scholarly journals Effect of Empathic Tones on Spelling Ability among Native Arab Children

2015 ◽  
Vol 6 (1) ◽  
pp. 823-828
Author(s):  
Raphiq Ibrahim ◽  
Samih Badarny
Keyword(s):  
Elementary School ◽  
School Children ◽  
Elementary School Children ◽  
Arabic Language ◽  
Arabic Orthography ◽  
Arab Children ◽  
Spelling Performance ◽  
Spelling Ability ◽  
Concrete Nouns ◽  
Spoken Arabic

Little research has been conducted on the development of spelling in general and in the Arabic language in particular. In this research, we intend to examine the effect of empathic tones in words on the accuracy of spelling. The study included 162 elementary school children. They were asked to spell concrete nouns, including frequently and less frequently used words, from literary and spoken Arabic containing both empathic and non-empathic tones. Significant effect of empathic tones on spelling accuracy was found. This manifested itself in a better spelling performance of words without empathic tones than in words with empathic tones. The research results reinforce a specific characteristic of Arabic orthography and emphasize the need for appropriate intervention to improve the spelling abilities of children.

Teacher Identification of Elementary School Children with Hearing Loss

1978 ◽  
Vol 9 (1) ◽  
pp. 24-28 ◽  
Author(s):  
Richard H. Nodar
Keyword(s):  
Elementary School ◽  
Hearing Loss ◽  
School Children ◽  
Elementary School Children ◽  
Total Sample ◽  
Hearing Impaired ◽  
Teacher Interviews ◽  
Teacher Screening ◽  
Children With Hearing Loss ◽  
Hearing Problems

The teachers of 2231 elementary school children were asked to identify those with known or suspected hearing problems. Following screening, the data were compared. Teachers identified 5% of the children as hearing-impaired, while screening identified only 3%. There was agreement between the two procedures on 1%. Subsequent to the teacher interviews, rescreening and tympanometry were conducted. These procedures indicated that teacher screening and tympanometry were in agreement on 2% of the total sample or 50% of the hearing-loss group. It was concluded that teachers could supplement audiometry, particularly when otoscopy and typanometry are not available.

Use of Revision by Elementary-School Stutterers and Nonstutterers during Oral Reading

1973 ◽  
Vol 16 (4) ◽  
pp. 584-585 ◽  
Author(s):  
Franklin H. Silverman ◽  
Dean E. Williams
Keyword(s):  
Elementary School ◽  
School Children ◽  
Oral Reading ◽  
Elementary School Children ◽  
Reading Errors

This paper describes a dimension of the stuttering problem of elementary-school children—less frequent revision of reading errors than their nonstuttering peers.

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