Aptitude-treatment interactions revisited: effect of metacognitive intervention on subtypes of written expression in elementary school students.

PubMed

Hooper, Stephen R; Wakely, Melissa B; de Kruif, Renee E L; Swartz, Carl W

2006-01-01

We examined the effectiveness of a metacognitive intervention for written language performance, based on the Hayes model of written expression, for 73 fourth-grade (n = 38) and fifth-grade (n = 35) students. The intervention consisted of twenty 45-min writing lessons designed to improve their awareness of writing as a problem-solving process. Each of the lessons addressed some aspect of planning, translating, and reflecting on written products; their self-regulation of these processes; and actual writing practice. All instruction was conducted in intact classrooms. Prior to the intervention, all students received a battery of neurocognitive tests measuring executive functions, attention, and language. In addition, preintervention writing samples were obtained and analyzed holistically and for errors in syntax, semantics, and spelling. Following the intervention, the writing tasks were readministered and cluster analysis of the neurocognitive data was conducted. Cluster analytic procedures yielded 7 reliable clusters: 4 normal variants, 1 Problem Solving weakness, 1 Problem Solving Language weaknesses, and 1 Problem Solving strength. The response to the single treatment by these various subtypes revealed positive but modest findings. Significant group differences were noted for improvement in syntax errors and spelling, with only spelling showing differential improvement for the Problem Solving Language subtype. In addition, there was a marginally significant group effect for holistic ratings. These findings provide initial evidence that Writing Aptitude (subtype) x Single Treatment interactions exist in writing, but further research is needed with other classification schemes and interventions.

Spelling: A Visual Skill.

ERIC Educational Resources Information Center

Hendrickson, Homer

1988-01-01

Spelling problems arise due to problems with form discrimination and inadequate visualization. A child's sequence of visual development involves learning motor control and coordination, with vision directing and monitoring the movements; learning visual comparison of size, shape, directionality, and solidity; developing visual memory or recall;…

Cross-lagged relations between teacher and parent ratings of children's task avoidance and different literacy skills.

PubMed

Georgiou, George K; Hirvonen, Riikka; Manolitsis, George; Nurmi, Jari-Erik

2017-09-01

Task avoidance is a significant predictor of literacy skills. However, it remains unclear whether the relation between the two is reciprocal and whether it is affected by the type of literacy outcome, who is rating children's task avoidance, and the children's gender. The purpose of this longitudinal study was to examine the cross-lagged relations between teacher and parent ratings of children's task avoidance and different literacy skills. One hundred and seventy-two Greek children (91 girls, 81 boys) were followed from Grade 1 to Grade 3. Children were assessed on reading accuracy, reading fluency, and spelling to dictation. Parents and teachers rated the children's task-avoidant behaviour. Results of structural equation modelling showed that the cross-lagged relations varied as a function of the literacy outcome, who rated the children's task avoidance, and children's gender. Earlier reading and spelling performance predicted subsequent parent-rated task avoidance, but parent-rated task avoidance did not predict subsequent reading and spelling performance (with the exception of spelling in Grade 3). Teacher-rated task avoidance and reading fluency/spelling had a reciprocal relationship over time. In addition, the effects of teacher-rated task avoidance on future spelling were significantly stronger in boys than in girls. This suggests that poor reading and spelling performance can lead to subsequent task avoidance in both classroom and home situations. The fact that task avoidance permeates across different learning environments is alarming and calls for joint action from both parents and teachers to mitigate its negative impact on learning. © 2017 The British Psychological Society.

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…

Children with dyslexia show a reduced processing benefit from bimodal speech information compared to their typically developing peers.

PubMed

Schaadt, Gesa; van der Meer, Elke; Pannekamp, Ann; Oberecker, Regine; Männel, Claudia

2018-01-17

During information processing, individuals benefit from bimodally presented input, as has been demonstrated for speech perception (i.e., printed letters and speech sounds) or the perception of emotional expressions (i.e., facial expression and voice tuning). While typically developing individuals show this bimodal benefit, school children with dyslexia do not. Currently, it is unknown whether the bimodal processing deficit in dyslexia also occurs for visual-auditory speech processing that is independent of reading and spelling acquisition (i.e., no letter-sound knowledge is required). Here, we tested school children with and without spelling problems on their bimodal perception of video-recorded mouth movements pronouncing syllables. We analyzed the event-related potential Mismatch Response (MMR) to visual-auditory speech information and compared this response to the MMR to monomodal speech information (i.e., auditory-only, visual-only). We found a reduced MMR with later onset to visual-auditory speech information in children with spelling problems compared to children without spelling problems. Moreover, when comparing bimodal and monomodal speech perception, we found that children without spelling problems showed significantly larger responses in the visual-auditory experiment compared to the visual-only response, whereas children with spelling problems did not. Our results suggest that children with dyslexia exhibit general difficulties in bimodal speech perception independently of letter-speech sound knowledge, as apparent in altered bimodal speech perception and lacking benefit from bimodal information. This general deficit in children with dyslexia may underlie the previously reported reduced bimodal benefit for letter-speech sound combinations and similar findings in emotion perception. Copyright © 2018 Elsevier Ltd. All rights reserved.

Prediction and stability of reading problems in middle childhood.

PubMed

Ritchey, Kristen D; Silverman, Rebecca D; Schatschneider, Christopher; Speece, Deborah L

2015-01-01

The longitudinal prediction of reading problems from fourth grade to sixth grade was investigated with a sample of 173 students. Reading problems at the end of sixth grade were defined by significantly below average performance (≤ 15th percentile) on reading factors defining word reading, fluency, and reading comprehension. Sixth grade poor reader status was predicted by fall of fourth grade passage reading fluency, spelling fluency, and the number of reading problems identified by teachers. Reading fluency and spelling fluency were significant predictors in logistic regression equation that combined to yield a screening battery with an area under the curve of .91. These results suggest that brief assessments of reading and spelling fluency in fourth grade may be able to identify students in middle childhood who have a reading problem or who are at risk for experiencing reading problems in sixth grade. © Hammill Institute on Disabilities 2013.

Error Detection and Correction in Spelling.

ERIC Educational Resources Information Center

Lydiatt, Steve

1984-01-01

Teachers can discover students' means of dealing with spelling as a problem through investigations of their error detection and correction skills. Approaches for measuring sensitivity and bias are described, as are means of developing appropriate instructional activities. (CL)

A Study of the Spelling Errors Committed by Students of English in Saudi Arabia: Exploration and Remedial Measures

ERIC Educational Resources Information Center

Hameed, Paikar Fatima Mazhar

2016-01-01

The craziness of English spelling has undeniably perplexed learners, especially in an EFL context as in the Kingdom of Saudi Arabia. In these situations, among other obstacles, learners also have to tackle the perpetual and unavoidable problem of MT interference. Sadly, this perplexity takes the shape of a real problem in the language classroom…

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.

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.

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.

Reading and Spelling Difficulties in the ELT Classroom

ERIC Educational Resources Information Center

Gerlach, David

2017-01-01

Learners with reading and/or spelling difficulties (RSD) generally also show severe problems in learning EFL. Taking into consideration several observational and interventional studies, this article illustrates some practical and pragmatic means of identifying RSD, and provides possible solutions when addressing these difficulties in ELT…

Patterns of problem-solving in children's literacy and arithmetic.

PubMed

Farrington-Flint, Lee; Vanuxem-Cotterill, Sophie; Stiller, James

2009-11-01

Patterns of problem-solving among 5-to-7 year-olds' were examined on a range of literacy (reading and spelling) and arithmetic-based (addition and subtraction) problem-solving tasks using verbal self-reports to monitor strategy choice. The results showed higher levels of variability in the children's strategy choice across Years I and 2 on the arithmetic (addition and subtraction) than literacy-based tasks (reading and spelling). However, across all four tasks, the children showed a tendency to move from less sophisticated procedural-based strategies, which included phonological strategies for reading and spelling and counting-all and finger modellingfor addition and subtraction, to more efficient retrieval methods from Years I to 2. Distinct patterns in children's problem-solving skill were identified on the literacy and arithmetic tasks using two separate cluster analyses. There was a strong association between these two profiles showing that those children with more advanced problem-solving skills on the arithmetic tasks also showed more advanced profiles on the literacy tasks. The results highlight how different-aged children show flexibility in their use of problem-solving strategies across literacy and arithmetical contexts and reinforce the importance of studying variations in children's problem-solving skill across different educational contexts.

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…

It's Deja Vu All over Again: Using Multiple-Spell Discrete-Time Survival Analysis.

ERIC Educational Resources Information Center

Willett, John B.; Singer, Judith D.

1995-01-01

The multiple-spell discrete-time survival analysis method is introduced and illustrated using longitudinal data on exit from and reentry into the teaching profession. The method is applicable to many educational problems involving the sequential occurrence of disparate events or episodes. (SLD)

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.

Using Background Music To Enhance Memory and Improve Learning.

ERIC Educational Resources Information Center

Anderson, Scheree; Henke, Jeanette; McLaughlin, Maureen; Ripp, Mary; Tuffs, Patricia

This report describes a program to enhance spelling word retention through the use of background music. The targeted population consisted of elementary students in three middle class communities located in the southwestern suburbs of Chicago. The problems for poor spelling retention were documented through data revealing the number of students…

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).

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…

[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.

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…

Improving Elementary Students' Spelling Achievement Using High-Frequency Words.

ERIC Educational Resources Information Center

Durnil, Christina; And Others

An action research study detailed a program for improving spelling achievement across the curriculum. The targeted population is composed of second and third grade students from a growing, middle class community located in a suburb of Chicago, Illinois. The problem of misspelled words in the students' writing was documented through students'…

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

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.

Phonological Awareness, Reading Accuracy and Spelling Ability of Children with Inconsistent Phonological Disorder

ERIC Educational Resources Information Center

Holm, Alison; Farrier, Faith; Dodd, Barbara

2008-01-01

Background: Although children with speech disorder are at increased risk of literacy impairments, many learn to read and spell without difficulty. They are also a heterogeneous population in terms of the number and type of speech errors and their identified speech processing deficits. One problem lies in determining which preschool children with…

English Spelling: The Simple, The Fancy, The Insane, The Tricky, and The Scrunched Up. "Great Idea" Reprint Series #612.

ERIC Educational Resources Information Center

McCabe, Don

The author explains the five-pronged approach to reading and spelling through classifying words into "simple,""fancy,""insane,""tricky," and "scrunched up" categories, and reports average gains of two grade levels in one semester by junior high school students with severe behavioral problems who learned the approach. Examples of the five word…

Perceptual and academic patterns of learning-disabled/gifted students.

PubMed

Waldron, K A; Saphire, D G

1992-04-01

This research explored ways gifted children with learning disabilities perceive and recall auditory and visual input and apply this information to reading, mathematics, and spelling. 24 learning-disabled/gifted children and a matched control group of normally achieving gifted students were tested for oral reading, word recognition and analysis, listening comprehension, and spelling. In mathematics, they were tested for numeration, mental and written computation, word problems, and numerical reasoning. To explore perception and memory skills, students were administered formal tests of visual and auditory memory as well as auditory discrimination of sounds. Their responses to reading and to mathematical computations were further considered for evidence of problems in visual discrimination, visual sequencing, and visual spatial areas. Analyses indicated that these learning-disabled/gifted students were significantly weaker than controls in their decoding skills, in spelling, and in most areas of mathematics. They were also significantly weaker in auditory discrimination and memory, and in visual discrimination, sequencing, and spatial abilities. Conclusions are that these underlying perceptual and memory deficits may be related to students' academic problems.

If It Is To Be, It Is Up to Me To Do It: Overcoming My Reading/Spelling Problems Not in One Day but in 180 Days. A Book for Adults (from 6 to 96) Being Assisted by a Volunteer Tutor (Such as a Family Member).

ERIC Educational Resources Information Center

McCabe, Don

Used in conjunction with other books in the series, this book is designed to help adults overcome their reading and spelling problems. The book begins with a progress chart, a record of achievement, and a student-tutor contract. The major part of the book consists of worksheets corresponding to the 60 daily lessons explained in a companion book.…

Teaching Children with Dyslexia to Spell in a Reading-Writers' Workshop

ERIC Educational Resources Information Center

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

2013-01-01

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…

Learning Disabilities

MedlinePlus

... a student to read, write, spell, or solve math problems. The way our brains process information is ... has difficulty speaking, reading, writing, figuring out a math problem, communicating with a parent, or paying attention ...

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.

Speech recognition-based and automaticity programs to help students with severe reading and spelling problems.

PubMed

Higgins, Eleanor L; Raskind, Marshall H

2004-12-01

This study was conducted to assess the effectiveness of two programs developed by the Frostig Center Research Department to improve the reading and spelling of students with learning disabilities (LD): a computer Speech Recognition-based Program (SRBP) and a computer and text-based Automaticity Program (AP). Twenty-eight LD students with reading and spelling difficulties (aged 8 to 18) received each program for 17 weeks and were compared with 16 students in a contrast group who did not receive either program. After adjusting for age and IQ, both the SRBP and AP groups showed significant differences over the contrast group in improving word recognition and reading comprehension. Neither program showed significant differences over contrasts in spelling. The SRBP also improved the performance of the target group when compared with the contrast group on phonological elision and nonword reading efficiency tasks. The AP showed significant differences in all process and reading efficiency measures.

Droughts, dry spells, low water levels and their environmental-social consequences in late medieval Hungary (and Croatia)

NASA Astrophysics Data System (ADS)

Kiss, Andrea; Nikolic, Zrinka

2016-04-01

Based on medieval, contemporary evidence, in the presentation 14th-15th-century droughts, dry spells and documented low water-level events of large rivers (e.g. Danube, Tisza) and their detected environmental and social consequences are discussed in more detail, with special emphasis on the years of 1361-1364, 1393-1394, 1440, the early 1540s, 1474, 1479-1480 and 1494. The poster presentation is centred around the following topics: - magnitude, intensity and frequency of droughts and dry spells (in comparison with famous 18th-19th-century drought periods); - provide information (and a comparison) on Central European parallels; - other natural hazards combined with drought and dry spells (e.g. convective events); - the relationship of multiannual water-deficits and locust invasions, their intensity and documented further impacts; - the consequences of droughts, dry spells and low water levels on society, with special emphasis on food production (e.g. bad harvests, grazing permissions, high prices, threatening food shortage), transportation problems (esp. salt transportation), military defence (Ottoman Turkish attacks) and their further social effects (e.g. land-ownership debates; royal intervention and export prohibition).

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.

Do fatty acids help in overcoming reading difficulties? A double-blind, placebo-controlled study of the effects of eicosapentaenoic acid and carnosine supplementation on children with dyslexia.

PubMed

Kairaluoma, L; Närhi, V; Ahonen, T; Westerholm, J; Aro, M

2009-01-01

There are claims that dietary supplementation of unsaturated fatty acids could help children with dyslexia to overcome their reading problems. However, these claims have not yet been empirically tested. This study was designed to test whether dietary supplementation was superior to placebo in treating reading, spelling or other reading-related skills of children with dyslexia. The experimental group (eicosapentaenoic acid, EPA, n = 30) ate dietary supplements and the control group (placebo, n = 31) placebos during the 90-day treatment period. The supplements contained omega-3 fatty acid (ethyl-EPA, 500 mg/day) and carnosine (400 mg/day). The groups were matched for reading skills, grade, gender, attention problems, intelligence and amount of special education. The literacy-related skills of the two groups were assessed before and after the treatment period. No group differences were observed between EPA and placebo in measures of reading accuracy or speed, spelling, decoding fluency, arithmetical skills, reading-related language skills, attention or behavioural problems. The present findings do not support the hypothesis that omega-3 fatty acid (ethyl-EPA) or carnosine has a role in the treatment of reading and spelling problems in children with dyslexia.

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.

Word skipping: effects of word length, predictability, spelling and reading skill.

PubMed

Slattery, Timothy J; Yates, Mark

2017-08-31

Readers eyes often skip over words as they read. Skipping rates are largely determined by word length; short words are skipped more than long words. However, the predictability of a word in context also impacts skipping rates. Rayner, Slattery, Drieghe and Liversedge (2011) reported an effect of predictability on word skipping for even long words (10-13 characters) that extend beyond the word identification span. Recent research suggests that better readers and spellers have an enhanced perceptual span (Veldre & Andrews, 2014). We explored whether reading and spelling skill interact with word length and predictability to impact word skipping rates in a large sample (N=92) of average and poor adult readers. Participants read the items from Rayner et al. (2011) while their eye movements were recorded. Spelling skill (zSpell) was assessed using the dictation and recognition tasks developed by Sally Andrews and colleagues. Reading skill (zRead) was assessed from reading speed (words per minute) and accuracy of three 120 word passages each with 10 comprehension questions. We fit linear mixed models to the target gaze duration data and generalized linear mixed models to the target word skipping data. Target word gaze durations were significantly predicted by zRead while, the skipping likelihoods were significantly predicted by zSpell. Additionally, for gaze durations, zRead significantly interacted with word predictability as better readers relied less on context to support word processing. These effects are discussed in relation to the lexical quality hypothesis and eye movement models of reading.

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

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.

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.

An Uneasy Partnership: Accreditation and the Federal Government

ERIC Educational Resources Information Center

Brittingham, Barbara

2008-01-01

For the past two years, accreditation has been the focus of attention by the current Secretary of Education, Margaret Spellings, and others who believe that accreditors, in the words of Spellings' Commission on the Future of Higher Education, should "make performance outcomes, including completion rates and student learning, the core of their…

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.

Global Association of Cold Spells and Adverse Health Effects: A Systematic Review and Meta-Analysis

PubMed Central

Ryti, Niilo R.I.; Guo, Yuming; Jaakkola, Jouni J.K.

2015-01-01

Background There is substantial evidence that mortality increases in low temperatures. Less is known about the role of prolonged cold periods denoted as cold spells. Objective We conducted the first systematic review and meta-analysis to summarize the evidence on the adverse health effects of cold spells in varying climates. Data sources and extraction 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. Data synthesis 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. Conclusions 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. Citation 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 PMID:25978526

Sleep problems and sickness absence among middle-aged employees.

PubMed

Rahkonen, Ossi; Lallukka, Tea; Kronholm, Erkki; Vahtera, Jussi; Lahelma, Eero; Laaksonen, Mikko

2012-01-01

The aim of this study was to examine whether sleep problems predict subsequent sickness absence among middle-aged public sector employees. The data included 5391 female and 1454 male employees of the City of Helsinki from questionnaire surveys at baseline in 2000-2002. These data were prospectively linked to the employer's sickness absence register data, with a mean follow-up time of 4.1 years. Using Poisson regression analysis, we examined associations between sleep problems (none, rare, occasional, and frequent), as indicated by the Jenkins Sleep Questionnaire, and self-certified short (1-3 days) and medically confirmed intermediate (4-14 days) and long (≥15 days) sickness absence spells. Sociodemographic factors, working conditions, work-family interface, health behaviors, and health status were obtained from the baseline surveys. At baseline, 21% of women and 17% of men reported frequent sleep problems. Frequent sleep problems were associated with subsequent sickness absence spells irrespective of length of absence among both women and men after adjusting for age. After full adjustment for all covariates, the associations attenuated but remained for self-certified sickness absence [risk ratio (RR) for women 1.40, 95% confidence interval (95% CI) 1.25-1.56 and RR 1.59, 95% CI 1.24-2.03 for men], and medically confirmed intermediate (RR 1.34, 95% CI 1.17-1.52 and RR 1.35, 95% CI 1.02-1.77, for women and men, respectively) and long (RR 1.58, 95% CI 1.29-1.94 and RR 1.44, 95% CI 0.93-2.21, for women and men, respectively) sickness absence spells. Occasional sleep problems were also associated with sickness absence, but the associations were somewhat weaker. In occupational healthcare, sleep problems should be addressed to prevent their occurrence and subsequent ill-health and sickness absence.

Length Effects in Pseudo-Word Spelling: Stronger in Dyslexic than in Non-Dyslexic Students

ERIC Educational Resources Information Center

Juul, Holger; Petersen, Dorthe Klint

2017-01-01

It is often discussed whether dyslexics show a deviant pattern of reading and spelling development when compared to typically developing students, or whether they follow the same pattern as other students, only at markedly slower rate. The present cross-sectional study investigated phonological encoding skills in dyslexic Danish students. We…

Using Word Prediction Software to Increase Typing Fluency with Students with Physical Disabilities

ERIC Educational Resources Information Center

Tumlin, Jennifer; Heller, Kathryn Wolff

2004-01-01

The purpose of this study was to examine the use of word prediction software to increase typing speed and decrease spelling errors for students who have physical disabilities that affect hand use. Student perceptions regarding the effectiveness of word prediction was examined as well as their typing rates and spelling accuracy. Four students with…

Absenteeism following a workplace intervention for older food industry workers.

PubMed

Siukola, A; Virtanen, P; Huhtala, H; Nygård, C-H

2011-12-01

The effects of workplace interventions on sickness absence are poorly understood, in particular in ageing workers. To analyse the effects of a senior programme on sickness absence among blue-collar food industry workers of a food company in Finland. We followed up 129 employees aged 55 years or older, who participated in a senior programme (intervention group), and 229 employees of the same age from the same company who did not participate (control group). Total sickness absence days and spells of 1-3, 4-7, 8-21 and >21 days were recorded for the members of the intervention group from the year before joining the programme and for the control group starting at age 54 years. Both groups were followed for up to 6 years. The median number of sickness absence days per person-year increased significantly from baseline in both groups during the follow-up. Compared with the control group, the intervention group had increased risk for 1-3 days spells [rate ratio 1.34 (1.21-1.48)] and 4-7 days spells [rate ratio 1.23 (1.07-1.41)], but the risk for >21 days spells was decreased [rate ratio 0.68 (0.53-0.88)] after participation in the senior programme. A programme to enhance individual work well-being in ageing workers may increase short-term but reduce long-term sickness absence.

Educational consequences of developmental speech disorder: Key Stage 1 National Curriculum assessment results in English and mathematics.

PubMed

Nathan, Liz; Stackhouse, Joy; Goulandris, Nata; Snowling, Margaret J

2004-06-01

Children with speech difficulties may have associated educational problems. This paper reports a study examining the educational attainment of children at Key Stage 1 of the National Curriculum who had previously been identified with a speech difficulty. (1) To examine the educational attainment at Key Stage 1 of children diagnosed with speech difficulties two/three years prior to the present study. (2) To compare the Key Stage 1 assessment results of children whose speech problems had resolved at the time of assessment with those whose problems persisted. Data were available from 39 children who had an earlier diagnosis of speech difficulties at age 4/5 (from an original cohort of 47) at the age of 7. A control group of 35 children identified and matched at preschool on age, nonverbal ability and gender provided comparative data. Results of Statutory Assessment Tests (SATs) in reading, reading comprehension, spelling, writing and maths, administered to children at the end of Year 2 of school were analysed. Performance across the two groups was compared. Performance was also compared to published statistics on national levels of attainment. Children with a history of speech difficulties performed less well than controls on reading, spelling and maths. However, children whose speech problems had resolved by the time of assessment performed no differently to controls. Children with persisting speech problems performed less well than controls on tests of literacy and maths. Spelling performance was a particular area of difficulty for children with persisting speech problems. Children with speech difficulties are likely to perform less well than expected on literacy and maths SAT's at age 7. Performance is related to whether the speech problem resolves early on and whether associated language problems exist. Whilst it is unclear whether poorer performance on maths is because of the language components of this task, the results indicate that speech problems, especially persisting ones, can affect the ability to access the National Curriculum to expected levels.

Influence of Computerized Sounding Out on Spelling Performance for Children who do and not rely on AAC

PubMed Central

McCarthy, Jillian H.; Hogan, Tiffany P.; Beukelman, David R.; Schwarz, Ilsa E.

2015-01-01

Purpose Spelling is an important skill for individuals who rely on augmentative alternative communication (AAC). The purpose of this study was to investigate how computerized sounding out influenced spelling accuracy of pseudo-words. Computerized sounding out was defined as a word elongated, thus providing an opportunity for a child to hear all the sounds in the word at a slower rate. Methods Seven children with cerebral palsy, four who use AAC and three who do not, participated in a single subject AB design. Results The results of the study indicated that the use of computerized sounding out increased the phonologic accuracy of the pseudo-words produced by participants. Conclusion The study provides preliminary evidence for the use of computerized sounding out during spelling tasks for children with cerebral palsy who do and do not use AAC. Future directions and clinical implications are discussed. PMID:24512195

Brief exposure to a self-paced computer-based reading programme and how it impacts reading ability and behaviour problems.

PubMed

Hughes, J Antony; Phillips, Gordon; Reed, Phil

2013-01-01

Basic literacy skills underlie much future adult functioning, and are targeted in children through a variety of means. Children with reading problems were exposed either to a self-paced computer programme that focused on improving phonetic ability, or underwent a classroom-based reading intervention. Exposure was limited to 3 40-min sessions a week, for six weeks. The children were assessed in terms of their reading, spelling, and mathematics abilities, as well as for their externalising and internalising behaviour problems, before the programme commenced, and immediately after the programme terminated. Relative to the control group, the computer-programme improved reading by about seven months in boys (but not in girls), but had no impact on either spelling or mathematics. Children on the programme also demonstrated fewer externalising and internalising behaviour problems than the control group. The results suggest that brief exposure to a self-paced phonetic computer-teaching programme had some benefits for the sample.

Patterns of Problem-Solving in Children's Literacy and Arithmetic

ERIC Educational Resources Information Center

Farrington-Flint, Lee; Vanuxem-Cotterill, Sophie; Stiller, James

2009-01-01

Patterns of problem-solving among 5-to-7 year-olds' were examined on a range of literacy (reading and spelling) and arithmetic-based (addition and subtraction) problem-solving tasks using verbal self-reports to monitor strategy choice. The results showed higher levels of variability in the children's strategy choice across Years 1 and 2 on the…

"Software Tools" to Improve Student Writing.

ERIC Educational Resources Information Center

Oates, Rita Haugh

1987-01-01

Reviews several software packages that analyze text readability, check for spelling and style problems, offer desktop publishing capabilities, teach interviewing skills, and teach grammar using a computer game. (SRT)

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.

Burnout as a predictor of self-reported sickness absence among human service workers: prospective findings from three year follow up of the PUMA study.

PubMed

Borritz, M; Rugulies, R; Christensen, K B; Villadsen, E; Kristensen, T S

2006-02-01

To investigate whether burnout predicts sickness absence days and sickness absence spells in human service workers. A total of 824 participants from an ongoing prospective study in different human service sector organisations were eligible for the three year follow up analysis. Burnout was measured with the work related burnout scale of the Copenhagen Burnout Inventory. Sickness absence was measured with self-reported number of days and spells during the last 12 months before the baseline and the follow up survey. A Poisson regression model with a scale parameter was used to account for over dispersion. A linear regression model was used for analysing changes in burnout and absence between baseline and follow up. Burnout was prospectively associated with both sickness absence days and sickness absence spells per year. Differences in sickness absence days varied from a mean of 5.4 days per year in the lowest quartile of the work related burnout scale to a mean of 13.6 in the highest quartile. An increase of one standard deviation on the work related burnout scale predicted an increase of 21% in sickness absence days per year (rate ratio 1.21, 95% CI 1.11 to 1.32) after adjusting for gender, age, organisation, socioeconomic status, lifestyle factors, family status, having children under 7 years of age, and prevalence of diseases. Regarding sickness absence spells, an increase of one standard deviation on the work related burnout scale predicted an increase of 9% per year (rate ratio 1.09, 95% CI 1.02 to 1.17). Changes in burnout level from baseline to follow up were positively associated with changes in sickness absence days (estimate 1.94 days/year, SE 0.63) and sickness absence spell (estimate 0.34 spells/year, SE 0.08). The findings indicate that burnout predicts sickness absence. Reducing burnout is likely to reduce sickness absence.

Occupational stress and incidence of sick leave in the Belgian workforce: the Belstress study

PubMed Central

Moreau, M; Valente, F; Mak, R; Pelfrene, E; de Smet, P; De Backer, G; Kornitzer, M

2004-01-01

Context: Sick leave is a major problem in public health. The Karasek demands/control/social support/strain (JDCS) model has been largely used to predict a wide range of health outcomes and to a lesser extent sickness absence. Study objective: The aim of the study was to test the predictive power of the JDCS model in relation with one year incidence of sick leave in a large cohort of workers. Design and setting: Cohort study conducted between 1994 and 1998 in 25 companies across Belgium. Participants: A total of 20 463 workers aged 35 to 59 years were followed up for sick leave during one year after the baseline survey. Outcomes: The outcomes were a high sick leave incidence, short spells (⩾7 days), long spells (⩾28 days), and repetitive spells of sickness absence (⩾3 spells/year). Main results: Independently from baseline confounding variables, a significant association between high strained jobs with low social support and repetitive spells of sickness absence was observed in both sexes with odds ratios of 1.32 (99% CI, 1.04 to 1.68) in men and 1.61 (99% CI, 1.13 to 2.33) in women. In men, high strained jobs with low social support was also significantly associated with high sick leave incidence, and short spells of sick leave with odds ratios of 1.38 (99% CI, 1.16 to 1.64) and 1.22 (99% CI, 1.05 to 1.44) respectively. Conclusions: Perceived high strain at work especially combined with low social support is predictive of sick leave in both sexes of a large cohort of the Belgian workforce. PMID:15143121

Klinefelter Syndrome

MedlinePlus

... Enlarged breast tissue (gynecomastia) Weak bones Low energy levels Tendency to be shy and sensitive Difficulty expressing thoughts and feelings or socializing Problems with reading, writing, spelling or math Men Low sperm count or no sperm Small ...

Hope for Aphasia Patients

MedlinePlus

... specific language problems, such as naming and word retrieval, spelling, and sentence processing. There is a "use ... 12 Number 1 Page 11 MedlinePlus Subscribe Magazine Information Contact Us Viewers & Players Friends of the National ...

Preschool Impairments in Auditory Processing and Speech Perception Uniquely Predict Future Reading Problems

ERIC Educational Resources Information Center

Boets, Bart; Vandermosten, Maaike; Poelmans, Hanne; Luts, Heleen; Wouters, Jan; Ghesquiere, Pol

2011-01-01

Developmental dyslexia is characterized by severe reading and spelling difficulties that are persistent and resistant to the usual didactic measures and remedial efforts. It is well established that a major cause of these problems lies in poorly specified phonological representations. Many individuals with dyslexia also present impairments in…

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.

Influence of computerized sounding out on spelling performance for children who do and do not rely on AAC.

PubMed

McCarthy, Jillian H; Hogan, Tiffany P; Beukelman, David R; Schwarz, Ilsa E

2015-05-01

Spelling is an important skill for individuals who rely on augmentative and alternative communication (AAC). The purpose of this study was to investigate how computerized sounding out influenced spelling accuracy of pseudo-words. Computerized sounding out was defined as a word elongated, thus providing an opportunity for a child to hear all the sounds in the word at a slower rate. Seven children with cerebral palsy, four who use AAC and three who do not, participated in a single subject AB design. The results of the study indicated that the use of computerized sounding out increased the phonologic accuracy of the pseudo-words produced by participants. The study provides preliminary evidence for the use of computerized sounding out during spelling tasks for children with cerebral palsy who do and do not use AAC. Future directions and clinical implications are discussed. We investigated how computerized sounding out influenced spelling accuracy of pseudowords for children with complex communication needs who did and did not use augmentative and alternative communication (AAC). Results indicated that the use of computerized sounding out increased the phonologic accuracy of the pseudo-words by participants, suggesting that computerized sounding out might assist in more accurate spelling for children who use AAC. Future research is needed to determine how language and reading abilities influence the use of computerized sounding out with children who have a range of speech intelligibility abilities and do and do not use AAC.

Autonomous Parameter Adjustment for SSVEP-Based BCIs with a Novel BCI Wizard.

PubMed

Gembler, Felix; Stawicki, Piotr; Volosyak, Ivan

2015-01-01

Brain-Computer Interfaces (BCIs) transfer human brain activities into computer commands and enable a communication channel without requiring movement. Among other BCI approaches, steady-state visual evoked potential (SSVEP)-based BCIs have the potential to become accurate, assistive technologies for persons with severe disabilities. Those systems require customization of different kinds of parameters (e.g., stimulation frequencies). Calibration usually requires selecting predefined parameters by experienced/trained personnel, though in real-life scenarios an interface allowing people with no experience in programming to set up the BCI would be desirable. Another occurring problem regarding BCI performance is BCI illiteracy (also called BCI deficiency). Many articles reported that BCI control could not be achieved by a non-negligible number of users. In order to bypass those problems we developed a SSVEP-BCI wizard, a system that automatically determines user-dependent key-parameters to customize SSVEP-based BCI systems. This wizard was tested and evaluated with 61 healthy subjects. All subjects were asked to spell the phrase "RHINE WAAL UNIVERSITY" with a spelling application after key parameters were determined by the wizard. Results show that all subjects were able to control the spelling application. A mean (SD) accuracy of 97.14 (3.73)% was reached (all subjects reached an accuracy above 85% and 25 subjects even reached 100% accuracy).

Diagnosis and duration of sickness absence as predictors for disability pension: results from a three-year, multi-register based* and prospective study.

PubMed

Gjesdal, Sturla; Bratberg, Espen

2003-01-01

A study was undertaken to identify predictors for the transition from long-term sickness absence into disability pension with special emphasis on routinely collected medical information (e.g. diagnoses on sickness certificates) and the duration of sickness-absence spells. The study used a 10% random sample of the Norwegian population of working age (the KIRUT database). Individuals below 60 years of age, with spells of long-term sickness absence starting in 1990-91, where the medical diagnoses on the sickness certificates were known, were identified. This group (4,432 men and 5,645 women) was followed up for three years after the end of sickness absence with regard to disability pension and working status. In logistic regression the following predictors significantly increased the risk of obtaining disability pension during the first three years after the long-term sickness spell: age, part-time employment, and duration of absence > 197 days. Higher education and having children < 11 years significantly decreased the risk. Having the medical diagnoses "mental problems" and diseases in the nervous system, respiratory system, and circulatory systems indicated high risk (compared with musculoskeletal disease). The diagnostic groups "pregnancy-related disease" and "injuries" implied low risk for disability pension. In separate regressions for both genders the "protective effect" of having small children remained only for women. High risk for sickness absence caused by "mental problems" reached significance only for men. Several risk factors for transition from long-term sickness absence into disability pension were identified. The finding that spells of sickness absence with duration up to seven months did not imply increased risk of disability during the first three years may have implications for interventions aimed at long-term sickness absentees.

Effective approaches to disorientation familiarization for aviation personnel.

DOT National Transportation Integrated Search

1970-11-01

Techniques are discussed for providing familiarization of aviation personnel with disorientation problems. The procedures are spelled out in detail. Methods of modifying existing equipment as well as an evaluation of available commercial equipment ar...

What is Dyslexia? | NIH MedlinePlus the Magazine

MedlinePlus

... words Difficulty understanding text that is read (poor comprehension) Problems with spelling Delayed speech (learning to talk ... of technology. Children with dyslexia may benefit from listening to books on tape or using word-processing ...

Spelling errors among children with ADHD symptoms: the role of working memory.

PubMed

Re, Anna Maria; Mirandola, Chiara; Esposito, Stefania Sara; Capodieci, Agnese

2014-09-01

Research has shown that children with attention deficit/hyperactivity disorder (ADHD) may present a series of academic difficulties, including spelling errors. Given that correct spelling is supported by the phonological component of working memory (PWM), the present study examined whether or not the spelling difficulties of children with ADHD are emphasized when children's PWM is overloaded. A group of 19 children with ADHD symptoms (between 8 and 11 years of age), and a group of typically developing children matched for age, schooling, gender, rated intellectual abilities, and socioeconomic status, were administered two dictation texts: one under typical conditions and one under a pre-load condition that required the participants to remember a series of digits while writing. The results confirmed that children with ADHD symptoms have spelling difficulties, produce a higher percentages of errors compared to the control group children, and that these difficulties are enhanced under a higher load of PWM. An analysis of errors showed that this holds true, especially for phonological errors. The increased errors in the PWM condition was not due to a tradeoff between working memory and writing, as children with ADHD also performed more poorly in the PWM task. The theoretical and practical implications are discussed. Copyright © 2014 Elsevier Ltd. All rights reserved.

The explanatory structure of unexplainable events: Causal constraints on magical reasoning.

PubMed

Shtulman, Andrew; Morgan, Caitlin

2017-10-01

A common intuition, often captured in fiction, is that some impossible events (e.g., levitating a stone) are "more impossible" than others (e.g., levitating a feather). We investigated the source of this intuition, hypothesizing that graded notions of impossibility arise from explanatory considerations logically precluded by the violation at hand but still taken into account. Studies 1-4 involved college undergraduates (n = 357), and Study 5 involved preschool-aged children (n = 32). In Studies 1 and 2, participants saw pairs of magical spells that violated one of 18 causal principles-six physical, six biological, and six psychological-and were asked to indicate which spell would be more difficult to learn. Both spells violated the same causal principle but differed in their relation to a subsidiary principle. Participants' judgments of spell difficulty honored the subsidiary principle, even when participants were given the option of judging the two spells equally difficult. Study 3 replicated those effects with Likert-type ratings; Study 4 replicated them in an open-ended version of the task in which participants generated their own causal violations; and Study 5 replicated them with children. Taken together, these findings suggest that events that defy causal explanation are interpreted in terms of explanatory considerations that hold in the absence of such violations.

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.

Aspects of fluency in writing.

PubMed

Uppstad, Per Henning; Solheim, Oddny Judith

2007-03-01

The notion of 'fluency' is most often associated with spoken-language phenomena such as stuttering. The present article investigates the relevance of considering fluency in writing. The basic argument for raising this question is empirical-it follows from a focus on difficulties in written and spoken language as manifestations of different problems which should be investigated separately on the basis of their symptoms. Key-logging instruments provide new possibilities for the study of writing. The obvious use of this new technology is to study writing as it unfolds in real time, instead of focusing only on aspects of the end product. A more sophisticated application is to exploit the key-logging instrument in order to test basic assumptions of contemporary theories of spelling. The present study is a dictation task involving words and non-words, intended to investigate spelling in nine-year-old pupils with regard to their mastery of the doubling of consonants in Norwegian. In this study, we report on differences with regard to temporal measures between a group of strong writers and a group of poor ones. On the basis of these pupils' writing behavior, the relevance of the concept of 'fluency' in writing is highlighted. The interpretation of the results questions basic assumptions of the cognitive hypothesis about spelling; the article concludes by hypothesizing a different conception of spelling.

Job satisfaction and short-term sickness absence among Dutch workers.

PubMed

Notenbomer, Annette; Roelen, Corné A M; Groothoff, Johan W

2006-06-01

Sickness absence is a considerable economic and social problem. Short-term sickness absence is known to be associated with behavioural attitudes. The correlation between sickness absence and job satisfaction has been studied infrequently and with contradictory results. This study investigated the correlation between short-term sickness absence and both global and specific job satisfaction. We defined short-term sickness absence as spells of up to 42 days. A random sample of 898 Dutch workers from a variety of economic sectors and companies received a self-report questionnaire on their first day of sick leave. The questionnaire measured global and specific job satisfaction. In our regression analysis, we controlled for the confounding factors of age, gender, educational level, perceived workload, job autonomy and decision latitude. The duration of an absence spell was defined as the amount of calendar days between sick leave and return to work. Global job satisfaction did not correlate significantly with the duration of short-term sickness absence. While increasing physical job demands predicted longer absence, increasing job autonomy and educational level predicted shorter absence. Satisfaction with colleagues predicted longer duration absence. Global job satisfaction did not correlate with the duration of short-term absence spells, but specific satisfaction with colleagues was associated with longer sickness spells.

Phonetic Spelling Filter for Keyword Selection in Drug Mention Mining from Social Media

PubMed Central

Pimpalkhute, Pranoti; Patki, Apurv; Nikfarjam, Azadeh; Gonzalez, Graciela

2014-01-01

Social media postings are rich in information that often remain hidden and inaccessible for automatic extraction due to inherent limitations of the site’s APIs, which mostly limit access via specific keyword-based searches (and limit both the number of keywords and the number of postings that are returned). When mining social media for drug mentions, one of the first problems to solve is how to derive a list of variants of the drug name (common misspellings) that can capture a sufficient number of postings. We present here an approach that filters the potential variants based on the intuition that, faced with the task of writing an unfamiliar, complex word (the drug name), users will tend to revert to phonetic spelling, and we thus give preference to variants that reflect the phonemes of the correct spelling. The algorithm allowed us to capture 50.4 – 56.0 % of the user comments using only about 18% of the variants. PMID:25717407

Phonetic spelling filter for keyword selection in drug mention mining from social media.

PubMed

Pimpalkhute, Pranoti; Patki, Apurv; Nikfarjam, Azadeh; Gonzalez, Graciela

2014-01-01

Social media postings are rich in information that often remain hidden and inaccessible for automatic extraction due to inherent limitations of the site's APIs, which mostly limit access via specific keyword-based searches (and limit both the number of keywords and the number of postings that are returned). When mining social media for drug mentions, one of the first problems to solve is how to derive a list of variants of the drug name (common misspellings) that can capture a sufficient number of postings. We present here an approach that filters the potential variants based on the intuition that, faced with the task of writing an unfamiliar, complex word (the drug name), users will tend to revert to phonetic spelling, and we thus give preference to variants that reflect the phonemes of the correct spelling. The algorithm allowed us to capture 50.4 - 56.0 % of the user comments using only about 18% of the variants.

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.

Different measures of body weight as predictors of sickness absence.

PubMed

Korpela, Katri; Roos, Eira; Lallukka, Tea; Rahkonen, Ossi; Lahelma, Eero; Laaksonen, Mikko

2013-02-01

Excessive weight is associated with increased sickness absence from work due to obesity-linked health problems. However, it is not known which obesity measure best predicts sickness absence. First, we aimed to compare body mass index (BMI), waist circumference (WC), and waist-to-hip ratio (WHR) as predictors of sickness absence spells of various lengths. Second, we aimed to compare BMI based on self-reported and measured weight and height as a predictor of sickness absence to assess the validity of self-reported BMI. The participants were 5750 employees of the City of Helsinki, aged 40-60 years, who were followed up on average for 4.8 years using the employer's register. Sickness absence spells were classified as self-certified short (1-3 days), medically certified medium length (4-14 days), and long (>14 days) absence spells. All measures of body weight predicted sickness absence. The relative rates of long sickness absence in the highest quintile as compared to the lowest quintile varied in women from 1.62 (95% CI 1.35-1.94) to 1.89 (95% CI 1.62-2.23) and in men from 1.40 (95% CI 0.76-2.59) to 2.33 (95% CI 1.32-4.11). Differences in the predictive power of BMI and WC were small: both were more strongly associated with sickness absence than WHR. Self-reported BMI performed equally well as measured BMI. BMI - measured or self-reported - is a valid anthropometric indicator of body weight and predictor of obesity-associated health-risks. Its use is feasible for research purposes as well as for the assessment of weight-related risks to work ability.

Utilizing a language model to improve online dynamic data collection in P300 spellers.

PubMed

Mainsah, Boyla O; Colwell, Kenneth A; Collins, Leslie M; Throckmorton, Chandra S

2014-07-01

P300 spellers provide a means of communication for individuals with severe physical limitations, especially those with locked-in syndrome, such as amyotrophic lateral sclerosis. However, P300 speller use is still limited by relatively low communication rates due to the multiple data measurements that are required to improve the signal-to-noise ratio of event-related potentials for increased accuracy. Therefore, the amount of data collection has competing effects on accuracy and spelling speed. Adaptively varying the amount of data collection prior to character selection has been shown to improve spelling accuracy and speed. The goal of this study was to optimize a previously developed dynamic stopping algorithm that uses a Bayesian approach to control data collection by incorporating a priori knowledge via a language model. Participants ( n = 17) completed online spelling tasks using the dynamic stopping algorithm, with and without a language model. The addition of the language model resulted in improved participant performance from a mean theoretical bit rate of 46.12 bits/min at 88.89% accuracy to 54.42 bits/min ( ) at 90.36% accuracy.

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)

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.

Indonesian Sign Language Number Recognition using SIFT Algorithm

NASA Astrophysics Data System (ADS)

Mahfudi, Isa; Sarosa, Moechammad; Andrie Asmara, Rosa; Azrino Gustalika, M.

2018-04-01

Indonesian sign language (ISL) is generally used for deaf individuals and poor people communication in communicating. They use sign language as their primary language which consists of 2 types of action: sign and finger spelling. However, not all people understand their sign language so that this becomes a problem for them to communicate with normal people. this problem also becomes a factor they are isolated feel from the social life. It needs a solution that can help them to be able to interacting with normal people. Many research that offers a variety of methods in solving the problem of sign language recognition based on image processing. SIFT (Scale Invariant Feature Transform) algorithm is one of the methods that can be used to identify an object. SIFT is claimed very resistant to scaling, rotation, illumination and noise. Using SIFT algorithm for Indonesian sign language recognition number result rate recognition to 82% with the use of a total of 100 samples image dataset consisting 50 sample for training data and 50 sample images for testing data. Change threshold value get affect the result of the recognition. The best value threshold is 0.45 with rate recognition of 94%.

Disability in patients with Menière's disease following the use of two different treatment modalities: betahistine and intratympanic gentamicin.

PubMed

Enrique-Gonzaleza, A; Sánchez-Ferrándiz, N; Pérez-Fernández, N

2008-01-01

The objective of this study was to assess the level of residual disability and handicap in patients with Menière's disease (MD) that were free of new vertigo spells 2 years after having been administered treatment with either oral medication or with intratympanic gentamcin. University hospital. Tertiary medical center. 40 patients with MD were included in this study, of which 20 were treated with oral medication (betahistine) and 20 with intratympanic gentamicin; intratympanic gentamicin was for patients considered failures for the oral medication treatment. All of them are free of new vertigo in the 16-24 month period after beginning the treatment. They were matched by age and disease duration. Disability and handicap were assessed with conventional questionnaires at the time of inclusion and 2 years after beginning oral medication or ended the intratympanic gentamicin treatment. According to the treatment two groups were created: oral medication treatment and intratympanic gentamicin treatment. The amount of disability before treatment was higher in patients treated with intratympanic gentamicin than in those under oral medication; However, after treatment when no more vertigo spells takes place, this disability is significantly reduced and becomes similar for both groups of patients. In patients treated with oral medication the items reflecting the intensity of vertigo spell, the impact of vertigo in daily activities, the perception of quality of life and level of somatization do not show a significant reduction. The number or frequency of vertigo spells are very relevant for the process of disability and handicap of patients with MD when that is low or when oral medication is sufficient to eliminate vertigo spells. However when that number is high and the only possibility to arrest those vertigo spells is the use of intratympanic gentamicin, fear of vertigo must be considered as an associated problem for the patient.

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…

Home Environmental and Behavioral Risk Indices for Reading Achievement.

PubMed

Taylor, Jeanette; Ennis, Chelsea R; Hart, Sara A; Mikolajewski, Amy J; Schatschneider, Christopher

2017-07-01

The goal of this study was to identify home environmental and temperament/behavior variables that best predict standardized reading comprehension scores among school-aged children. Data from 269 children aged 9-16 ( M = 12.08; SD = 1.62) were used in discriminant function analyses to create the Home and Behavior indices. Family income was controlled in each index. The final Home and Behavior models each classified around 75% of cases correctly (reading comprehension at grade level vs. not). Each index was then used to predict other outcomes related to reading. Results showed that Home and/or Behavior accounted for 4-7% of the variance in reading fluency and spelling and 20-35% of the variance in parent-rated problems in math, social anxiety, and other dimensions. These metrics show promise as environmental and temperament/behavior risk scores that could be used to predict and potentially screen for further assessment of reading related problems.

Land surface energy budget during dry spells: global CMIP5 AMIP simulations vs. satellite observations

NASA Astrophysics Data System (ADS)

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

2015-04-01

During extended periods without rain (dry spells), the soil can dry out due to vegetation transpiration and soil evaporation. At some point in this drying cycle, land surface conditions change from energy-limited to water-limited evapotranspiration, and this is accompanied by an increase of the ground and overlying air temperatures. Regionally, the characteristics of this transition determine the influence of soil moisture on air temperature and rainfall. Global Climate Models (GCMs) disagree on where and how strongly the surface energy budget is limited by soil moisture. Flux tower observations are improving our understanding of these dry down processes, but typical heterogeneous landscapes are too sparsely sampled to ascertain a representative regional response. Alternatively, satellite observations of land surface temperature (LST) provide indirect information about the surface energy partition at 1km resolution globally. In our study, we analyse how well the dry spell dynamics of LST are represented by GCMs across the globe. We use a spatially and temporally aggregated diagnostic to describe the composite response of LST during surface dry down in rain-free periods in distinct climatic regions. The diagnostic is derived from daytime MODIS-Terra LST observations and bias-corrected meteorological re-analyses, and compared against the outputs of historical climate simulations of seven models running the CMIP5 AMIP experiment. Dry spell events are stratified by antecedent precipitation, land cover type and geographic regions to assess the sensitivity of surface warming rates to soil moisture levels at the onset of a dry spell for different surface and climatic zones. In a number of drought-prone hot spot regions, we find important differences in simulated dry spell behaviour, both between models, and compared to observations. These model biases are likely to compromise seasonal forecasts and future climate projections.

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).

Evaluating the Performance of a Climate-Driven Mortality Model during Heat Waves and Cold Spells in Europe

PubMed Central

Lowe, Rachel; Ballester, Joan; Creswick, James; Robine, Jean-Marie; Herrmann, François R.; Rodó, Xavier

2015-01-01

The impact of climate change on human health is a serious concern. In particular, changes in the frequency and intensity of heat waves and cold spells are of high relevance in terms of mortality and morbidity. This demonstrates the urgent need for reliable early-warning systems to help authorities prepare and respond to emergency situations. In this study, we evaluate the performance of a climate-driven mortality model to provide probabilistic predictions of exceeding emergency mortality thresholds for heat wave and cold spell scenarios. Daily mortality data corresponding to 187 NUTS2 regions across 16 countries in Europe were obtained from 1998–2003. Data were aggregated to 54 larger regions in Europe, defined according to similarities in population structure and climate. Location-specific average mortality rates, at given temperature intervals over the time period, were modelled to account for the increased mortality observed during both high and low temperature extremes and differing comfort temperatures between regions. Model parameters were estimated in a Bayesian framework, in order to generate probabilistic simulations of mortality across Europe for time periods of interest. For the heat wave scenario (1–15 August 2003), the model was successfully able to anticipate the occurrence or non-occurrence of mortality rates exceeding the emergency threshold (75th percentile of the mortality distribution) for 89% of the 54 regions, given a probability decision threshold of 70%. For the cold spell scenario (1–15 January 2003), mortality events in 69% of the regions were correctly anticipated with a probability decision threshold of 70%. By using a more conservative decision threshold of 30%, this proportion increased to 87%. Overall, the model performed better for the heat wave scenario. By replacing observed temperature data in the model with forecast temperature, from state-of-the-art European forecasting systems, probabilistic mortality predictions could potentially be made several months ahead of imminent heat waves and cold spells. PMID:25625407

Evaluating the performance of a climate-driven mortality model during heat waves and cold spells in Europe.

PubMed

Lowe, Rachel; Ballester, Joan; Creswick, James; Robine, Jean-Marie; Herrmann, François R; Rodó, Xavier

2015-01-23

The impact of climate change on human health is a serious concern. In particular, changes in the frequency and intensity of heat waves and cold spells are of high relevance in terms of mortality and morbidity. This demonstrates the urgent need for reliable early-warning systems to help authorities prepare and respond to emergency situations. In this study, we evaluate the performance of a climate-driven mortality model to provide probabilistic predictions of exceeding emergency mortality thresholds for heat wave and cold spell scenarios. Daily mortality data corresponding to 187 NUTS2 regions across 16 countries in Europe were obtained from 1998-2003. Data were aggregated to 54 larger regions in Europe, defined according to similarities in population structure and climate. Location-specific average mortality rates, at given temperature intervals over the time period, were modelled to account for the increased mortality observed during both high and low temperature extremes and differing comfort temperatures between regions. Model parameters were estimated in a Bayesian framework, in order to generate probabilistic simulations of mortality across Europe for time periods of interest. For the heat wave scenario (1-15 August 2003), the model was successfully able to anticipate the occurrence or non-occurrence of mortality rates exceeding the emergency threshold (75th percentile of the mortality distribution) for 89% of the 54 regions, given a probability decision threshold of 70%. For the cold spell scenario (1-15 January 2003), mortality events in 69% of the regions were correctly anticipated with a probability decision threshold of 70%. By using a more conservative decision threshold of 30%, this proportion increased to 87%. Overall, the model performed better for the heat wave scenario. By replacing observed temperature data in the model with forecast temperature, from state-of-the-art European forecasting systems, probabilistic mortality predictions could potentially be made several months ahead of imminent heat waves and cold spells.

The Dyslexia Simulation: Impact and Implications

ERIC Educational Resources Information Center

Wadlington, Elizabeth; Elliot, Cynthia; Kirylo, James

2008-01-01

Many students with reading difficulties have a specific learning disability called dyslexia, which is neurobiological in origin and characterized by problems with spelling, decoding, and accurate/fluent word identification, negatively impacting vocabulary growth and comprehension. Consequently, the role of the insightful teacher is critical in…

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…

The cost of space independence in P300-BCI spellers.

PubMed

Chennu, Srivas; Alsufyani, Abdulmajeed; Filetti, Marco; Owen, Adrian M; Bowman, Howard

2013-07-29

Though non-invasive EEG-based Brain Computer Interfaces (BCI) have been researched extensively over the last two decades, most designs require control of spatial attention and/or gaze on the part of the user. In healthy adults, we compared the offline performance of a space-independent P300-based BCI for spelling words using Rapid Serial Visual Presentation (RSVP), to the well-known space-dependent Matrix P300 speller. EEG classifiability with the RSVP speller was as good as with the Matrix speller. While the Matrix speller's performance was significantly reliant on early, gaze-dependent Visual Evoked Potentials (VEPs), the RSVP speller depended only on the space-independent P300b. However, there was a cost to true spatial independence: the RSVP speller was less efficient in terms of spelling speed. The advantage of space independence in the RSVP speller was concomitant with a marked reduction in spelling efficiency. Nevertheless, with key improvements to the RSVP design, truly space-independent BCIs could approach efficiencies on par with the Matrix speller. With sufficiently high letter spelling rates fused with predictive language modelling, they would be viable for potential applications with patients unable to direct overt visual gaze or covert attentional focus.

A visual parallel-BCI speller based on the time-frequency coding strategy.

PubMed

Xu, Minpeng; Chen, Long; Zhang, Lixin; Qi, Hongzhi; Ma, Lan; Tang, Jiabei; Wan, Baikun; Ming, Dong

2014-04-01

Spelling is one of the most important issues in brain-computer interface (BCI) research. This paper is to develop a visual parallel-BCI speller system based on the time-frequency coding strategy in which the sub-speller switching among four simultaneously presented sub-spellers and the character selection are identified in a parallel mode. The parallel-BCI speller was constituted by four independent P300+SSVEP-B (P300 plus SSVEP blocking) spellers with different flicker frequencies, thereby all characters had a specific time-frequency code. To verify its effectiveness, 11 subjects were involved in the offline and online spellings. A classification strategy was designed to recognize the target character through jointly using the canonical correlation analysis and stepwise linear discriminant analysis. Online spellings showed that the proposed parallel-BCI speller had a high performance, reaching the highest information transfer rate of 67.4 bit min(-1), with an average of 54.0 bit min(-1) and 43.0 bit min(-1) in the three rounds and five rounds, respectively. The results indicated that the proposed parallel-BCI could be effectively controlled by users with attention shifting fluently among the sub-spellers, and highly improved the BCI spelling performance.

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.

Are environmental characteristics in the municipal eldercare, more closely associated with frequent short sick leave spells among employees than with total sick leave: a cross-sectional study.

PubMed

Stapelfeldt, Christina Malmose; Nielsen, Claus Vinther; Andersen, Niels Trolle; Krane, Line; Fleten, Nils; Borg, Vilhelm; Jensen, Chris

2013-06-13

It has been suggested that frequent-, short-term sick leave is associated with work environment factors, whereas long-term sick leave is associated mainly with health factors. However, studies of the hypothesis of an association between a poor working environment and frequent short spells of sick leave are few and results are inconsistent. Therefore, we aimed to explore associations between self-reported psychosocial work factors and workplace-registered frequency and length of sick leave in the eldercare sector. Employees from the municipal eldercare in Aarhus (N = 2,534) were included. In 2005, they responded to a work environment questionnaire. Sick leave records from 2005 were dichotomised into total sick leave days (0-14 and above 14 days) and into spell patterns (0-2 short, 3-9 short, and mixed spells and 1-3 long spells). Logistic regression models were used to analyse associations; adjusted for age, gender, occupation, and number of spells or sick leave length. The response rate was 76%; 96% of the respondents were women. Unfavourable mean scores in work pace, demands for hiding emotions, poor quality of leadership and bullying were best indicated by more than 14 sick leave days compared with 0-14 sick leave days. For work pace, the best indicator was a long-term sick leave pattern compared with a non-frequent short-term pattern. A frequent short-term sick leave pattern was a better indicator of emotional demands (1.62; 95% CI: 1.1-2.5) and role conflict (1.50; 95% CI: 1.2-1.9) than a short-term non-frequent pattern.Age (= < 40 / >40 years) statistically significantly modified the association between the 1-3 long-term sick leave spell pattern and commitment to the workplace compared with the 3-9 frequent short-term pattern. Total sick leave length and a long-term sick leave spell pattern were just as good or even better indicators of unfavourable work factor scores than a frequent short-term sick leave pattern. Scores in commitment to the workplace and quality of leadership varied with sick leave pattern and age. Thus, different sick leave measures seem to be associated with different work environment factors. Further studies on these associations may inform interventions to improve occupational health care.

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.

Learning Problems in Kindergarten Students with Extremely Preterm Birth

PubMed Central

Taylor, H. Gerry; Klein, Nancy; Anselmo, Marcia G.; Minich, Nori; Espy, Kimberly A.; Hack, Maureen

2012-01-01

Objective To assess learning problems in extremely preterm children in kindergarten and identify risk factors. Design Cohort study. Setting Children’s hospital. Participants A cohort of extremely preterm children born January 2001 – December 2003 (n=148), defined as <28 weeks gestation and/or <1000 g birth weight, and term-born normal birth weight classmate controls (n=111). Main Interventions The children were enrolled during their first year in kindergarten and assessed on measures of learning progress. Main Outcome Measures Achievement testing, teacher ratings of learning progress, and individual educational assistance. Results The extremely preterm children had lower mean standard scores than controls on tests of spelling (8.52 points, 95% CI: 4.58, 12.46) and applied mathematics (11.02 points, 95% CI: 6.76, 15.28). They also had higher rates of substandard learning progress by teacher report in written language (OR = 4.23, 95% CI: 2.32, 7.73) and mathematics (OR = 7.08, 95% CI: 2.79, 17.95). Group differences on mathematics achievement and in teacher ratings of learning progress were significant even in children without neurosensory deficits or low global cognitive ability. Neonatal risk factors, early childhood neurodevelopmental impairment, and socioeconomic status predicted learning problems in extremely preterm children, yet many of the children with problems were not in a special education program. Conclusion Learning problems in extremely preterm children are evident in kindergarten and are associated with neonatal and early childhood risk factors. The findings support efforts to provide more extensive monitoring and interventions both prior to and during the first year in school. PMID:21893648

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…

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.

Differences in CAPE between wet and dry spells of the monsoon over the southeastern peninsular India

NASA Astrophysics Data System (ADS)

Mohan, T. S.; Rao, T. N.; Rajeevan, M.

2018-03-01

In the present research we explored the variability of convective available potential energy (CAPE) during wet and dry spells over southeast India. Comparison between India Meteorological Department (IMD) observations and reanalysis products (NCEP, ERA-interim, and MERRA) reconfirms that gridded data sets can be utilized to fill the void of observations. Later, GPS radiosonde measurements made at Gadanki (13.5 N, 79.2 E) Andre analysis output are utilized to address key scientific issues related to CAPE over the southeastern peninsular region. They are: (1) How does CAPE vary between different spells of the Indian summer monsoon (i.e., from wet to dry spell)? (2) Does differences in CAPE and in the vertical structure of buoyancy between spells are localized features over Gadanki or observed all over southeastern peninsular region? (3) What physical/dynamical processes are responsible for the differences in CAPE between spells and how do they affect the convection growth in dry spell? Interestingly, CAPE is higher in wet spell than in dry spell, in contrast to the observations made elsewhere over land and warm oceans. Similar feature (high CAPE in wet spell) is observed at all grid points in the southeastern peninsular India. Furthermore, vertical buoyancy profiles show only one peak in the middle-upper troposphere in wet spell, while two peaks are observed in most of the profiles (66%) in dry spell over the entire study region in all the reanalysis products. Plausible mechanisms are discussed for the observed CAPE differences. They are, among others, timing of sounding with reference to rain occurrence, rapid buildup of surface instabilities, moistening of lower troposphere by evaporation of the surface moisture in wet spell, enhanced low-level moisture convergence, evaporation of rain in relatively warm and dry atmosphere, and reduction of positive buoyancy in dry spell. The omnipresence of stable layers and strong and deep shear in the presence of weak updrafts (buoyancy) limits the growth of convective draft cores in dry spell.

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

Effective Approaches to Disorientation Familiarization for Aviation Personnel.

ERIC Educational Resources Information Center

Collins, William E.

Techniques are discussed for providing familiarization of aviation personnel with disorientation problems (dizziness). Procedures are spelled out in detail. Methods of modifying existing equipment as well as an evaluation of available commercial equipment, are presented. The techniques have been used with notable success both at the Civil…

Systems Models for Transportation Problems : Volume 3. A Computable Command-Control System for a Social System.

DOT National Transportation Integrated Search

1976-03-01

The spectral characteristics of the urban center -- at the level of the family, the functional organized units of society, and the essential compartment balances of the urban center -- are spelled out in greater detail. These compartments are food, m...

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…

Word Study: A Look at Improving Learning and Retention of Spelling

ERIC Educational Resources Information Center

Dew, Tracy

2012-01-01

The purpose of this paper is to share the effectiveness of the word study program "Words Their Way" (Bear et. al., 2008) to improve spelling retention of first graders in a regular education classroom in the Spring of 2012. After implementing a traditional spelling program and seeing students continuously spell previous spelling words…

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)

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.

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.

Drug Abuse Control--Administrative Guidelines.

ERIC Educational Resources Information Center

Los Angeles City Schools, CA.

These guidelines were developed to assist administrators, teachers, and other staff members of the Los Angeles Public Schools in the formulation of an effective program designed to alleviate drug abuse. Staff responsibilities are spelled out. Specific attention is directed to the problems of drug abuse, drug possession and drug selling. The…

Best Practices in Writing Instruction. Solving Problems in the Teaching of Literacy

ERIC Educational Resources Information Center

Graham, Steve, Ed.; MacArthur, Charles A., Ed.; Fitzgerald, Jill, Ed.

2007-01-01

Highly practical and accessible, this indispensable book provides clear-cut strategies for improving K-12 writing instruction. The contributors are leading authorities who demonstrate proven ways to teach different aspects of writing, with chapters on planning, revision, sentence construction, handwriting, spelling, and motivation. The use of the…

Pacemaker Primary Curriculum; Lesson Book Level C.

ERIC Educational Resources Information Center

Ross, Dorothea M.; Ross, Sheila A.

This lesson book, which is the third in a four-level program for young children with learning difficulties, describes the purpose of and equipment and procedures for teaching lessons in the following subject areas on the primary grade level: arithmetic, reading, vocabulary, spelling, printing, listening, planning, problem solving, social behavior,…

Pacemaker Primary Curriculum; Lesson Book Level D.

ERIC Educational Resources Information Center

Ross, Dorothea M.; Ross, Sheila A.

This lesson book, which is the last in a four-level program for young children with learning difficulties, describes the purpose of and equipment and procedures for teaching lessons in the following subject areas on the primary level: arithmetic, reading, vocabulary, spelling, printing, listening, planning and problem solving, social behavior,…

Alcohol and Staff Leisure Time.

ERIC Educational Resources Information Center

Camping Magazine, 1992

1992-01-01

Discusses the problem of alcohol use and abuse by camp staff. Describes alcohol policies of two different camps. Camp Highlands allows responsible drinking but not intoxication. Camp Olympia requires total abstinence from alcohol. A policy that clearly expresses the camp's philosophy toward alcohol and spells out all expectations and results is…

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

Age-, sex-, and diagnosis-specific incidence rate of medically certified long-term sick leave among private sector employees: The Japan Epidemiology Collaboration on Occupational Health (J-ECOH) study.

PubMed

Nishiura, Chihiro; Nanri, Akiko; Kashino, Ikuko; Hori, Ai; Kinugawa, Chihiro; Endo, Motoki; Kato, Noritada; Tomizawa, Aki; Uehara, Akihiko; Yamamoto, Makoto; Nakagawa, Tohru; Yamamoto, Shuichiro; Honda, Toru; Imai, Teppei; Okino, Akiko; Miyamoto, Toshiaki; Sasaki, Naoko; Tomita, Kentaro; Nagahama, Satsue; Kochi, Takeshi; Eguchi, Masafumi; Okazaki, Hiroko; Murakami, Taizo; Shimizu, Chii; Shimizu, Makiko; Kabe, Isamu; Mizoue, Tetsuya; Sone, Tomofumi; Dohi, Seitaro

2017-12-01

Long-term sick-leave is a major public health problem, but data on its incidence in Japan are scarce. We aimed to present reference data for long-term sick-leave among private sector employees in Japan. The study population comprised employees of 12 companies that participated in the Japan Epidemiology Collaboration on Occupational Health Study. Details on medically certified sick-leave lasting ≥30 days were collected from each company. Age- and sex-specific incidence rate of sick-leave was calculated for the period of April 2012 to March 2014. A total of 1422 spells in men and 289 in women occurred during 162,989 and 30,645 person-years of observation, respectively. The three leading causes of sick-leave (percentage of total spells) were mental disorders (52%), neoplasms (12%), and injury (8%) for men; and mental disorders (35%), neoplasms (20%), and pregnancy-related disease (14%) for women. Incidence rate of sick-leave due to mental disorders was relatively high among men in their 20s-40s but tended to decrease with age among women. Incidence rate of sick-leave due to neoplasms started to increase after age 50 in men and after age 40 in women, making neoplasms the leading cause of sick-leave after age 50 for women and after age 60 for men and the second leading cause after age 40 for women and after age 50 for men. Pregnancy-related disease was the second leading cause of sick-leave among women aged 20-39 years. These results suggest that mental disorder, neoplasms, and pregnancy-related disease are the major causes of long-term sick-leave among private sector employees in Japan. Copyright © 2017 The Authors. Production and hosting by Elsevier B.V. All rights reserved.

A visual parallel-BCI speller based on the time-frequency coding strategy

NASA Astrophysics Data System (ADS)

Xu, Minpeng; Chen, Long; Zhang, Lixin; Qi, Hongzhi; Ma, Lan; Tang, Jiabei; Wan, Baikun; Ming, Dong

2014-04-01

Objective. Spelling is one of the most important issues in brain-computer interface (BCI) research. This paper is to develop a visual parallel-BCI speller system based on the time-frequency coding strategy in which the sub-speller switching among four simultaneously presented sub-spellers and the character selection are identified in a parallel mode. Approach. The parallel-BCI speller was constituted by four independent P300+SSVEP-B (P300 plus SSVEP blocking) spellers with different flicker frequencies, thereby all characters had a specific time-frequency code. To verify its effectiveness, 11 subjects were involved in the offline and online spellings. A classification strategy was designed to recognize the target character through jointly using the canonical correlation analysis and stepwise linear discriminant analysis. Main results. Online spellings showed that the proposed parallel-BCI speller had a high performance, reaching the highest information transfer rate of 67.4 bit min-1, with an average of 54.0 bit min-1 and 43.0 bit min-1 in the three rounds and five rounds, respectively. Significance. The results indicated that the proposed parallel-BCI could be effectively controlled by users with attention shifting fluently among the sub-spellers, and highly improved the BCI spelling performance.

Single women and the dynamics of Medicaid.

PubMed

Short, P F; Freedman, V A

1998-12-01

To investigate transitions in and out of Medicaid for a cohort of single adult women of childbearing age in order to address questions that arise as policymakers try to encourage transitions from welfare to work. Longitudinal data from Waves 2 through 8 of the 1990 panel of the Survey of Income and Program Participation, a nationally representative survey of American adults covering May 1990-1992. We estimate a series of discrete-time logit models with duration dependence to obtain transition probabilities among Medicaid, privately insured, and uninsured spells. Explanatory variables in the models include prior insurance history, income limits on Medicaid by state, and important socioeconomic and demographic characteristics. We use these models to characterize insurance spells for a cohort of single women. Most Medicaid spells are relatively short. Over half end in a year or less; only one spell out of seven lasts longer than five years. Two-thirds of Medicaid disenrollees become uninsured. Former welfare recipients are prone to frequent changes in insurance status. In states with more generous income limits for AFDC, women stay on Medicaid longer, but they do not move into the program at a faster rate. Imposing time limits on Medicaid eligibility would affect only a small proportion of Medicaid spells but would eliminate a significant proportion of the caseload at a point in time. In considering changes in Medicaid that would encourage transitions from welfare to work and would alter the dynamics of Medicaid, policymakers need to consider how transitions both in and out of private insurance and Medicaid would be affected.

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,…

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)

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.

Office design's impact on sick leave rates.

PubMed

Bodin Danielsson, Christina; Chungkham, Holendro Singh; Wulff, Cornelia; Westerlund, Hugo

2014-01-01

The effect of office type on sickness absence among office employees was studied prospectively in 1852 employees working in (1) cell-offices; (2) shared-room offices; (3) small, (4) medium-sized and (5) large open-plan offices; (6) flex-offices and (7) combi-offices. Sick leaves were self-reported two years later as number of (a) short and (b) long (medically certified) sick leave spells as well as (c) total number of sick leave days. Multivariate logistic regression analysis was used, with adjustment for background factors. A significant excess risk for sickness absence was found only in terms of short sick leave spells in the three open-plan offices. In the gender separate analysis, this remained for women, whereas men had a significantly increased risk in flex-offices. For long sick leave spells, a significantly higher risk was found among women in large open-plan offices and for total number of sick days among men in flex-offices. A prospective study of the office environment's effect on employees is motivated by the high rates of sick leaves in the workforce. The results indicate differences between office types, depending on the number of people sharing workspace and the opportunity to exert personal control as influenced by the features that define the office types.

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…

Are environmental characteristics in the municipal eldercare, more closely associated with frequent short sick leave spells among employees than with total sick leave: a cross-sectional study

PubMed Central

2013-01-01

Background It has been suggested that frequent-, short-term sick leave is associated with work environment factors, whereas long-term sick leave is associated mainly with health factors. However, studies of the hypothesis of an association between a poor working environment and frequent short spells of sick leave are few and results are inconsistent. Therefore, we aimed to explore associations between self-reported psychosocial work factors and workplace-registered frequency and length of sick leave in the eldercare sector. Methods Employees from the municipal eldercare in Aarhus (N = 2,534) were included. In 2005, they responded to a work environment questionnaire. Sick leave records from 2005 were dichotomised into total sick leave days (0–14 and above 14 days) and into spell patterns (0–2 short, 3–9 short, and mixed spells and 1–3 long spells). Logistic regression models were used to analyse associations; adjusted for age, gender, occupation, and number of spells or sick leave length. Results The response rate was 76%; 96% of the respondents were women. Unfavourable mean scores in work pace, demands for hiding emotions, poor quality of leadership and bullying were best indicated by more than 14 sick leave days compared with 0–14 sick leave days. For work pace, the best indicator was a long-term sick leave pattern compared with a non-frequent short-term pattern. A frequent short-term sick leave pattern was a better indicator of emotional demands (1.62; 95% CI: 1.1-2.5) and role conflict (1.50; 95% CI: 1.2-1.9) than a short-term non-frequent pattern. Age (= < 40 / >40 years) statistically significantly modified the association between the 1–3 long-term sick leave spell pattern and commitment to the workplace compared with the 3–9 frequent short-term pattern. Conclusions Total sick leave length and a long-term sick leave spell pattern were just as good or even better indicators of unfavourable work factor scores than a frequent short-term sick leave pattern. Scores in commitment to the workplace and quality of leadership varied with sick leave pattern and age. Thus, different sick leave measures seem to be associated with different work environment factors. Further studies on these associations may inform interventions to improve occupational health care. PMID:23764253

Work disability in the United States, 1968-2015: Prevalence, duration, recovery, and trends.

PubMed

Laditka, James N; Laditka, Sarah B

2018-04-01

The United States workforce is aging. At the same time more people have chronic conditions, for longer periods. Given these trends the importance of work disability, physical or nervous problems that limit a person's type or amount of work, is increasing. No research has examined transitions among multiple levels of work disability, recovery from work disability, or trends. Limited research has focused on work disability among African Americans and Hispanics, or separately for women and men. We examined these areas using data from 30,563 adults in the 1968-2015 Panel Study of Income Dynamics. We estimated annual probabilities of work disability, recovery, and death with multinomial logistic Markov models. Microsimulations accounting for age and education estimated outcomes for African American, Hispanic, and non-Hispanic white women and men. Results from these nationally representative data suggested that the majority of Americans experience work disability during working life. Most spells ended with recovery or reduced severity. Among women, African Americans and Hispanics had less moderate and severe work disability than whites. Among men, African Americans became severely work disabled more often than whites, recovered from severe spells more often and had shorter severe spells, yet had more severe work disability at age 65. Hispanic men were more likely to report at least one spell of severe work disability than whites; they also had substantially more recovery from severe work disability, and a lower percentage of working years with work disability. Among African Americans and Hispanics, men were considerably more likely than women to have severe work disability at age 65. Work disability declined significantly across the study period for all groups. Although work disability has declined over several decades, it remains common. Results suggest that the majority of work disability spells end with recovery, underscoring the importance of rehabilitation and workplace accommodation.

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…

CONDITIONING CHILDREN FOR SCHOOL. FINAL REPORT.

ERIC Educational Resources Information Center

PRINCE, ALBERT I.

A SET OF BEHAVIORAL PRINCIPLES USED IN INTELLECTUAL REHABILITATION OF A SMALL GROUP OF THIRD GRADERS WITH EDUCATIONAL AND RELATED BEHAVIORAL PROBLEMS WAS EVALUATED. SUBJECTS SELECTED WERE EIGHT THIRD-GRADE STUDENTS AGED 8 TO 10, WHO WERE 1 YEAR BEHIND IN READING AS MEASURED BY A STANDARDIZED ACHIEVEMENT TEST AND 1 YEAR BEHIND IN EITHER SPELLING OR…

Missed Opportunities: Shoulda, Coulda, Woulda

ERIC Educational Resources Information Center

Slusser, Laura L.

2011-01-01

The author's first school librarian position was in her hometown elementary school where she had been a library aide in the fifth grade. The principal spelled out the problems with the situation she would be entering--the school library was the least favorite of the resources, many policies and procedures were antiquated, and the collection needed…

"LearningPad" Conundrum: The Perils of Using Third-Party Software and Student Privacy

ERIC Educational Resources Information Center

O'Brien, Jason; Roller, Sarah; Lampley, Sandra

2017-01-01

This case focuses on the potential problems associated with sharing personally identifiable information (PII) when students are required to use third-party software. Specifically, third-grade students were required to complete "LearningPad" activities as a component of their homework grade in math, spelling, and language arts. As…

Writing Dear Abby: An Interim Report to Teachers of Spelling.

ERIC Educational Resources Information Center

Allen, Virginia French

New spellers, adults just beginning to learn to read and write, face daunting problems with English vocabulary. Teachers use varying approaches to help these students, including published lists of Words Most Frequently Used. This paper provides an inventory of words used in letters to syndicated columnist "Dear Abby" as published in a…

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…

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…

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)…

Effect of Electronic Editing on Error Rate of Newspaper.

ERIC Educational Resources Information Center

Randall, Starr D.

1979-01-01

A study of a North Carolina newspaper indicates that newspapers using fully integrated electronic editing systems have fewer errors in spelling, punctuation, sentence construction, hyphenation, and typography than newspapers not using electronic editing. (GT)

Single women and the dynamics of Medicaid.

PubMed Central

Short, P F; Freedman, V A

1998-01-01

OBJECTIVE: To investigate transitions in and out of Medicaid for a cohort of single adult women of childbearing age in order to address questions that arise as policymakers try to encourage transitions from welfare to work. DATA SOURCES: Longitudinal data from Waves 2 through 8 of the 1990 panel of the Survey of Income and Program Participation, a nationally representative survey of American adults covering May 1990-1992. STUDY DESIGN: We estimate a series of discrete-time logit models with duration dependence to obtain transition probabilities among Medicaid, privately insured, and uninsured spells. Explanatory variables in the models include prior insurance history, income limits on Medicaid by state, and important socioeconomic and demographic characteristics. We use these models to characterize insurance spells for a cohort of single women. PRINCIPAL FINDINGS: Most Medicaid spells are relatively short. Over half end in a year or less; only one spell out of seven lasts longer than five years. Two-thirds of Medicaid disenrollees become uninsured. Former welfare recipients are prone to frequent changes in insurance status. In states with more generous income limits for AFDC, women stay on Medicaid longer, but they do not move into the program at a faster rate. CONCLUSIONS: Imposing time limits on Medicaid eligibility would affect only a small proportion of Medicaid spells but would eliminate a significant proportion of the caseload at a point in time. In considering changes in Medicaid that would encourage transitions from welfare to work and would alter the dynamics of Medicaid, policymakers need to consider how transitions both in and out of private insurance and Medicaid would be affected. Images Figure 2 Figure 3 Figure 4 PMID:9865222

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

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.…

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.

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.

Atmospheric conditions and weather regimes associated with extreme winter dry spells over the Mediterranean basin

NASA Astrophysics Data System (ADS)

Raymond, Florian; Ullmann, Albin; Camberlin, Pierre; Oueslati, Boutheina; Drobinski, Philippe

2018-06-01

Very long dry spell events occurring during winter are natural hazards to which the Mediterranean region is extremely vulnerable, because they can lead numerous impacts for environment and society. Four dry spell patterns have been identified in a previous work. Identifying the main associated atmospheric conditions controlling the dry spell patterns is key to better understand their dynamics and their evolution in a changing climate. Except for the Levant region, the dry spells are generally associated with anticyclonic blocking conditions located about 1000 km to the Northwest of the affected area. These anticyclonic conditions are favourable to dry spell occurrence as they are associated with subsidence of cold and dry air coming from boreal latitudes which bring low amount of water vapour and non saturated air masses, leading to clear sky and absence of precipitation. These extreme dry spells are also partly related to the classical four Euro-Atlantic weather regimes are: the two phases of the North Atlantic Oscillation, the Scandinavian "blocking" or "East-Atlantic", and the "Atlantic ridge". Only the The "East-Atlantic", "Atlantic ridge" and the positive phase of the North Atlantic Oscillation are frequently associated with extremes dry spells over the Mediterranean basin but they do not impact the four dry spell patterns equally. Finally long sequences of those weather regimes are more favourable to extreme dry spells than short sequences. These long sequences are associated with the favourable prolonged and reinforced anticyclonic conditions

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…

Emerging Drug Threats and Perils Facing Utah's Youth. Hearing before the Committee on the Judiciary, United States Senate, One Hundred Sixth Congress, Second Session (Salt Lake City and Cedar City, Utah, July 6-7, 2000).

ERIC Educational Resources Information Center

Congress of the U.S., Washington, DC. Senate Committee on the Judiciary.

This report documents the proceedings of a two-day hearing held in Utah to begin a public dialogue on how professionals can work together to combat the dangers of substance abuse problems among adolescents. The introductory comments by the presiding chairman, Senator Orin Hatch, spell out the present problem in Utah. The senator points out how…

"Black art" of thin film coating: why this term is used and how to change this mind-set

NASA Astrophysics Data System (ADS)

Jansen, S. W.; Hatchett, Philip J.; Hughes, S. W.; Jones, D. Paul; Gibson, Desmond R.

1996-08-01

The words 'black art' are often associated with thin film coating. We cast our spell on a coating plant and, as if by magic, the glass is transformed. The problem is that the spell sometimes fails and we end up with stone instead of gold. When we ask the magician (coating technician) what went wrong, the answer is all too often 'I did it exactly the same way as the last time'. This creates the perception that thin film coating is a black art because clearly something different did happen. What we don't know is which of the multitude of parameters went wrong, and often the only way to find out is through a process of elimination. This is very costly to the industry both in monetary value and image.

Enhancing the Performance of Learning-Disabled Children by Dint of Theatre Education

ERIC Educational Resources Information Center

Kumar, S. Praveen; Raja, B. William Dharma

2009-01-01

In schools, teachers come across pupils who have diverse abilities and special needs. Some of the learners achieve high and some may lag behind in their learning. They may face learning problems such as difficulties in listening, speaking, thinking, reading, writing, spelling, reasoning, calculating or social skills. It is a great challenge on the…

Report on WRITE; A Computer Assisted Instruction Course in Written English Usage.

ERIC Educational Resources Information Center

Dunwell, Stephen; And Others

A computer-assisted instructional (CAI) course, WRITE, was used at the Poughkeepsie, New York, Middle School to help 5th through 8th graders with spelling and word usage problems. The course used the Coursewriter III language and an IBM System/360 computer; students received self-paced instructional programs at typewriter terminals. All teaching…

Are Externalizing and Internalizing Difficulties of Young Children with Spelling Impairment Related to Their ADHD Symptoms?

ERIC Educational Resources Information Center

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

2012-01-01

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…

Never Trust Your Word Processor

ERIC Educational Resources Information Center

Linke, Dirk

2009-01-01

In this article, the author talks about the auto correction mode of word processors that leads to a number of problems and describes an example in biochemistry exams that shows how word processors can lead to mistakes in databases and in papers. The author contends that, where this system is applied, spell checking should not be left to a word…

Medical transcription outsourcing greased lightning?

PubMed

Bikman, Jeremy; Whiting, Stacilee

2007-06-01

As medical transcription volume grows, providers need to decide whether to outsource the work, and if so, whether to retain offshore or onshore firms. There are benefits and drawbacks to both. To avoid problems, providers need to make sure the details are spelled out in the contract and that their expectations are understood and met by the outsource firm.

Educating Students from Other Nations. American Colleges and Universities in International Educational Exchange.

ERIC Educational Resources Information Center

Jenkins, Hugh M.; And Others

The range of problems, issues, and practices pertaining to international educational interchange in higher education are reviewed in this handbook for campus-based personnel and the community at large dealing with the 300,000 foreign students in America. Needs and obligations of both students and institutions are spelled out, and guidelines are…

Influence of change in psychosocial work characteristics on sickness absence: The Whitehall II Study.

PubMed

Head, Jenny; Kivimäki, Mika; Martikainen, Pekka; Vahtera, Jussi; Ferrie, Jane E; Marmot, Michael G

2006-01-01

To study the influence of change in self perceived psychosocial work characteristics on subsequent rates of sickness absence. Prospective cohort study of British civil service employees. Job control, job demands, and work social supports were measured in 1985/88 and in 1991/93. Analyses included 3817 British civil servants with sickness absence records at baseline (1985-89) and for two follow up periods, early (1994-95) and later follow up (1996-98). Change in work characteristics predicted subsequent incidence of long spells of sickness absence (>7 days) in the early follow up period after adjustment for covariates including baseline work characteristics, health status, and sickness absence. Adjusted rate ratios were 1.23 (95% CI 1.03 to 1.46) for decreased compared with stable decision latitude; 1.17 (95% CI 1.01 to 1.36) for increased compared with stable job demands and 0.79 (95% CI 0.67 to 0.93) for increased compared with stable work social support. These associations were also seen in a sub-sample who did not change employment grade. In the later follow up period, associations between work change and long spells of sickness absence were similar for decision latitude, less pronounced for job demands, and no longer apparent for social supports. Changes in work characteristics were not associated with subsequent short spells of sickness absence (

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.

Work-related psychosocial events as triggers of sick leave--results from a Swedish case-crossover study.

PubMed

Hultin, Hanna; Hallqvist, Johan; Alexanderson, Kristina; Johansson, Gun; Lindholm, Christina; Lundberg, Ingvar; Möller, Jette

2011-03-23

Although illness is an important cause of sick leave, it has also been suggested that non-medical risk factors may influence this association. If such factors impact on the period of decision making, they should be considered as triggers. Yet, there is no empirical support available.The aim was to investigate whether recent exposure to work-related psychosocial events can trigger the decision to report sick when ill. A case-crossover design was applied to 546 sick-leave spells, extracted from a Swedish cohort of 1430 employees with a 3-12 month follow-up of new sick-leave spells. Exposure in a case period corresponding to an induction period of one or two days was compared with exposure during control periods sampled from workdays during a two-week period prior to sick leave for the same individual. This was done according to the matched-pair interval and the usual frequency approaches. Results are presented as odds ratios (OR) with 95% confidence intervals (CI). Most sick-leave spells happened in relation to acute, minor illnesses that substantially reduced work ability. The risk of taking sick leave was increased when individuals had recently been exposed to problems in their relationship with a superior (OR 3.63; CI 1.44-9.14) or colleagues (OR 4.68; CI 1.43-15.29). Individuals were also more inclined to report sick on days when they expected a very stressful work situation than on a day when they were not under such stress (OR 2.27; CI 1.40-3.70). Exposure to problems in workplace relationships or a stressful work situation seems to be able to trigger reporting sick. Psychosocial work-environmental factors appear to have a short-term effect on individuals when deciding to report sick.

Evidence for Arctic Ozone Depletion in Late February and early March 1994

NASA Technical Reports Server (NTRS)

Manney, G. L.; Zurek, R. W.; Froidevaux, L.; Waters, J. W.

1995-01-01

Significant chemical ozone (O3 ) loss in the 1993-94 Arctic winter occurred mainly during an unusually late cold spell of approximately 10 days in late Feb/early Mar. Over the 30 d period studied (including the cold spell), observed vortex-averaged O3 at 465 K (approximately 40 hPa) decreased by approximately 10%. New three-dimensional, diabatic trajectory calculations show that this observed decrease represents only about half of the net chemical loss (approximately 20%) during the 30 day period. The resupply of lower stratospheric O3 by transport in Feb 1994 was considerably greater than in 1993, when transport masked only about a quarter of the chemical loss in Feb/Mar. The net estimated chemical loss over 30 days in 1994 was comparable to that over the same 30 days in 1993, but mainly occurred at a faster rate during the brief cold spell. These results highlight the impact of Arctic interannual variability on the relative roles of chemistry and dynamics in O3 evolution during recent Arctic winters.

Dynamics of Economic Well-Being: Poverty 1996-1999. Current Population Reports.

ERIC Educational Resources Information Center

Iceland, John

This report examines patterns of poverty using seven different measures: average monthly poverty, episodic poverty, chronic poverty, annual poverty, poverty spells, poverty entry rates, and poverty exit rates. Data come from the 1996 panel of the Survey of Income and Program Participation (SIPP) and reflect the dynamics of poverty from 1996-1999.…

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

Dry spell trend analysis in Kenya and the Murray Darling Basin using daily rainfall

NASA Astrophysics Data System (ADS)

Muita, R. R.; van Ogtrop, F. F.; Vervoort, R. W.

2012-04-01

Important agricultural areas in Kenya and the Murray Darling Basin (MDB) in Australia are largely semi-arid to arid. Persistent dry periods and timing of dry spells directly impact the availability of soil moisture and hence crop production in these regions. Most studies focus on the analysis of dry spell lengths at an annual scale. However, timing and length of dry spells at finer temporal scales is more beneficial for cropping when considering a trade-off between the time scale and the ability to analyse dry spell length. The aim of this study was to analyse the interannual and intra annual variations in dry spell lengths in the regions to inform crop management. This study analysed monthly dry spells based on daily rainfall for 1961-2010 on a limited dataset of 13 locations in Kenya and 17 locations in the MDB. This dataset was the most consistent across both regions and future analysis will incorporate more stations and longer time periods where available. Dry spell lengths were analysed by month and year and trends in monthly and annual dry spell lengths were analysed using Generalised Linear Models (GLM) and the Mann Kendall test (MK). Overall, monthly dryspell lengths are right skewed with higher frequency of shorter dryspells (3-25 days). In Kenya, significant increases in mean dry spell lengths (p≤0.02) are observed in inland arid-to semi humid locations but this temporal trend appears to decrease in highland and the coastal regions. Analysis of the MDB stations suggests changes in seasonality. For example, spatial trends suggest a North-South increase in dry spell length in summer (December - February), but a shortening after February. Generally, the GLM and MK results are similar in the two regions but the MK test tends to give higher values of positive slope coefficients and lower values for negative coefficients compared to GLM. This may limit the ability of finding the best estimates for model coefficients. Previous studies in Australia and Kenya have relied on continuous climatic indices based on global climate models and stochastic processes resulting in limited and mixed results. For agronomical purposes, our results show that direct assessment of dry spells lengths from daily rainfall also indicates changes in dry spells trends in Kenya and the MDB and that such an analysis is easy to use and requires limited assumptions. This initial analysis identifies significant increasing trends in the dry spell lengths in some areas and periods in Kenya and the MDB. This has major implications for crop production in these regions and it is recommended that this information be incorporated in the regions' management decisions. KEY WORDS: monthly dry spell length; Generalized Linear Models; Mann -Kendall test; month; Kenya, Murray Darling Basin (MDB).

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

Mental health selection and income support dynamics: multiple spell discrete-time survival analyses of welfare receipt.

PubMed

Kiely, Kim M; Butterworth, Peter

2014-04-01

The higher occurrence of common psychiatric disorders among welfare recipients has been attributed to health selection, social causation and underlying vulnerability. The aims of this study were to test for the selection effects of mental health problems on entry and re-entry to working-age welfare payments in respect to single parenthood, unemployment and disability. Nationally representative longitudinal data were drawn from the Household Income and Labour Dynamics in Australia survey. Multiple spell discrete-time survival analyses were conducted using multinomial logistic regression models to test if pre-existing mental health problems predicted transitions to welfare. Analyses were stratified by sex and multivariate adjusted for mental health problems, father's occupation, socioeconomic position, marital status, employment history, smoking status and alcohol consumption, physical function and financial hardship. All covariates were modelled as either lagged effects or when a respondent was first observed to be at risk of income support. Mental health problems were associated with increased risk of entry and re-entry to disability, unemployment and single parenting payments for women, and disability and unemployment payments for men. These associations were attenuated but remained significant after adjusting for contemporaneous risk factors. Although we do not control for reciprocal causation, our findings are consistent with a health selection hypothesis and indicate that mental illness may be a contributing factor to later receipt of different types of welfare payments. We argue that mental health warrants consideration in the design and targeting of social and economic policies.

Prevalence of Developmental Dyslexia in Spanish University Students

PubMed Central

López-Escribano, Carmen; Suro Sánchez, Judith; Leal Carretero, Fernando

2018-01-01

A recent concern in the field of dyslexia studies is the lack of awareness and attention to university students suffering from this condition. If this problem is serious in countries where the relative opacity of the writing system allows for an early detection and, therefore, effective interventions, it is most critical in countries where transparent spelling makes such detection difficult, except in the most severe cases. In Spain, the diagnosis of dyslexia is rare among university-level adults. The present study pursues three aims: (a) to put forward a screening instrument for the detection of university students at risk of dyslexia, (b) to determine the ratio of university students that could be at risk of dyslexia by means of two different procedures, and (c) to create awareness for a disorder that causes hitherto unrecognized difficulties for an important subgroup of the college population. Six hundred and eighty-six university students in four different fields of study within the general area of Social Sciences from a public University in Madrid completed a Spanish-adapted version of a protocol including stress assignment, spelling words and nonwords, and timed phonological working memory of reading and writing task. Results showed that between 1.6% and 6.4% of this population could be at risk of suffering dyslexia. Such risk is not evenly distributed across the four fields of study. As for gender, the first criterion used yields 1.8 males at risk for every female, but the second criterion has as many males as females at risk. Women were significantly better than men in word spelling. Spelling was best predicted by the timed phonological working memory task of reading and writing. PMID:29738440

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.

"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…

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.

Lower College Costs and Improved Student Learning: Real Answers Missing from the Spellings Commission Report

ERIC Educational Resources Information Center

Zemsky, Robert

2007-01-01

The Secretary of Education's Commission on the Future of Higher Education too often focused on what's wrong with American higher education and too seldom offered real solutions to vexing problems. In this article, the author, as a Commission member, takes a look at how two issues in particular, high costs and inadequate student learning, might…

A Calculating Web Site Could Ignite a New Campus "Math War"

ERIC Educational Resources Information Center

Young, Jeffrey R.

2009-01-01

The long-running debate over whether students should be allowed to wield calculators during mathematics exams may soon seem quaint. The latest dilemma facing professors is whether to let students turn to a Web site called WolframAlpha, which not only solves complex math problems, but also can spell out the steps leading to those solutions. In…

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

Comparing the Effects of Unknown-Known Ratios on Word Reading Learning versus Learning Rates

ERIC Educational Resources Information Center

Joseph, Laurice M.; Nist, Lindsay M.

2006-01-01

An extension of G. L. Cates et al. (2003) investigation was conducted to determine if students' cumulative learning rates would be superior for words read under a traditional drill and practice condition (as they were for spelling in the previous study) than under interspersal conditions of varying ratios of unknown to known words. Participants…

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.

Workplace bullying and sickness absence in hospital staff.

PubMed

Kivimäki, M; Elovainio, M; Vahtera, J

2000-10-01

In the past, evidence on the negative consequences of workplace bullying has been limited to cross sectional studies of self reported bullying. In this study, these consequences were examined prospectively by focusing on sickness absence in hospital staff. The Poisson regression analyses of medically certified spells (>/=4 days) and self certified spells (1-3 days) of sickness absence, relating to bullying and other predictors of health, were based on a cohort of 674 male and 4981 female hospital employees aged 19-63 years. Data on sickness absence were gathered from employers' registers. Bullying and other predictors of health were measured by a questionnaire survey. 302 (5%) of the employees reported being victims of bullying. They did not differ from the other employees in terms of sex, age, occupation, type of job contract, hours of work, income, smoking, alcohol consumption, or physical activity. Victims of bullying had higher body mass and prevalence of chronic disease, and their rates of medically and self certified spells of sickness absence were 1.5 (95% confidence interval (95% CI) 1.3 to 1.7) and 1.2 (1.1 to 1.4) times higher than those of the rest of the staff. The rate ratios remained significant after adjustment for demographic data, occupational background, behaviour involving risks to health, baseline health status, and sickness absence. Workplace bullying is associated with an increase in the sickness absenteeism of the hospital staff. Targets of bullying seem not to belong to any distinct group with certain demographic characteristics or occupational background.

Surface errors without semantic impairment in acquired dyslexia: a voxel-based lesion–symptom mapping study

PubMed Central

Pillay, Sara B.; Humphries, Colin J.; Gross, William L.; Graves, William W.; Book, Diane S.

2016-01-01

Patients with surface dyslexia have disproportionate difficulty pronouncing irregularly spelled words (e.g. pint), suggesting impaired use of lexical-semantic information to mediate phonological retrieval. Patients with this deficit also make characteristic ‘regularization’ errors, in which an irregularly spelled word is mispronounced by incorrect application of regular spelling-sound correspondences (e.g. reading plaid as ‘played’), indicating over-reliance on sublexical grapheme–phoneme correspondences. We examined the neuroanatomical correlates of this specific error type in 45 patients with left hemisphere chronic stroke. Voxel-based lesion–symptom mapping showed a strong positive relationship between the rate of regularization errors and damage to the posterior half of the left middle temporal gyrus. Semantic deficits on tests of single-word comprehension were generally mild, and these deficits were not correlated with the rate of regularization errors. Furthermore, the deep occipital-temporal white matter locus associated with these mild semantic deficits was distinct from the lesion site associated with regularization errors. Thus, in contrast to patients with surface dyslexia and semantic impairment from anterior temporal lobe degeneration, surface errors in our patients were not related to a semantic deficit. We propose that these patients have an inability to link intact semantic representations with phonological representations. The data provide novel evidence for a post-semantic mechanism mediating the production of surface errors, and suggest that the posterior middle temporal gyrus may compute an intermediate representation linking semantics with phonology. PMID:26966139

Assessment of long-term monthly and seasonal trends of warm (cold), wet (dry) spells in Kansas, USA

NASA Astrophysics Data System (ADS)

Dokoohaki, H.; Anandhi, A.

2013-12-01

A few recent studies have focused on trends in rainfall, temperature, and frost indicators at different temporal scales using centennial weather station data in Kansas; our study supplements this work by assessing the changes in spell indicators in Kansas. These indicators provide the duration between temperature-based (warm and cold) and precipitation-based (wet and dry) spells. For wet (dry) spell calculations, a wet day is defined as a day with precipitation ≥1 mm, and a dry day is defined as one with precipitation ≤1 mm. For warm (cold) spell calculations, a warm day is defined as a day with maximum temperature >90th percentile of daily maximum temperature, and a cold day is defined as a day with minimum temperature <10th percentile of daily minimum temperature. The percentiles are calculated for 1971-2000, and four spell indicators are calculated: Average Wet Spell Length (AWSL), Dry Spell Length (ADSL), Average Warm Spell Days (AWSD) and Average Cold Spell Days (ACSD) are calculated. Data were provided from 23 centennial weather stations across Kansas, and all calculations were done for four time periods (through 1919, 1920-1949, 1950-1979, and 1980-2009). The definitions and software provided by Expert Team on Climate Change Detection and Indices (ETCCDI) were adapted for application to Kansas. The long- and short-term trends in these indices were analyzed at monthly and seasonal timescales. Monthly results indicate that ADSL is decreasing and AWSL is increasing throughout the state. AWSD and ACSD both showed an overall decreasing trend, but AWSD trends were variable during the beginning of the Industrial Revolution. Results of seasonal analysis revealed that the fall season recorded the greatest increasing trend for ACSD and the greatest decreasing trend for AWSD across the whole state and during all time periods. Similarly, the greatest increasing and decreasing trends occurred in winter for AWSL and ADSL, respectively. These variations can be important indicators of climatic change that may not be represented in mean conditions. Detailed geographical and temporal variations of the spell indices also can be beneficial for updating management decisions and providing adaptation recommendations for local and regional agricultural production.

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)

Sparsistency and Rates of Convergence in Large Covariance Matrix Estimation.

PubMed

Lam, Clifford; Fan, Jianqing

2009-01-01

This paper studies the sparsistency and rates of convergence for estimating sparse covariance and precision matrices based on penalized likelihood with nonconvex penalty functions. Here, sparsistency refers to the property that all parameters that are zero are actually estimated as zero with probability tending to one. Depending on the case of applications, sparsity priori may occur on the covariance matrix, its inverse or its Cholesky decomposition. We study these three sparsity exploration problems under a unified framework with a general penalty function. We show that the rates of convergence for these problems under the Frobenius norm are of order (s(n) log p(n)/n)(1/2), where s(n) is the number of nonzero elements, p(n) is the size of the covariance matrix and n is the sample size. This explicitly spells out the contribution of high-dimensionality is merely of a logarithmic factor. The conditions on the rate with which the tuning parameter λ(n) goes to 0 have been made explicit and compared under different penalties. As a result, for the L(1)-penalty, to guarantee the sparsistency and optimal rate of convergence, the number of nonzero elements should be small: sn'=O(pn) at most, among O(pn2) parameters, for estimating sparse covariance or correlation matrix, sparse precision or inverse correlation matrix or sparse Cholesky factor, where sn' is the number of the nonzero elements on the off-diagonal entries. On the other hand, using the SCAD or hard-thresholding penalty functions, there is no such a restriction.

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…

Dry spells assessment with reference to the maize crop in the Luvuvhu River catchment of South Africa

NASA Astrophysics Data System (ADS)

Masupha, Teboho Elisa; Moeletsi, Mokhele Edmond; Tsubo, Mitsuru

2016-04-01

Agricultural productivity in South Africa is negatively affected by drought as a result of frequent periodic dry spells and increasing crop water demands resulting in poor crop development and low yields. Thus, we embarked on this study which aims at investigating dry spell occurrences in relation to growing season of maize in the Luvuvhu River Catchment. Daily rainfall data (1945-2014) from 12 stations which represent the catchment fairly well was utilized in this study. Three consecutive planting dates were staggered based on three consecutive onsets of the rainy season. Dry spells were categorized into three groups: short, medium and long dry spells. The data was then subjected to theoretical distribution fitting using the Anderson-Darling goodness-of-fit test; and probabilities of occurrence were computed using a probabilistic model that best fits the data. Trend analysis was performed on the frequency of dry spells per growing period using the non-parametric Spearman's rank correlation test. Out results indicated high probabilities (≥80%) of short dry spells at all the stations irrespective of the timing of planting. Further analysis revealed that a risk of yield reduction with planting following the first onset of rains was higher than that with planting following the second and third onsets. In order to minimize this risk, farmers can be advised to plant between mid-November to mid-December. Trend analysis indicated no trend for all the various dry spell lengths except for Thohoyandou with a decreasing trend and Sigonde with a weak increasing trend in long dry spells. Such findings can be used to describe drought conditions for improvement of agricultural productivity and food security, in a given area.

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.

Understanding of the Alphabetic Principle through Invented Spelling among Hearing-Impaired Children Learning to Read and Write: Experimentation with a Pedagogical Approach

ERIC Educational Resources Information Center

Sirois, Pauline; Boisclair, Andree; Giasson, Jocelyne

2008-01-01

Given the problems experienced by hearing-impaired individuals in learning the written language, a pedagogical approach was tested. The study examined the links between the development of representations of alphabetic system and the results in reading and writing of first graders. In the study, there were 31 hearing-impaired children and 25…

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.

A Computational Unification of Scientific Law:. Spelling out a Universal Semantics for Physical Reality

NASA Astrophysics Data System (ADS)

Marcer, Peter J.; Rowlands, Peter

2013-09-01

The principal criteria Cn (n = 1 to 23) and grammatical production rules are set out of a universal computational rewrite language spelling out a semantic description of an emergent, self-organizing architecture for the cosmos. These language productions already predicate: (1) Einstein's conservation law of energy, momentum and mass and, subsequently, (2) with respect to gauge invariant relativistic space time (both Lorentz special & Einstein general); (3) Standard Model elementary particle physics; (4) the periodic table of the elements & chemical valence; and (5) the molecular biological basis of the DNA / RNA genetic code; so enabling the Cybernetic Machine specialist Groups Mission Statement premise;** (6) that natural semantic language thinking at the higher level of the self-organized emergent chemical molecular complexity of the human brain (only surpassed by that of the cosmos itself!) would be realized (7) by this same universal semantic language via (8) an architecture of a conscious human brain/mind and self which, it predicates consists of its neural / glia and microtubule substrates respectively, so as to endow it with; (9) the intelligent semantic capability to be able to specify, symbolize, spell out and understand the cosmos that conceived it; and (10) provide a quantum physical explanation of consciousness and of how (11) the dichotomy between first person subjectivity and third person objectivity or `hard problem' is resolved.

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.

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'…

Evaluating Word Prediction Software for Students with Physical Disabilities

ERIC Educational Resources Information Center

Mezei, Peter; Heller, Kathryn Wolff

2005-01-01

Although word prediction software was originally developed for individuals with physical disabilities, little research has been conducted featuring participants with physical disabilities. Using the Co:Writer 4000 word prediction software, three participants with physical disabilities improved typing rate and spelling accuracy, and two of these…

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

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).

Annual Research Review: The nature and classification of reading disorders – a commentary on proposals for DSM-5

PubMed Central

Snowling, Margaret J; Hulme, Charles

2012-01-01

This article reviews our understanding of reading disorders in children and relates it to current proposals for their classification in DSM-5. There are two different, commonly occurring, forms of reading disorder in children which arise from different underlying language difficulties. Dyslexia (as defined in DSM-5), or decoding difficulty, refers to children who have difficulty in mastering the relationships between the spelling patterns of words and their pronunciations. These children typically read aloud inaccurately and slowly, and experience additional problems with spelling. Dyslexia appears to arise principally from a weakness in phonological (speech sound) skills, and there is good evidence that it can be ameliorated by systematic phonic teaching combined with phonological awareness training. The other major form of reading difficulty is reading comprehension impairment. These children read aloud accurately and fluently, but have difficulty understanding what they have read. Reading comprehension impairment appears to arise from weaknesses in a range of oral language skills including poor vocabulary knowledge, weak grammatical skills and difficulties in oral language comprehension. We suggest that the omission of reading comprehension impairment from DSM-5 is a serious one that should be remedied. Both dyslexia and reading comprehension impairment are dimensional in nature, and show strong continuities with other disorders of language. We argue that recognizing the continuities between reading and language disorders has important implications for assessment and treatment, and we note that the high rates of comorbidity between reading disorders and other seemingly disparate disorders (including ADHD and motor disorders) raises important challenges for understanding these disorders. PMID:22141434

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.

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.

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.

A high-speed brain speller using steady-state visual evoked potentials.

PubMed

Nakanishi, Masaki; Wang, Yijun; Wang, Yu-Te; Mitsukura, Yasue; Jung, Tzyy-Ping

2014-09-01

Implementing a complex spelling program using a steady-state visual evoked potential (SSVEP)-based brain-computer interface (BCI) remains a challenge due to difficulties in stimulus presentation and target identification. This study aims to explore the feasibility of mixed frequency and phase coding in building a high-speed SSVEP speller with a computer monitor. A frequency and phase approximation approach was developed to eliminate the limitation of the number of targets caused by the monitor refresh rate, resulting in a speller comprising 32 flickers specified by eight frequencies (8-15 Hz with a 1 Hz interval) and four phases (0°, 90°, 180°, and 270°). A multi-channel approach incorporating Canonical Correlation Analysis (CCA) and SSVEP training data was proposed for target identification. In a simulated online experiment, at a spelling rate of 40 characters per minute, the system obtained an averaged information transfer rate (ITR) of 166.91 bits/min across 13 subjects with a maximum individual ITR of 192.26 bits/min, the highest ITR ever reported in electroencephalogram (EEG)-based BCIs. The results of this study demonstrate great potential of a high-speed SSVEP-based BCI in real-life applications.

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…

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)

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).

[5-year course of dyslexia – Persistence, sex effects, performance in reading and spelling, and school-related success].

PubMed

Wyschkon, Anne; Schulz, Franziska; Gallit, Finja Sunnyi; Poltz, Nadine; Kohn, Juliane; Moraske, Svenja; Bondü, Rebecca; von Aster, Michael; Esser, Günter

2018-03-01

The study examines the 5-year course of children with dyslexia with regard to their sex. Furthermore, the study investigates the impact of dyslexia on the performance in reading and spelling skills and school-related success. A group of 995 6- to 16-year-olds were examined at the initial assessment. Part of the initial sample was then re-examined after 43 and 63 months. The diagnosis of dyslexia was based on the double discrepancy criterion using a standard deviation of 1.5. Though they had no intellectual deficits, the children showed a considerable discrepancy between their reading or writing abilities and (1) their nonverbal intelligence and (2) the mean of their grade norm. Nearly 70 % of those examined had a persisting diagnosis of dyslexia over a period of 63 months. The 5-year course was not influenced by sex. Despite average intelligence, the performance in writing and spelling of children suffering from dyslexia was one standard deviation below a control group without dyslexia with average intelligence and 0.5 standard deviations below a group of children suffering from intellectual deficits. Furthermore, the school-related success of the dyslexics was significantly lower than those of children with average intelligence. Dyslexics showed similar school-related success rates to children suffering from intellectual deficits. Dyslexia represents a considerable developmental risk. The adverse impact of dyslexia on school-related success supports the importance of early diagnostics and intervention. It also underlines the need for reliable and general accepted diagnostic criteria. It is important to define such criteria in light of the prevalence rates.

Tuning time-frequency methods for the detection of metered HF speech

NASA Astrophysics Data System (ADS)

Nelson, Douglas J.; Smith, Lawrence H.

2002-12-01

Speech is metered if the stresses occur at a nearly regular rate. Metered speech is common in poetry, and it can occur naturally in speech, if the speaker is spelling a word or reciting words or numbers from a list. In radio communications, the CQ request, call sign and other codes are frequently metered. In tactical communications and air traffic control, location, heading and identification codes may be metered. Moreover metering may be expected to survive even in HF communications, which are corrupted by noise, interference and mistuning. For this environment, speech recognition and conventional machine-based methods are not effective. We describe Time-Frequency methods which have been adapted successfully to the problem of mitigation of HF signal conditions and detection of metered speech. These methods are based on modeled time and frequency correlation properties of nearly harmonic functions. We derive these properties and demonstrate a performance gain over conventional correlation and spectral methods. Finally, in addressing the problem of HF single sideband (SSB) communications, the problems of carrier mistuning, interfering signals, such as manual Morse, and fast automatic gain control (AGC) must be addressed. We demonstrate simple methods which may be used to blindly mitigate mistuning and narrowband interference, and effectively invert the fast automatic gain function.

Work-related psychosocial events as triggers of sick leave - results from a Swedish case-crossover study

PubMed Central

2011-01-01

Background Although illness is an important cause of sick leave, it has also been suggested that non-medical risk factors may influence this association. If such factors impact on the period of decision making, they should be considered as triggers. Yet, there is no empirical support available. The aim was to investigate whether recent exposure to work-related psychosocial events can trigger the decision to report sick when ill. Methods A case-crossover design was applied to 546 sick-leave spells, extracted from a Swedish cohort of 1 430 employees with a 3-12 month follow-up of new sick-leave spells. Exposure in a case period corresponding to an induction period of one or two days was compared with exposure during control periods sampled from workdays during a two-week period prior to sick leave for the same individual. This was done according to the matched-pair interval and the usual frequency approaches. Results are presented as odds ratios (OR) with 95% confidence intervals (CI). Results Most sick-leave spells happened in relation to acute, minor illnesses that substantially reduced work ability. The risk of taking sick leave was increased when individuals had recently been exposed to problems in their relationship with a superior (OR 3.63; CI 1.44-9.14) or colleagues (OR 4.68; CI 1.43-15.29). Individuals were also more inclined to report sick on days when they expected a very stressful work situation than on a day when they were not under such stress (OR 2.27; CI 1.40-3.70). Conclusions Exposure to problems in workplace relationships or a stressful work situation seems to be able to trigger reporting sick. Psychosocial work-environmental factors appear to have a short-term effect on individuals when deciding to report sick. PMID:21429193

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…

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…

An oscillopathic approach to developmental dyslexia: From genes to speech processing.

PubMed

Jiménez-Bravo, Miguel; Marrero, Victoria; Benítez-Burraco, Antonio

2017-06-30

Developmental dyslexia is a heterogeneous condition entailing problems with reading and spelling. Several genes have been linked or associated to the disease, many of which contribute to the development and function of brain areas important for auditory and phonological processing. Nonetheless, a clear link between genes, the brain, and the symptoms of dyslexia is still pending. The goal of this paper is contributing to bridge this gap. With this aim, we have focused on how the dyslexic brain fails to process speech sounds and reading cues. We have adopted an oscillatory perspective, according to which dyslexia may result from a deficient integration of different brain rhythms during reading/spellings tasks. Moreover, we show that some candidate genes for this condition are related to brain rhythms. This fresh approach is expected to provide a better understanding of the aetiology and the clinical presentation of developmental dyslexia, but also to achieve an earlier and more accurate diagnosis of the disease. Copyright © 2017 Elsevier B.V. All rights reserved.

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.

Towards User-Friendly Spelling with an Auditory Brain-Computer Interface: The CharStreamer Paradigm

PubMed Central

Höhne, Johannes; Tangermann, Michael

2014-01-01

Realizing the decoding of brain signals into control commands, brain-computer interfaces (BCI) aim to establish an alternative communication pathway for locked-in patients. In contrast to most visual BCI approaches which use event-related potentials (ERP) of the electroencephalogram, auditory BCI systems are challenged with ERP responses, which are less class-discriminant between attended and unattended stimuli. Furthermore, these auditory approaches have more complex interfaces which imposes a substantial workload on their users. Aiming for a maximally user-friendly spelling interface, this study introduces a novel auditory paradigm: “CharStreamer”. The speller can be used with an instruction as simple as “please attend to what you want to spell”. The stimuli of CharStreamer comprise 30 spoken sounds of letters and actions. As each of them is represented by the sound of itself and not by an artificial substitute, it can be selected in a one-step procedure. The mental mapping effort (sound stimuli to actions) is thus minimized. Usability is further accounted for by an alphabetical stimulus presentation: contrary to random presentation orders, the user can foresee the presentation time of the target letter sound. Healthy, normal hearing users (n = 10) of the CharStreamer paradigm displayed ERP responses that systematically differed between target and non-target sounds. Class-discriminant features, however, varied individually from the typical N1-P2 complex and P3 ERP components found in control conditions with random sequences. To fully exploit the sequential presentation structure of CharStreamer, novel data analysis approaches and classification methods were introduced. The results of online spelling tests showed that a competitive spelling speed can be achieved with CharStreamer. With respect to user rating, it clearly outperforms a control setup with random presentation sequences. PMID:24886978

[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.

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.

Examining the relationships between attention deficit/hyperactivity disorder and developmental coordination disorder symptoms, and writing performance in Japanese second grade students.

PubMed

Noda, Wataru; Ito, Hiroyuki; Fujita, Chikako; Ohnishi, Masafumi; Takayanagi, Nobuya; Someki, Fumio; Nakajima, Syunji; Ohtake, Satoko; Mochizuki, Naoto; Tsujii, Masatsugu

2013-09-01

The purpose of this study was to explore the relationships between attention deficit/hyperactivity disorder and developmental coordination disorder symptoms and writing performance in Japanese second grade students from regular classrooms. The second grade students (N=873) in Japanese public elementary schools participated in this study. We examined a variety of writing tasks, such as tracing, copying, handwriting (Hiragana and Katakana), and spelling (Hiragana, Katakana, and Kanji). We employed the Japanese version of the home form ADHD-rating scale (ADHD-RS) and the Japanese version of the Developmental Coordination Disorder Questionnaire (DCDQ-J) to assess the developmental characteristics of the participating children. Seven writing performance scores were submitted to a principal component analysis with a promax rotation, which yielded three composite scores (Spelling Accuracy, Tracing and Copying Accuracy, and Handwriting Fluency). A multiple regression analysis found that inattention predicted Spelling Accuracy and Handwriting Fluency and that hyperactive-impulsive predicted Handwriting Fluency. In addition, fine motor ability predicted Tracing and Copying Accuracy. The current study offered empirical evidence suggesting that developmental characteristics such as inattention and fine motor skill are related to writing difficulties in Japanese typical developing children. Copyright © 2013 Elsevier Ltd. All rights reserved.

Mini-Mental State Exam performance of older African Americans: effect of age, gender, education, hypertension, diabetes, and the inclusion of serial 7s subtraction versus "world" backward on score.

PubMed

Hawkins, Keith A; Cromer, Jennifer R; Piotrowski, Andrea S; Pearlson, Godfrey D

2011-11-01

The Mini-Mental State Exam (MMSE) is a clinically ubiquitous yet incompletely standardized instrument. Though the test offers considerable examiner leeway, little data exist on the normative consequences of common administration variations. We sought to: (a) determine the effects of education, age, gender, health status, and a common administration variation (serial 7s subtraction vs. "world" spelled backward) on MMSE score within a minority sample, (b) provide normative data stratified on the most empirically relevant bases, and (c) briefly address item failure rates. African American citizens (N = 298) aged 55-87 living independently in the community were recruited by advertisement, community recruitment, and word of mouth. Total score with "world" spelled backward exceeded total score with serial 7s subtraction across all levels of education, replicating findings in Caucasian samples. Education is the primary source of variance on MMSE score, followed by age. In this cohort, women out-performed men when "world" spelled backward was included, but there was no gender effect when serial 7s subtraction was included in MMSE total score. To ensure an appropriate interpretation of MMSE scores, reports, whether clinical or in publications of research findings, should be explicit regarding the administration method. Stratified normative data are provided.

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…

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…

Dry spell, onset and cessation of the wet season rainfall in the Upper Baro-Akobo Basin, Ethiopia

NASA Astrophysics Data System (ADS)

Kebede, Asfaw; Diekkrüger, Bernd; Edossa, Desalegn C.

2017-08-01

In this study, maximum dry spell length and number of dry spell periods of rainy seasons in the upper Baro-Akobo River basin which is a part of the Nile basin, Western Ethiopia, were investigated to analyse the drought trend. Daily rainfall records of the period 1972-2000 from eight rain gauge stations were used in the analysis, and Mann-Kendall test was used to test trends for significance. Furthermore, the beginning and end of the trend development in the dry spell were also tested using the sequential version of Mann-Kendall test. Results have shown that there is neither clear monotonic trend found in dry spell for the basin nor significant fluctuation in the onset, cession and duration of rainfall in the Baro-Akobo river basin. This sufficiently explains why rain-fed agriculture has suffered little in the western part of Ethiopia. The predictable nature of dry spell pattern may have allowed farmers to adjust to rainfall variability in the basin. Unlike many parts of Ethiopia, the Baro-Akobo basin climate variability is not a limiting factor for rain-fed agriculture productivity which may contribute significantly to national food security.

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.

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.

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.

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).

Vision and academic performance of learning disabled children.

PubMed

Wharry, R E; Kirkpatrick, S W

1986-02-01

The purpose of this study was to assess difference in academic performance among myopic, hyperopic, and emmetropic children who were learning disabled. More specifically, myopic children were expected to perform better on mathematical and spatial tasks than would hyperopic ones and that hyperopic and emmetropic children would perform better on verbal measures than would myopic ones. For 439 learning disabled students visual anomalies were determined via a Generated Retinal Reflex Image Screening System. Test data were obtained from school files. Partial support for the hypothesis was obtained. Myopic learning disabled children outperformed hyperopic and emmetropic children on the Key Math test. Myopic children scored better than hyperopic children on the WRAT Reading subtest and on the Durrell Analysis of Reading Difficulty Oral Reading Comprehension, Oral Rate, Flashword, and Spelling subtests, and on the Key Math Measurement and Total Scores. Severity of refractive error significantly affected the Wechsler Intelligence Scale for Children--Revised Full Scale, Performance Scale, Verbal Scale, and Digit Span scores but did not affect any academic test scores. Several other findings were also reported. Those with nonametropic problems scored higher than those without problems on the Key Math Time subtest. Implications supportive of the theories of Benbow and Benbow and Geschwind and Behan were stated.

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

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.