scholarly journals THE EFFECTS OF TWO COMPUTERIZED PROGRAMS IN REDUCING JORDANIAN TERTIARY STUDENTS SPELLING ERRORS

2015 ◽  
Vol 5 (2) ◽  
pp. 646-657
Author(s):  
Khalid Al-zuoud
Keyword(s):  
Cognitive Theory ◽  
Study Groups ◽  
Spelling Error ◽  
Structured Interviews ◽  
Spelling Errors ◽  
Modality Principle ◽  
Spelling Performance ◽  
Microsoft Word ◽  
Arabic And English ◽  
Hashemite University

This study investigated the effects of using two computerized programs on reducing the spelling errors Jordanian tertiary students. Ginger and Microsoft Word 2007 were used as two modes of presentation. These programs represented the textaudio and text modes, respectively, according to the modality principle. The spelling error levels (i.e., high, medium, and low) of the students were compared. This study was conducted based on Mayers cognitive theory of multimedia learning, dual route theory of efficient spelling, and spelling in the context approach. The modality principle was similarly used as an effective tool for improving the spelling performance and reducing the spelling errors of students. The study sample comprised 80 male and female second-year students who were purposefully selected from Hashemite University in Jordan. Both study groups took pre- and post-tests as well as participated in structured interviews to answer the main questions of the study. The spelling errors of these Jordanian students were classified into four types according to Cooks classification. the interference between the Arabic and English languages was clarified. The phonological differences between these languages may cause many spelling mistakes that may also affect how students pronounce words. The modality principle must be integrated into the instructional, curriculum, computer-based, and web-based designs to help students develop their spelling performance. EFL professors are encouraged to use programs with contextual spelling features for teaching their students how to spell. Future studies must investigate the effects of these contextual features on other language skills, such as pronunciation, grammar, and vocabulary. These studies must also measure the effects of using computerized programs on how students pronounce words.

Informed consent: Towards improved lay-friendliness of patient information sheets

2014 ◽  
Vol 10 (3) ◽  
pp. 201-211
Author(s):  
Morten Pilegaard ◽  
Hanne Berg Ravn
Keyword(s):  
Informed Consent ◽  
Information Structure ◽  
Language Use ◽  
Ethical Standards ◽  
Structured Interviews ◽  
Explorative Study ◽  
Microsoft Word ◽  
Text Production ◽  
Linguistic Intervention ◽  
Set Up

Regional research ethics committee (REC) members have voiced a need for the linguistic improvement of informed consent documents to ensure duly informed consent and to ease committee deliberation. We have little knowledge of what elements of language use hamper comprehension, or of the extent of medical researchers’ appreciation of this problem and their willingness to accept intervention. This qualitative, explorative study proposes an intervention design and tests its feasibility and acceptability. Semi-structured interviews with potential REC applicants informed a linguistic intervention benchmarked against existing guidelines, mandated locally and nationally, and then evaluated quantitatively in a semi-controlled set-up and qualitatively via questionnaires. Potential applicants professed the psychological acceptability of linguistic intervention. The intervention comprised a downloadable Microsoft Word template outlining information structure, a detailed guideline offering advice for each move and self-selected linguistic screening. It was used by 14 applicants and had a measurable effect on REC deliberation time and approval rates. The intervention instruments overall made it easier for applicants to produce informed consent documents meeting prescribed ethical standards concerning lay-friendliness. In conclusion, it was found that linguistic intervention is relevant, feasible and psychologically acceptable to REC applicants; it aids their text production process and seems to enhance the lay-friendliness of these texts.

Analisis Kesalahan pada Jurnal Arkhais dan Jurnal Lembaga Penelitian dan Pendidikan (LPP) Mandala tataran Ejaan dan Sintaksis

2020 ◽  
Author(s):  
Radana Fauziana Rahmah
Keyword(s):  
Foreign Student ◽  
Spelling Error ◽  
Spelling Errors ◽  
The Subject

Language is a media of communication. The aim of this research ia to know about (1) Indonesian spelling errors in Arkhais and LPP Mandala's journal, (2) Indonesian diction errors in Arkhais and LPP Mandala's journal, and (3) Indonesian structure errors in Arkhais and LPP Mandala's journal. The subject of this research is the essay Made by Arkhais and LPP Mandala's journal. The object of this research is the errors in the use of Indonesian language in Arkhais and LPP Mandala's journal included some aspects such as spelling, diction, and structure. The conclution on this study are as follows. Firstly, the linguistic elements of language errors that often occur in the student text ia divided into four errors : spelling error and morphology. Secondly, the most error in the text of foreign student s is the spelling errors.

scholarly journals Educational Intervention to Improve Citizen’s Healthcare Participation Perception in Rural Japanese Communities: A Pilot Study

2021 ◽  
Vol 18 (4) ◽  
pp. 1782
Author(s):  
Ryuichi Ohta ◽  
Yoshinori Ryu ◽  
Jun Kitayuguchi ◽  
Chiaki Sano ◽  
Karen D. Könings
Keyword(s):  
Rural Communities ◽  
Self Efficacy ◽  
Cognitive Theory ◽  
Health Management ◽  
Intervention Group ◽  
Educational Interventions ◽  
Medical Professionals ◽  
Control Group ◽  
Structured Interviews ◽  
Japanese Elderly

In this mixed-methods study, we hypothesized that social cognitive theory (SCT)-based educational interventions for healthcare participation can improve the self-efficacy of older rural citizens in participating in their health management without any difficulties. Quasi-experimental study before and after SCT-based educational interventions and semi-structured interviews were conducted. Participants were Japanese elderly (>65 years) from rural communities. Propensity score matching was performed to estimate the effectiveness of educational interventions on participants’ perception (intervention: n = 156; control: n = 121). Interview contents were transcribed verbatim and analyzed based on thematic analysis. The intervention group scored significantly higher than the control group for participation in planning and managing self-care. Interviews revealed three themes: ability to manage health conditions, relationship with medical professionals, and relationship among citizens. Participants reported difficulties in judging symptoms and communicating with medical professionals. Hierarchy and low motivation to participate in healthcare hindered collaboration. The findings suggest that SCT-based educational interventions can positively impact rural citizens’ self-efficacy in healthcare participation.

scholarly journals Intervention program efficacy for spelling difficulties

CoDAS ◽  
2014 ◽  
Vol 26 (3) ◽  
pp. 183-192 ◽  
Author(s):  
Maria Nobre Sampaio ◽  
Simone Aparecida Capellini
Keyword(s):  
Elementary Education ◽  
Intervention Program ◽  
Fifth Grade ◽  
Spelling Errors ◽  
The Third ◽  
Spelling Performance ◽  
Program Efficacy ◽  
The City ◽  
Intervention Procedure

OBJECTIVE: To develop an intervention procedure for spelling difficulties and to verify the effectiveness of the intervention program in students with lower spelling performance. METHOD: 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. RESULTS: 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. CONCLUSION: 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.

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

CoDAS ◽  
2015 ◽  
Vol 27 (2) ◽  
pp. 113-118 ◽  
Author(s):  
Nathane Sanches Marques Silva ◽  
Patrícia Abreu Pinheiro Crenitte
Keyword(s):  
Public Schools ◽  
Fourth Grade ◽  
Sixth Grade ◽  
Fifth Grade ◽  
Spelling Error ◽  
Spelling Errors ◽  
The Public ◽  
Spelling Ability ◽  
Private And Public ◽  
Student’S T

Objective: 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. Methods : 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. Results: 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. Conclusion: 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.

scholarly journals An Analysis of Students’ Spelling Errors in Writing at the 8th grade of SMPN 2 Kamang Magek

2021 ◽  
Vol 2 (3) ◽  
pp. 418-429
Author(s):  
Indah Paramitha ◽  
Syahrul
Keyword(s):  
Qualitative Research ◽  
Quantitative Research ◽  
First Language ◽  
Single Letter ◽  
Spelling Error ◽  
Spelling Errors ◽  
Correct Spelling ◽  
8Th Grade ◽  
Students First ◽  
Written Form

The aim of the research was to find out students’ spelling errors and the causes of spelling errors in writing. Writing spelling correctly is important in order to not make misunderstanding for the reader and writer. In field, researcher found some problem at related to students’ spelling errors. Most of students were not interested when they wrote spell correctly. Then, most of students were doubt in the letter that have same sound. The last was most of students often wrote Indonesian spelling in writing English that have similiar sound. The purposes of this research based on three research questions were to find out the kinds of error in spelling, the most common spelling error, and the causes of spelling error were made by students in writing. In this research, the researcher used mix method research by using descriptive design. The mix method was the combination of qualitative research and quantitative research. Quantitative research was used to answer the kind of students’ spelling error in writing and most common of error in writing. Qualitative research was used to know the causes of students’ spelling error in writing. The informants of this research was the students of VIII-1 class in SMP N 2 Kamang Magek. The total was 22 students. The data was got through documentation and interview. Documentation was used to get quantitative data and interview was used to get qualitative data. The researcher asked the students’ writing to the teacher as a documentation. The interview was done directly and indirectly because of the pandemi. The result of the research showed that there were 184 spelling errors from 22 students. There were nine kinds of spelling error such as omission of letter, addition of letter, single letter instead of double letter, double letter instead of single letter, substitution of letter, interchange of two  adjacent of letter, involving an apostrophe, multiple error. Therefore, the most common spelling error was substitution of letter which students changed letter incorrectly with 35,3% percentage. Moreover, there were some reasons why the students of SMP N 2 Kamang Magek made spelling error. The first was the difficulties between spoken and written form in English, it made students were not able to remember the spelling. Second was most of students were influenced by students’ first language when they wrote spelling. The last was lack of students’ desire to write correct spelling.

scholarly journals Facilitating action planning within audit and feedback interventions: a mixed-methods process evaluation of an action implementation toolbox in intensive care

2019 ◽  
Vol 14 (1) ◽  
Author(s):  
Wouter T. Gude ◽  
Marie-José Roos-Blom ◽  
Sabine N. van der Veer ◽  
Dave A. Dongelmans ◽  
Evert de Jonge ◽  
...  
Keyword(s):  
Intensive Care ◽  
Performance Feedback ◽  
Clinical Performance ◽  
Randomised Trial ◽  
Action Planning ◽  
Study Groups ◽  
Audit And Feedback ◽  
Structured Interviews ◽  
Feedback Interventions ◽  
Competing Priorities

Abstract Background Audit and feedback (A&F) is more effective if it facilitates action planning, but little is known about how best to do this. We developed an electronic A&F intervention with an action implementation toolbox to improve pain management in intensive care units (ICUs); the toolbox contained suggested actions for improvement. A head-to-head randomised trial demonstrated that the toolbox moderately increased the intervention’s effectiveness when compared with A&F only. Objective To understand the mechanisms through which A&F with action implementation toolbox facilitates action planning by ICUs to increase A&F effectiveness. Methods We extracted all individual actions from action plans developed by ICUs that received A&F with (n = 10) and without (n = 11) toolbox for 6 months and classified them using Clinical Performance Feedback Intervention Theory. We held semi-structured interviews with participants during the trial. We compared the number and type of planned and completed actions between study groups and explored barriers and facilitators to effective action planning. Results ICUs with toolbox planned more actions directly aimed at improving practice (p = 0.037) and targeted a wider range of practice determinants compared to ICUs without toolbox. ICUs with toolbox also completed more actions during the study period, but not significantly (p = 0.142). ICUs without toolbox reported more difficulties in identifying what actions they could take. Regardless of the toolbox, all ICUs still experienced barriers relating to the feedback (low controllability, accuracy) and organisational context (competing priorities, resources, cost). Conclusions The toolbox helped health professionals to broaden their mindset about actions they could take to change clinical practice. Without the toolbox, professionals tended to focus more on feedback verification and exploring solutions without developing intentions for actual change. All feedback recipients experienced organisational barriers that inhibited eventual completion of actions. Trial registration ClinicalTrials.gov, NCT02922101. Registered on 26 September 2016.

scholarly journals Determining Early Childhood Professionals’ Perspectives on Provider-Caregiver Nutrition Communication Strategies

2020 ◽  
Vol 4 (Supplement_2) ◽  
pp. 1357-1357
Author(s):  
Elder Varela ◽  
Ciana Bonfiglio ◽  
Amy Mobley
Keyword(s):  
Nutrition Education ◽  
Cognitive Theory ◽  
Communication Strategies ◽  
Mobile App ◽  
Structured Interviews ◽  
Related Information ◽  
Early Childcare ◽  
Communication Practices ◽  
Nutrition Communication ◽  
Childcare Providers

Abstract Objectives Explore early childcare providers’ perceptions on the barriers and facilitators to effective provider-caregiver communication practices to address child nutrition. Methods A mixed-methods design was utilized to interview childcare professionals working with children 0–3 years of age in Florida. Semi-structured interviews containing questions based on key Social Cognitive Theory (SCT) constructs were conducted along with a short demographic questionnaire. Interviews were audio recorded and transcribed verbatim. Transcripts were coded by two researchers using a thematic analysis approach and major themes were summarized. Results Participants (n = 10) were female, early childcare providers with an average of seven years of experience and serving families with infants and toddlers ages 0 to 3 years old. While childcare professionals emphasized having the intention to convey nutrition-related information to the caregivers, major themes revealed barriers including time, parental provision of unhealthy foods, parent receptiveness and overall nutrition knowledge, and culture and language. Overall, participants described the nutrition communication practices at their center to be effective and suggested daily communication via mobile app as one of their best practices. Although, interactions with caregivers were often brief and revolved around sensitive and timely dietary information. All participants mentioned being open to receiving both nutrition education and communication strategies training to improve their current practices with caregivers. Conclusions While childcare professionals have the intention to convey nutrition-related information to the caregivers, they are often constrained by a variety of barriers. Further research will also be conducted to examine caregivers’ perceptions on this topic. Funding Sources None.

scholarly journals KEBI 1.0: Indonesian Spelling Error Detection System for Scientific Papers using Dictionary Lookup and Peter Norvig Spelling Corrector

2021 ◽  
Vol 12 (2) ◽  
pp. 78
Author(s):  
Tresna Maulana Fahrudin ◽  
Ilmatus Sa’diyah ◽  
Latipah Latipah ◽  
Ibnu Zahy’ Atha Illah ◽  
Cagiva Chaedar Bey Lirna ◽  
...  
Keyword(s):  
Error Detection ◽  
Detection System ◽  
Spelling Error ◽  
Research Papers ◽  
Government Schools ◽  
Spelling Errors ◽  
Web Based ◽  
The Public ◽  
Scientific Papers ◽  
Regional Languages

Many Indonesian spelling errors occur in research papers published to the public, closely related to academics in all institutions such as research institutions, government, schools, and universities. The spelling errors usually writing punctuation, writing letters, writing words, writing words originating from foreign or regional languages (uptake words), using affixed words, and writing ineffective sentences. The mistakes made by the academics then become a cycle in the academic environment. They usually provide guidance for writing an undergraduate thesis, thesis, dissertations to students, or the other forms of documents and scientific papers. Therefore, the research proposed the application to facilitate all authors of scientific papers in producing quality scientific works based on the General Guidelines for Indonesian Spelling published by the Agency for Development and Language Development. The application is named KEBI 1.0 Checker (Indonesian Spelling Error 1.0 Checker), a web-based application with a built-in algorithm to detect and correct Indonesian Spelling in scientific papers. The experiment result shows that the application has given the best accuracy performance to correct the non-standard words, and typographical errors reached 100% and 55,52%, respectively. The application also has been detected 209 meaningless words. The application processing time is relatively low, the average time needed to correct non-standard words is 0.016 seconds, and typo words are 14.58 seconds. KEBI 1.0 Checker is helpful for the end-user in academics but needs to improve the vocabulary of the large corpus in various fields of science for correcting typo words.  

scholarly journals Capturing the Nature of the Spelling Errors in Developmental Language Disorder: A Scoping Review

2021 ◽  
pp. 1-14
Author(s):  
Lucie Broc ◽  
Nelly Joye ◽  
Julie E. Dockrell ◽  
Thierry Olive
Keyword(s):  
Scoping Review ◽  
Language Disorder ◽  
Meta Analysis ◽  
Research Question ◽  
Qualitative Description ◽  
School Age Children ◽  
Developmental Language Disorder ◽  
Spelling Errors ◽  
Spelling Performance ◽  
Orthographic Depth

Purpose This scoping review aims to identify and analyze the nature of the spelling errors produced by children with developmental language disorder (DLD) across different orthographies. Building on a previous meta-analysis identifying the extent of the spelling difficulties of children with DLD, the review extends our understanding of the nature of the spelling errors produced by children with DLD. Three questions are addressed: Do spelling difficulties in children with DLD stem from weak phonological, orthographic, or morphological representations? What are the patterns of spelling performance in DLD depending on orthographic depth? Do comorbid difficulties with DLD impact spelling? Method The scoping review followed the five phases outlined by Arksey and O'Malley (2005) and extended by Levac et al. (2010) : (a) specifying the research question; (b) identifying relevant studies; (c) selecting studies; (d) charting the data; and (e) collating, summarizing, and reporting the results. Results Eighteen studies that provided a qualitative description of the nature of spelling errors produced by children and adolescents with DLD were identified. Spelling performance was examined in relation to control groups that were matched on age, on language features (language, spelling, or reading age), or on co-occurring difficulties. Conclusions This review article highlights the key elements that need to be considered when practitioners examine spelling difficulties and provides benchmarks for assessment in a range of alphabetic languages for school-age children. The qualitative analyses indicated that when practitioners evaluate spelling performance in children or adolescents with DLD, three factors should be considered: phonological representations, morphological awareness, and reading skills.

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