Exploring spelling ability in school-aged children with literacy learning difficulties using data collected in a clinical setting

Spelling analyses can be used to investigate sources of linguistic knowledge underlying children’s literacy development and may be useful in predicting later achievement. This study explored the utility of six analysis metrics in predicting the spelling achievement of school-aged children with literacy learning difficulties via post-hoc analyses of data collected in a clinic. Participants were 48 children aged 7 to 12 years. Spelling accuracy was assessed using the Dalwood Spelling Test (Dalwood Assessment Centre, 2008) at baseline and 37–70 weeks later. Spelling attempts at baseline were analysed using metrics designed to quantify evidence of phonological, orthographic, and/or morphological awareness. Scores from each metric were associated with baseline and later conventional spelling accuracy. A metric which credits evidence of phonological, orthographic and morphological awareness shared a significantly stronger association with baseline conventional spelling accuracy as compared to the remaining metrics. There were no significant differences in the strength of associations among the baseline metrics and later spelling achievement. Supplementary analyses focused exclusively on children’s spelling errors returned a similar pattern of results with a few notable exceptions. The utility of spelling analyses is discussed.

APPLYING SHORT STORY TECHNIQUE IN DEVELOPING EFL PUPILS VOCABULARY

This paper targets expanding vocabulary through short story for optional pupils in Indonesia. The paper was planned as Classroom Action Research. It was directed in two cycles; each cycle comprised of preparation, acting, noticing, and Reflecting. The researcher used insight and test to accumulate the data. The delayed consequences of the chief spelling test showed that from 100 students, there were 66 pupils out of 100 who got scores of least 70. It was identical to 66%. In cycle 2, without a doubt the quantity of students who got the scores of 70 or higher was 87. It was identical to 87%. The result of this assessment showed that Short Story was reasonable to grow pupils' vocabulary stock.

UTILIZING SHORT STORY IN IMPROVING EFL LEARNERS VOCABULARY IN PRIMARY SCHOOL

This paper targets growing vocabulary through short story for discretionary students in Indonesia. The paper was arranged as Classroom Action Research. It was coordinated in two cycles; each cycle included arrangement, acting, seeing, and Reflecting. The researcher utilized understanding and test to collect the information. The deferred outcomes of the head spelling test showed that from 120 learners, there were 64 students out of 120 who got scores of least 70. It was indistinguishable from 53.3%. In cycle 2, undoubtedly the amount of learners who got the scores of 70 or higher was 88. It was indistinguishable from 73.3%. The aftereffect of this evaluation showed that Short Story was sensible to develop students' vocabulary stock.

SPELLING TEST FOR LEARNERS WITH DYSLEXIA LEARNING GERMAN AS A SECOND FOREIGN LANGUAGE

Spelling is a basic skill as well as means of acquiring knowledge over the school years. Moreover, it is a complex cognitive process, which can be challenging for learners with specific learning difficulties (dyslexia) in their mother language as well as when learning a foreign language. A challenge, that foreign language teachers face in everyday practice, is being able to respond to the needs of all learners within the mainstream classroom in primary education, including learners with dyslexia. Foreign language teachers need to become equipped with further knowledge and skills, so that they are able to identify these difficulties and teach learners with dyslexia more effectively in an inclusive way (Tsakalidou, Koufokotsiou, & Gaganis, in press; Tsakalidou, 2021, 2020, in press). In the present study we examined the spelling difficulties of learners with dyslexia, when learning German as a second foreign language. The aim of the study was twofold: (a) the comparative analysis of the spelling difficulties across two populations (95 learners between 10 and 11 years, twenty of who had dyslexia) and (b) the evaluation of the effectiveness of spelling intervention in respect to learners with dyslexia. In this article we will describe the Spelling Test constructed and adjusted for the doctoral research, which was undertaken in order to record the spelling difficulties that the learners with dyslexia face, when learning German as a second foreign language in primary education. This test was based on a standardized Spelling Test in the Greek language (Mouzaki, Protopapas, Sideridis, & Simos, 2010). As far as the Spelling Test, we constructed is concerned, satisfactory construct validity and internal reliability were demonstrated, as the Cronbach’s alpha coefficient was .944 and revealed a high degree of internal consistency of the instrument. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0771/a.php" alt="Hit counter" /></p>

Running Dictation Technique for Promoting EFL Primary Pupils’ Spelling, Pronunciation & Vocabulary Retention

The present study highlights the importance of using running dictation technique in teaching the textbook's songs at the primary schools. Running dictation technique is a classroom activity where the pupils are moving around and working together as groups to handle dictation and raise enjoyment at the same time. This study is an experimental one in which forty eight pupils is taught the textbook's songs by using running dictation technique. The present study aims at finding out the effect of applying this technique on primary pupils' spelling, pronunciation and vocabulary retention. To achieve this aim, the researcher has used three achievement tests as measurement tools. They are spelling test, pronunciation test and vocabulary worksheet in addition to the daily observation-test formula for two independent samples has been used to apply the data analysis technique.The sample of the study is forty pupils from AL-Aduaa primary school in Diyala Governoate . The results of this study reveal that there is a positive effect of using running dictation technique on the three aforementioned variables. They also reveal that the pupils at the primary level can gain much motivation towards learning songs by using running dictation technique.

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

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 INFLUENCE OF SPELLING BEE GAMES TO IMPROVE STUDENTS’VOCABULARY MASTERY IN USING ICD-10 CHAPTER XVIII and XXI AT APIKES IRIS PADANG

Vocabulary has become the key aspect in learning language and it should be introduced through an interesting way. One way to mastery it is through Spelling Bee game. In line with that Lewis and Hill (“1998) stated that student will not achieve success in learning unless they enjoy the process will influence their achievement. This study entitles The Influence Of Spelling Bee Games To Improve Students'Vocabulary Mastery In Using ICD-10 Chapter Chapter XVIII and XXI At Apikes Iris Padang discovers the effectiveness of the use of Spelling Bee in teaching vocabulary. The sample is given Spelling Bee treatment that was adopted from Stone (2010).The data of this study are obtained through a post test.the post- test is given in the form of spelling test. The data from the post test are analyzed statistically using SPSS 20 for windows. The result shows that the lowest score on the post test is 30.00 Meanwhile, the highest score is 95.00. The range of scores was 65.00. Dealing with central tendency, the averange score is 69.9231 and the midpoint fell on 75.0000. Then, the table also presents standart deviation which indicates the average variability of the scores from mean is 1.58482E. From the post –test result it can be seen student really influence by the spelling be game.

A Dutch and an English spelling test for Dutch-English bilingual university students

Individual differences are becoming important in language research. Central variables are vocabulary size, working memory capacity, and language exposure. Another variable of interest is spelling proficiency. The present text discusses the creation and assessment of a Dutch and an English spelling test for bilingual Dutch-English undergraduate university students.