Components of Spelling Test: Pseudo-word version

2020 ◽  
Author(s):  
Tessa Daffern ◽  
Ajay Ramful
Keyword(s):  
Spelling Test

Just Words? A Critique of the KS1 Spelling Test

FORUM ◽  
2002 ◽  
Vol 44 (1) ◽  
pp. 24 ◽  
Author(s):  
Annabelle Dixon
Keyword(s):  
Spelling Test

scholarly journals Measuring Dysgraphia: A Graded-Difficulty Spelling Test

1994 ◽  
Vol 7 (3-4) ◽  
pp. 107-116 ◽  
Author(s):  
D. M. Baxter ◽  
E. K. Warrington
Keyword(s):  
Left Hemisphere ◽  
Right Hemisphere ◽  
Language Disorders ◽  
Lower Quartile ◽  
Verbal Skills ◽  
Spelling Test ◽  
Spelling Disorder ◽  
Highly Correlated ◽  
Orthopaedic Injuries

In this paper we describe the construction of a graded-difficulty spelling test for adults consisting of two alternative forms each containing 30 words (GDST, Forms A and B). The spelling test, together with background tests of verbal and non-verbal skills, was administered to 100 control patients with orthopaedic injuries. The two forms of the spelling test were highly correlated (0.92). Spelling was highly correlated with reading (0.75, 0.77) and moderately correlated with vocabulary (0.57) and naming (0.39, 0.40). There was no correlation between spelling skills and non-verbal reasoning. The test was validated in a group of 26 patients with left hemisphere and 20 patients with right hemisphere lesions. Spelling was shown to be lateralized to the left hemisphere and there appeared to be a shift in scores of the left hemisphere group towards the lower quartile, with 65% of the left hemisphere group falling within this band. The most severe spelling impairments were invariably associated with other language disorders but a number of dissociations were documented at spelling levels falling between the 5th and 25th percentile band. Two patients with left hemisphere lesions (8%) were identified as having selective dysgraphias. The lack of overlap between the anatomical sites of the two patients with specific lexical dysgraphia argues against a single site for this type of dysgraphia and argues for further refinement of this classification of spelling disorder.

Orthography and Authority: A Replication and Extension

1965 ◽  
Vol 17 (1) ◽  
pp. 167-172
Author(s):  
Lawrence Casler ◽  
Sally M. Marshall
Keyword(s):  
Attitude Scale ◽  
Forced Choice ◽  
Spelling Test

Two attempted replications of an earlier experiment are described. In neither case was the postulated relationship obtained between authority conflict, as measured by a specially constructed forced-choice attitude scale, and low score on a spelling test. Some possible explanations for this failure to replicate are discussed.

Trends in spelling standards, 1978–2004: A South Australian study

2005 ◽  
Vol 22 (1) ◽  
pp. 65-76 ◽  
Author(s):  
Peter Westwood ◽  
Kerry Bissaker
Keyword(s):  
Teaching Methods ◽  
Large Scale ◽  
Australian Study ◽  
The South ◽  
Spelling Test ◽  
Spelling Achievement ◽  
Spelling Ability

AbstractThis paper reports information from three separate large-scale surveys of students' spelling achievement in South Australian schools. The data were collected over a period of twenty-six years. Changes in spelling standards are discussed, with particular reference to the possible impaa that changes in teaching methods may have on children's spelling ability. The instrument used for testing was the South Australian Spelling Test (SAST).

scholarly journals TEST MONITORING OF THE SPEECH COMPETENCE OF STUDENTS OF MODERN HIGHER EDUCATION INSTITUTIONS

ScienceRise ◽  
2020 ◽  
Vol 2 ◽  
pp. 52-60
Author(s):  
Valentyna Vitіuk ◽  
Nadiia Skrypnyk ◽  
Ivan Khomiak
Keyword(s):  
Higher Education ◽  
Professional Training ◽  
Higher Education Institutions ◽  
Scientific Intelligence ◽  
Educational Process ◽  
Spelling Test ◽  
Product Test ◽  
Scientific Results ◽  
And Control ◽  
Technological Product

The object of research is the process of forming the spelling competence of future teachers of the New Ukrainian School. Investigated problem. The spelling competence of students of higher education institutions as a component of linguistic and communication competence is presented in the article. The problem of the formation of linguistic and communicative competence, in particular spelling, is of particular relevance in connection with the introduction of the new edition of Ukrainian spelling. In the context of current requirements for the professional training of future specialists of the New Ukrainian School, the role of test monitoring as a form of diagnostics and control of spelling and punctuation literacy of higher education students is increasing, which allows to objectively evaluate the spelling of students’ skills, improve the organization of educational activities and in modern universities. The main scientific results. A brief overview of the history of testing use in the educational process is provided in scientific intelligence. The positive and negative factors of the introduction of testing in the process of studying the spelling material of modern Ukrainian literary language are determined. Guidelines for the development of spelling test tasks in modern Ukrainian have been made. The article proposes test tasks of closed and open forms for monitoring the spelling knowledge, abilities and skills of students of institutions of higher education after studying the topic «Letter doubling». The field of practical use of research results. The results of the study can be used by teachers of higher education who are working on the problem of formation and improvement of spelling literacy of applicants for higher education institutions, as test monitoring allows promptly checking students’ educational achievements, determining how thoroughly and correctly each student has mastered one or another spelling knowledge, skills. Innovative technological product. Test tasks of closed and open forms on the theme «Letter doubling» are developed. Scope of innovative technological product. The methodical recommendations for the development of spelling tests of modern Ukrainian language, the proposed test tasks on the subject of «Letter doubling» can be applied in the study of such subjects as «Modern Ukrainian language with a practicum», «Practice in Ukrainian spelling» for students of specialty 013 «Primary education», 014 «Secondary education», specialization «Ukrainian language and literature» of higher education institutions.

The Development of the English Developmental Contrastive Spelling Test: A Tool for Investigating Spanish Influence on English Spelling Development

2006 ◽  
Vol 40 (2) ◽  
pp. 399 ◽  
Author(s):  
Elizabeth R. Howard ◽  
Igone Arteagoitia ◽  
Mohammed Louguit ◽  
Valerie Malabonga ◽  
Dorry M. Kenyon
Keyword(s):  
Spelling Development ◽  
Spelling Test ◽  
English Spelling

Phonological awareness in multilingual Chinese children

1998 ◽  
Vol 19 (3) ◽  
pp. 339-362 ◽  
Author(s):  
Susan J. Rickard Liow ◽  
Kenneth K. L. Poon
Keyword(s):  
Phonological Awareness ◽  
Early Literacy ◽  
Written Language ◽  
Decision Task ◽  
Language Background ◽  
Spelling Test ◽  
Orthographic Depth ◽  
Early Literacy Development ◽  
English Group ◽  
Bahasa Indonesia

ABSTRACTPhonological awareness has been shown to be important for early literacy development in unilingual readers of English. We investigated its impact in English and Mandarin for 57 multilingual pupils whose language backgrounds were English, Chinese (Mandarin/dialect), or Bahasa Indonesia, using a homophone decision task, an English lexicality spelling test, and a Hanyu Pinyin (romanised Mandarin) spelling test. All three groups of pupils were studying English and Mandarin in the same school, and so, somewhat unusually, the influence of their language background (especially script exposure) could be seen in the absence of differences in teaching strategies. In English, the results showed that a relationship between script exposure and phonological awareness develops in line with the orthographic depth hypothesis (Frost, Katz, & Bentin, 1987). The Bahasa Indonesia group exhibited the highest levels of alphabetic phonological awareness, followed by the English group and then the Chinese group. In Mandarin, the pupils' performance on the Hanyu Pinyin spelling test suggested that tonal phonological awareness is relatively independent of alphabetic phonological awareness. It seems that language background can influence the nature and development of phonological awareness, and that this in turn may affect children's strategies for the subsequent acquisition of a second (or third) written language.

Effects of Feedback and Mandatory Practice on Learning to Spell during Computer-Assisted Instruction

1986 ◽  
Vol 63 (2) ◽  
pp. 487-494 ◽  
Author(s):  
Jeanne Ellis Ormrod
Keyword(s):  
College Students ◽  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
Spelling Test ◽  
Correct Spelling ◽  
Effects Of Feedback ◽  
Assisted Instruction

College students were given a computer-assisted instruction lesson in psychology. The lesson required the use of 30 words difficult to spell in responding to questions presented throughout the lesson. Feedback to students' responses took one of three forms: (1) No feedback for misspellings of otherwise correct answers, (2) Feedback about the correct spelling of incorrectly spelled words, and (3) Feedback with practice in which students engaged in mandatory practice of an incorrectly spelled word until the word was spelled correctly. There were no significant differences across treatments on an unanticipated spelling test over the difficult words given after a 3- to 6-day interval. However, students in the no-feedback and feedback groups were over-confident about the accuracy of their spellings, while the feedback-with-practice students were under-confident, with this difference being statistically significant. A possible advantage of feedback and practice over feedback alone is discussed.

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