-01

Although studies have consistently demonstrated that children with attention-deficit/hyperactivity disorder (ADHD) perform significantly lower than controls on word recognition and spelling tests, such studies rely on the assumption that those groups are comparable in these measures. This study investigates comparability of word recognition and spelling tests based on diagnostic status for ADHD through measurement invariance methods. The participants (n = 1,935; 47% female; 11% ADHD) were children aged 6–15 with normal IQ (≥70). Measurement invariance was investigated through Confirmatory Factor Analysis and Multiple Indicators Multiple Causes models. Measurement invariance was attested in both methods, demonstrating the direct comparability of the groups. Children with ADHD were 0.51 SD lower in word recognition and 0.33 SD lower in spelling tests than controls. Results suggest that differences in performance on word recognition and spelling tests are related to true mean differences based on ADHD diagnostic status. Implications for clinical practice and research are discussed. PMID:29118733

Testing Measurement Invariance across Groups of Children with and without Attention-Deficit/ Hyperactivity Disorder: Applications for Word Recognition and Spelling Tasks.

PubMed

Lúcio, Patrícia S; Salum, Giovanni; Swardfager, Walter; Mari, Jair de Jesus; Pan, Pedro M; Bressan, Rodrigo A; Gadelha, Ary; Rohde, Luis A; Cogo-Moreira, Hugo

2017-01-01

Although studies have consistently demonstrated that children with attention-deficit/hyperactivity disorder (ADHD) perform significantly lower than controls on word recognition and spelling tests, such studies rely on the assumption that those groups are comparable in these measures. This study investigates comparability of word recognition and spelling tests based on diagnostic status for ADHD through measurement invariance methods. The participants ( n = 1,935; 47% female; 11% ADHD) were children aged 6-15 with normal IQ (≥70). Measurement invariance was investigated through Confirmatory Factor Analysis and Multiple Indicators Multiple Causes models. Measurement invariance was attested in both methods, demonstrating the direct comparability of the groups. Children with ADHD were 0.51 SD lower in word recognition and 0.33 SD lower in spelling tests than controls. Results suggest that differences in performance on word recognition and spelling tests are related to true mean differences based on ADHD diagnostic status. Implications for clinical practice and research are discussed.

Neural substrates of sublexical processing for spelling.

PubMed

DeMarco, Andrew T; Wilson, Stephen M; Rising, Kindle; Rapcsak, Steven Z; Beeson, Pélagie M

2017-01-01

We used fMRI to examine the neural substrates of sublexical phoneme-grapheme conversion during spelling in a group of healthy young adults. Participants performed a writing-to-dictation task involving irregular words (e.g., choir), plausible nonwords (e.g., kroid), and a control task of drawing familiar geometric shapes (e.g., squares). Written production of both irregular words and nonwords engaged a left-hemisphere perisylvian network associated with reading/spelling and phonological processing skills. Effects of lexicality, manifested by increased activation during nonword relative to irregular word spelling, were noted in anterior perisylvian regions (posterior inferior frontal gyrus/operculum/precentral gyrus/insula), and in left ventral occipito-temporal cortex. In addition to enhanced neural responses within domain-specific components of the language network, the increased cognitive demands associated with spelling nonwords engaged domain-general frontoparietal cortical networks involved in selective attention and executive control. These results elucidate the neural substrates of sublexical processing during written language production and complement lesion-deficit correlation studies of phonological agraphia. Copyright © 2016 Elsevier Inc. All rights reserved.

[Is a specific disorder of arithmetic skills as common as reading/spelling disorder?].

PubMed

Wyschkon, Anne; Kohn, Juliane; Ballaschk, Katja; Esser, Günter

2009-11-01

Referring to the prevalence rates of learning disorders in the research literature, the numbers of mathematics disorder and reading/spelling disorder are often reported to be identical. However, the correlation between intelligence level and reading/spelling skills is much weaker than between intelligence and arithmetic skills. If the same definition criterion is applied to both disorders, a lower prevalence rate for mathematics disorder should be expected. Are there differences in the prevalence estimates for learning disorders depending on the definition criterion? A large representative sample of German students (N=1970) was used to review the hypothesis. Depending on the definition criterion, we could show a prevalence range of mathematics disorder between 0.1% and 8.1% in the same sample. Using the same definition criterion for both learning disorders, there are two to three times as many students with reading/spelling disorder than those with mathematics disorder. Whenever children with reading/spelling disorder are compared to children with mathematics disorder, the same definition criterion has to be applied.

[The impact of precursors on reading, spelling, and arithmetic at school 2nd grade].

PubMed

Daseking, M; Petermann, F

2011-10-01

The aim of this study was to determine the role of precursors in the prediction of school achievement. 372 children were followed from health examination for school entry to the second grade. Preschool skills assessed by a screening of developmental stage (SOPESS) were related to second-grade reading (ELFE 1-6), spelling (DERET 1-2+), and arithmetic (DEMAT 1+) by correlation and regression analyses. Correlations between numeracy and math abilities (r=0,340) met with our expectations as also did those between verbal abilities and spelling (r=0,276). The subtests of attention and counting (SOPESS) contribute significantly to an explanation of the variance in school achievement. Numeracy predicts math achievement, and verbal memory contributes to school achievement in math and spelling. Our findings support the contribution of visual selective attention, phonological memory, and verbal abilities to the development of reading, spelling, and math at primary school. © Georg Thieme Verlag KG Stuttgart · New York.

Neural Substrates of Sublexical Processing for Spelling

PubMed Central

Wilson, Stephen M.; Rising, Kindle; Rapcsak, Steven Z.; Beeson, Pélagie M.

2016-01-01

We used fMRI to examine the neural substrates of sublexical phoneme-grapheme conversion during spelling in a group of healthy young adults. Participants performed a writing-to-dictation task involving irregular words (e.g., choir), plausible nonwords (e.g., kroid), and a control task of drawing familiar geometric shapes (e.g., squares). Written production of both irregular words and nonwords engaged a left-hemisphere perisylvian network associated with reading/spelling and phonological processing skills. Effects of lexicality, manifested by increased activation during nonword relative to irregular word spelling, were noted in anterior perisylvian regions (posterior inferior frontal gyrus/operculum/precentral gyrus/insula), and in left ventral occipito-temporal cortex. In addition to enhanced neural responses within domain-specific components of the language network, the increased cognitive demands associated with spelling nonwords engaged domain-general frontoparietal cortical networks involved in selective attention and executive control. These results elucidate the neural substrates of sublexical processing during written language production and complement lesion-deficit correlation studies of phonological agraphia. PMID:27838547

Predicting Reading and Spelling Difficulties in Transparent and Opaque Orthographies: A Comparison between Scandinavian and U.S./Australian Children

PubMed Central

Furnes, Bjarte; Samuelsson, Stefan

2010-01-01

In this study, predictors of reading and spelling difficulties among children learning more transparent (Norwegian/Swedish) and less transparent (English) orthographies were examined longitudinally from preschool through Grade 2 using parallel versions of tests. A series of logistic regression analysis indicated three main findings. First, phonological awareness as a predictor of reading difficulties in the Scandinavian sample was time-limited to Grade 1, but remained as a significant predictor in the English-speaking sample. Second, phonological awareness predicted spelling difficulties similarly across orthographies. Third, preschool and kindergarten RAN was a significant predictor of reading and spelling difficulties at both Grades 1 and 2 across orthographies. The authors conclude that phonological awareness diminishes as a predictor of reading difficulties in transparent orthographies after the first years of schooling, that RAN is a better long term predictor of reading difficulties, and that phonological awareness is associated with spelling difficulties similarly in transparent and opaque orthographies. PMID:20440743

The Effect of Language Specific Factors on Early Written Composition: The Role of Spelling, Oral Language and Text Generation Skills in a Shallow Orthography

ERIC Educational Resources Information Center

Arfé, Barbara; Dockrell, Julie E.; De Bernardi, Bianca

2016-01-01

Spelling skills have been identified as one of the major barriers to written text production in young English writers. By contrast oral language skills and text generation have been found to be less influential in the texts produced by beginning writers. To date, our understanding of the role of spelling skills in transparent orthographies is…

The Impact of Supplemental Handwriting and Spelling Instruction with First Grade Students Who Do Not Acquire Transcription Skills as Rapidly as Peers: A Randomized Control Trial

ERIC Educational Resources Information Center

Graham, Steve; Harris, Karen R.; Adkins, Mary

2018-01-01

The impact of supplemental handwriting and spelling instruction on learning to write was examined in an experimental study with first grade students who were not acquiring these skills as rapidly as their classmates. Thirty students (16 boys, 14 girls) were randomly assigned to a handwriting and spelling instructional condition or a phonological…

Texas Hold'em: Secretary Spellings--the Ace in Bush's Hand

ERIC Educational Resources Information Center

Davis, Michelle R.

2007-01-01

President Bush has one ace in his hand when it comes to the No Child Left Behind Act (NCLB): Secretary of Education Margaret Spellings. Spellings, who has been working on education issues for Bush since the 1990s and his days as a Texas governor, is the person who from the very beginning has had to make NCLB work. She was a key architect of the…

Do 2nd and 3rd Grade Teachers' Linguistic Knowledge and Instructional Practices Predict Spelling Gains in Weaker Spellers?

ERIC Educational Resources Information Center

Puliatte, Alison; Ehri, Linnea C.

2018-01-01

The relationship between 2nd and 3rd grade teachers' linguistic knowledge and spelling instructional practices and their students' spelling gains from fall to spring was examined. Second grade (N = 16) and 3rd grade (N = 16) teachers were administered an instructional practices survey and a linguistic knowledge test. Total scores on the two…

Comparing the Verbal Self-Reports of Spelling Strategies Used by Children with and without Dyslexia

ERIC Educational Resources Information Center

Donovan, Jennifer L.; Marshall, Chlo? R.

2016-01-01

This study explores the ability of children with and without dyslexia to provide meaningful verbal self-reports of the strategies they used in a spelling recognition task. Sixty-six children aged 6 years 3 months-9 years 9 months were tested on a range of standardised measures and on an experimental spelling recognition task based on the work of…

An Evaluation of Copy Cover and Compare Spelling Intervention for an Elementary Student with Learning Disabilities: A Replication

ERIC Educational Resources Information Center

Breach, Celena; McLaughlin, T. F.; Derby, K. Mark

2016-01-01

The purpose of this study was to increase the spelling performance for a 4th grade student with learning disabilities. The second objective was to replicate the document with the efficacy of Copy, Cover, and Compare (CCC) in spelling. The study was conducted in a resource room in a low socio-economic school in the Pacific Northwest. The skill…

Cultural constraints on brain development: evidence from a developmental study of visual word processing in mandarin chinese.

PubMed

Cao, Fan; Lee, Rebecca; Shu, Hua; Yang, Yanhui; Xu, Guoqing; Li, Kuncheng; Booth, James R

2010-05-01

Developmental differences in phonological and orthographic processing in Chinese were examined in 9 year olds, 11 year olds, and adults using functional magnetic resonance imaging. Rhyming and spelling judgments were made to 2-character words presented sequentially in the visual modality. The spelling task showed greater activation than the rhyming task in right superior parietal lobule and right inferior temporal gyrus, and there were developmental increases across tasks bilaterally in these regions in addition to bilateral occipital cortex, suggesting increased involvement over age on visuo-orthographic analysis. The rhyming task showed greater activation than the spelling task in left superior temporal gyrus and there were developmental decreases across tasks in this region, suggesting reduced involvement over age on phonological representations. The rhyming and spelling tasks included words with conflicting orthographic and phonological information (i.e., rhyming words spelled differently or nonrhyming words spelled similarly) or nonconflicting information. There was a developmental increase in the difference between conflicting and nonconflicting words in left inferior parietal lobule, suggesting greater engagement of systems for mapping between orthographic and phonological representations. Finally, there were developmental increases across tasks in an anterior (Broadman area [BA] 45, 46) and posterior (BA 9) left inferior frontal gyrus, suggesting greater reliance on controlled retrieval and selection of posterior lexical representations.

Spelling Processes of Children With Nonsyndromic Cleft Lip and/or Palate: A Preliminary Study.

PubMed

Lee, Karen Shi Mei; Young, Selena Ee-Li; Liow, Susan Jane Rickard; Purcell, Alison Anne

2015-01-01

Objective :  To compare the cognitive-linguistic processes underlying spelling performance of children with cleft lip and/or palate with those of typically developing children. Design :  An assessment battery including tests of hearing, articulation, verbal short-term and working memory, and phonological awareness, as well as word and nonword spelling, was administered to both groups. Participants :  A total of 15 children with nonsyndromic cleft lip and/or palate were case-matched by age and sex to 15 typically developing children. The children were aged between 6 and 8 years and were bilingual, with English the dominant language. Results :  Wilcoxon signed-rank tests revealed that the performance of children with cleft lip and/or palate was significantly poorer on phoneme deletion and nonword spelling (P < .05) compared with typically developing children. Spearman correlation analyses revealed different relationships between the cognitive-linguistic and spelling measures for the cleft lip and/or palate and typically developing groups. Conclusions :  Children with cleft lip and/or palate underachieve in phonological awareness and spelling skills. To facilitate early intervention for literacy problems, speech-language pathologists should routinely assess the cognitive-linguistic processing of children with cleft lip and/or palate, especially phonological awareness, as part of their case management protocols.