Because the teaching of spelling to students above the seventh grade is not a universally endorsed curriculum, it is the purpose of this study to explore varied opinions concerning the reasons and methods for teaching spelling, to develop a specified six week curriculum for the teaching of a spelling unit to eighth graders, and to evaluate the curriculum and its relevance to students of this age. Study and research reveal that most students of middle school age do have spelling difficulties which can be overcome. This curriculum utilizes methods suggested in the related literature for enhancing the study of specified word lists. The resulting data indicates that additional classroom activities do produce positive increases in the attainment of the knowledge of hard-to-spell words. However, the retention level appears to be the same, regardless of the methods of teaching.

Orientador: Luiz Carlos Cagliari / Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-08-14T12:23:20Z (GMT). No. of bitstreams: 1 Souza_Nazaretede_D.pdf: 28522038 bytes, checksum: a1fb07eb3708c2ba21fc96a85c0fdadd (MD5) Previous issue date: 2009 / Resumo: Esta Tese apresenta um estudo da ortografia de Os Lusíadas, de Luís Vaz de Camões, em sua primeira edição (1572). O principal objetivo é revelar a situação da ortografia portuguesa no século XVI. Este estudo, portanto, representa uma importante contribuição para um melhor entendimento da história da ortografia portuguesa bem como para a história da própria língua. A obra-prima de Camões é um dos trabalhos mais importantes na história da literatura portuguesa e tem um valor histórico relevante porque foi vista como um modelo, não somente pelos seus propósitos literários, mas também pela sua ortografia. O clássico camoniano influenciou de maneira muito significativa os rumos da ortografia da Língua Portuguesa, uma vez que representou uma clara divisão entre a antiga ortografia e os novos sistemas introduzidos pelos estudiosos do século XVI. Para cumprir o objetivo da Tese é apresentada, em resumo, a situação da ortografia antes e imediatamente após a publicação da obra de Camões, com a finalidade de estabelecer qual era o sistema ou a tradiçao no uso da língua escrita. Para tanto, os dois primeiros gramáticos portugueses, Fernão de Oliveira e João de Barros, são referências importantes para mostrar a pronúncia e a descrição dos segmentos fonéticos que eles associavam às letras. Por outro lado, os ortógrafos, Pero Magalhães de Gândavo, Duarte Nunes de Leão e Álvaro Ferreira de Vera, apontavam o melhor modo para escrever a língua, de acordo com a interpretação deles, indicando como a ortografia deveria ser. Em seus trabalhos há também descrição da pronúncia e de como as letras deveriam ser usadas para representar os segmentos fonéticos. Os trabalhos desses estudiosos foram usados aqui com o propósito de extrair as informaçoes necessárias para entender como a língua era pronunciada e como deveria ser escrita no tempo de Camões. As gramáticas apareceram antes da publicação d'Os Lusíadas e os trabalhos dos ortógrafos depois. Neste estudo, os elementos gráficos das palavras foram analisados e interpretados de acordo com uma metodologia especial que foi utilizada pela autora quando escreveu uma dissertação de mestrado sobre a ortografia da famosa Carta de Pero Vaz de Caminha sobre o descobrimento do Brasil. Finalmente, a presente Tese pretende contribuir para o estudo do sistema escrito e para o melhor entendimento dos fenômenos lingüísticos relacionados à língua oral e escrita. / Abstract: This thesis presents an orthographic study of Luiz Vaz de Camões' Os Lusíadas in its first edition (1572). The main objective is to reveal the situation of the Portuguese spelling at that time in the XVI century. This study, therefore, represents an important contribution to a better understanding of the history of the Portuguese orthography as well as to the history of the language. Camões' masterpiece is one of the most important works in the history of Portuguese literature. Given its importance since its first edition, Os Lusíadas has been seen as a model not only for literary purpose, but also for spelling, since it represented a clear cut between the old spelling and the new systems introduced by the first grammarians and orthographists in the XVI century. To accomplish the goals of the thesis, it is presented in short the situation of the spelling just before and immediately after the publication of Camões' book, in order to set up what was the system or the tradition in use to write down the language. To do so, the two first grammars of the language, one by Fernão de Oliveira and the other by João de Barros are important references to show the pronunciation and the description of the phonetic segments they associated to the letters. On the other hand, the orthographists pointed out the best way to write the language in their interpretation, indicating how the spelling should be. In their works we have also phonetic descriptions of the pronunciation and the description on how the letters were used to represents phonetic segments. The works by Pero de Magalhães de Gândavo, Duarte Nunes de Leão e Álvaro Ferreira de Vera were used for the purpose of extracting the necessary information to understand how the language were pronounced and should be written at Camões' time. The grammars appeared before the publication of Os Lusíadas and the orthographists' works appeared after it. The graphic elements of the words were analysed and interpreted according to a special methodology that was used by the author of this work when she wrote a MA Dissertation about the spelling of the famous letter by Pero Vaz de Caminha, about the discovery of Brazil. Finally, the present thesis intents to contribute to the study of the history of Portuguese language, to language teaching, to the study of writing systems and to a better understanding of linguistic phenomena relating oral and written language. / Doutorado / Linguistica / Doutor em Linguística

Teachers of beginning writers, who believe in a whole language philosophy for teaching language arts, are faced with the challenge of integrating spelling instruction into their writing programs. Traditional approaches that involve word lists and weekly spelling tests are not in accordance with whole language beliefs.

No description available.

African Languages / M.A. (African Studies (Linguistics))

In this study, I deal with general laws or principles of Czech orthography. After the introduction, I define the smallest written unit, a grapheme in the second chapter. In the third and fourth chapters, I focus on how and where two main principles of Czech orthography manifest, and how and where they are violated. The first of these principles is the phonemic principle, ie. the principle of a one-to-one correspondence between a phoneme and a grapheme, and the second one is the morphemic principle, ie. the principle of a one-to-one correspondence between a morpheme and its written form.

The topic of this contribution is a hieratic ostracon published recently by Ben Haring which allegedly contains a list of words arranged according to the south Semitic sequence of letters. His hypothesis can be confirmed and some of the words can be identified as Semitic. In addition to we suggest that the words are intended as letter names which, however, did not become canonical over time.

Children with dysarthria due to cerebral palsy (CP) often face barriers to accessing speech research participation and clinical speech services. Utilizing at-home online videoconferencing may be a practical solution to these accessibility barriers if the speech signal yielded from online recordings is valid. This study aimed to determine the validity of acoustic and perceptual measures obtained from speech data collected (remotely) online from children with dysarthria due to CP. The speech of 17 children with dysarthria was recorded by means of two data collection methods performed simultaneously: 1) via Zoom video communications and 2) via a professional audio recording device sent to the children's parents. A calibration procedure permitted the children’s original vocal sound pressure level (SPL) to be represented in the speech signal. Acoustic and perceptual measures extracted from the two recordings were compared in order to determine the validity of speech data collected online from the children. The acoustic measures, obtained from 1,690 tokens of words and 605 tokens of sentences, were the second formant (F2) range of diphthongs, F2 slope of diphthongs, fricative-affricate duration difference, word duration/articulation rate, mean fundamental frequency (F0), F0 variation, SPL, shimmer, signal-to-noise ratio (SNR), and cepstral peak prominence (CPP). Perceptual measures were 187 adult listeners’ orthographic transcription accuracy and visual analog scale (VAS) ratings of the children’s speech, collected via an online crowdsourced platform. Acoustic measures of F2 range of diphthongs, fricative-affricate duration difference, word duration, and mean F0 reached the validity criterion of rrm-value .75 and demonstrated good agreement within the predetermined clinical criterion at both word and sentence levels. Moreover, SPL met the validity criterion and exhibited good agreement at the word level; however, it failed to meet the validity criterion and demonstrated agreement outside the clinical criterion at the sentence level. The F2 slope of diphthongs showed a strong correlation between online and audio-device recordings and reached the validity criterion; however, it did not show agreement within the clinical criterion at either word or sentence level. Perturbation-based, noise-based, and cepstral measures (i.e., F0 variation, shimmer, SNR, CPP) showed a wide range of correlation and agreement outside of clinical criteria between online and audio-device recordings. Both perceptual measures showed strong correlations between the two recording methods, reaching the validity criterion. Findings suggest that measures that reflect physiological aspects of speech production may be valid and appropriate to extract from online recordings. However, measures capturing noise and variability within the signal may not be valid when obtained from online recordings. Additionally, the results suggest that perceptual measures of listeners’ transcription and ratings from online recordings may be valid to use for research and clinical purposes. Therefore, careful consideration of the appropriate measures and their limitations is essential to obtaining accurate results when extracting measures from online recordings. These findings provide a valuable foundation of evidence supporting the use of online videoconferencing platforms for several acoustic and perceptual measures commonly implemented in speech research, clinical assessment, and treatment.

No description available.

This study investigated the cognitive, linguistic, and reading skills of 79 Russian-speaking first and second graders to determine the strongest concurrent predictors of reading achievement. The children were administered a battery of 15 tests from which nine objective, interval-scale measures were derived: phonological awareness, verbal short-term memory, decoding accuracy, listening comprehension, reading comprehension, nonverbal ability (IQ), vocabulary, decoding rate, and rapid naming. In a series of multiple regression analyses, phonological awareness accounted for a small amount of unique variance in both decoding accuracy and decoding rate whereas rapid naming was a unique predictor of decoding rate only. Neither verbal short-term memory nor IQ accounted for any variance in decoding. For reading comprehension, IQ and linguistic comprehension contributed a substantial amount of variance to the prediction of achievement whereas decoding rate did not. However, in a series of direct discriminant function analyses, reliable differences emerged between good and poor decoders on reading comprehension, indicating that decoding <italic> is / CITE/Language Arts