Biliteracy Spelling Acquisition in Akshara and English

2019 ◽  
pp. 103-117 ◽  
Author(s):  
Pooja Nakamura ◽  
R. Malatesha Joshi ◽  
Xuejun Ryan Ji
Keyword(s):  
Spelling Acquisition

Early Spelling Acquisition: Does Writing Really Beat the Computer?

1992 ◽  
Vol 15 (3) ◽  
pp. 223-228 ◽  
Author(s):  
Sharon Vaughn ◽  
Jeanne Shay Schumm ◽  
Jane Gordon
Keyword(s):  
Learning Disabled ◽  
Primary Grade ◽  
Group Differences ◽  
Experimental Conditions ◽  
Spelling Acquisition ◽  
Instructional Activity ◽  
Study Results ◽  
Different Types ◽  
Computer Based ◽  
Based Instruction

This research evaluated the efficacy of handwriting, letter tiles, and computer-based instruction on the early spelling acquisition of normal achieving (NLD) and learning disabled (LD) elementary students. The study replicated and extended the Cunningham and Stanovich (1990) study. Forty-eight primary-grade students (24 non-learning disabled; 24 learning disabled) received spelling training under three experimental conditions that involved different types of instructional activity: writing, sorting letter tiles, or typing on the computer. Results indicated no significant differences between the LD and NLD groups on words spelled correctly for any of the three conditions. Since the number of spelling words learned was low across conditions and groups, the number of correctly learned bigrams was examined. No within-group differences emerged for condition (writing, tile, computer); however, significant differences between the groups were found on number of bigrams learned for writing, tile, and computer, with the NLD group outperforming the LD group on all three conditions. Statistically significant time effects for bigrams were also noted for all three conditions. Unlike the Cunningham and Stanovich (1990) study, results did not replicate the superiority of the handwriting condition for the NLD group, nor was the handwriting condition found to be significantly more effective for the LD group.

Reading and spelling acquisition in European Portuguese: a preliminary study

2007 ◽  
Vol 21 (8) ◽  
pp. 805-821 ◽  
Author(s):  
Sandra Fernandes ◽  
Paulo Ventura ◽  
Luís Querido ◽  
José Morais
Keyword(s):  
Spelling Acquisition ◽  
European Portuguese ◽  
Preliminary Study ◽  
Reading And Spelling

The Effect of Orthographic Neighbors on Second‐Grade Students’ Spelling Acquisition

2019 ◽  
Author(s):  
Yi‐Jui Iva Chen ◽  
Anne E. Cunningham ◽  
Sophia Rabe‐Hesketh ◽  
Stephen P. Hinshaw ◽  
Robin C. Irey
Keyword(s):  
Second Grade ◽  
Spelling Acquisition ◽  
Second Grade Students ◽  
Orthographic Neighbors

scholarly journals Reading and Spelling Acquisition in French: The Role of Phonological Mediation and Orthographic Factors

1998 ◽  
Vol 68 (2) ◽  
pp. 134-165 ◽  
Author(s):  
Liliane Sprenger-Charolles ◽  
Linda S. Siegel ◽  
Philippe Bonnet
Keyword(s):  
Spelling Acquisition ◽  
Reading And Spelling ◽  
Phonological Mediation

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

2002 ◽  
Vol 34 (2) ◽  
pp. 209-236 ◽  
Author(s):  
Ofra Korat ◽  
Iris Levin
Keyword(s):  
Collaborative Writing ◽  
Social Groups ◽  
Second Grade ◽  
Sociocultural Context ◽  
Spelling Development ◽  
Spelling Errors ◽  
Spelling Acquisition ◽  
Maternal Beliefs ◽  
Child Interaction ◽  
Cognitive Perspectives

Spelling was investigated from socio-cultural and cognitive perspectives among low and high SES groups. Collaborative writing among 40 mothers and their second-grade children was observed, and maternal beliefs on spelling were extracted from interviews. Children's spelling was assessed prior to interaction. LSES children had more spelling errors and discussed spelling with their mothers more frequently than the HSES children. LSES mothers expressed nontolerant beliefs on spelling errors compared to the HSES mothers. Correlations were found within groups between the child's independent spelling level and the degree to which spelling was discussed in the interaction, but no correlations were found between maternal beliefs and child's spelling. Implications for children's spelling development in a sociocultural context are discussed.

Spelling Acquisition; Effects of Pronouncing Words on Memory for Their Spellings

1984 ◽  
Vol 1 (3) ◽  
pp. 297-320 ◽  
Author(s):  
Dorothy A. Drake ◽  
Linnea C. Ehri
Keyword(s):  
Spelling Acquisition

scholarly journals Variations in reading and spelling acquisition in Portuguese, French and Spanish: A cross-linguistic comparison

2011 ◽  
Vol 10 (1) ◽  
pp. 183 ◽  
Author(s):  
Francisca Serrano ◽  
Nathalie Genard ◽  
Ana Sucena ◽  
Sylvia Defior ◽  
Jesus Alegria ◽  
...  
Keyword(s):  
Spelling Acquisition ◽  
Reading And Spelling
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