This dissertation analyses various kinds of the orthographical exercises in the second grade of the primary school. The dissertation focuses on the question of orthography in the theoretical part, after that it focuses on a short view of orthography in the Czech history or its division into lexical, morphological and syntactical orthography. We find here a short description of the orthography and a view of orthographical's effects in the teaching of Czech language in the primary school or meeting with orthographical guides. The goal of the practical part of this dissertation is a deeper typological description of these exercises, we will primarily focus on examples of rewriting, orthographical analysis, refilling and alternating exercises and dictations.

The present study sought to contribute to the research on Chinese orthography and borrowing by testing native Chinese readers' understanding of different semantically and phonetically oriented borrowing paradigms in order to investigate the constraints the writing system has placed on the semantics and phonology of the language. Building on other pertinent qualitative studies which have established that Chinese orthography works as a "morphosyllabic" syllabary, this study identified both phonetic and semantic elements present in the writing system. A quantitative study was carried out using seven discrete orthographic borrowing strategies which tested both real and invented loanwords on native Chinese readers. In addition, the study asked native Chinese readers to borrow English words into Chinese orthography through any orthographic means. Analysis of this study revealed that a lack of congruity is present in Chinese borrowing, which in turn hampers understanding. Furthermore, many borrowing strategies are dependent on certain constraints. These constraints are examined in detail via a proposed borrowing continuum. Possible solutions and the direction the writing system may take are further discussed.

Made available in DSpace on 2014-06-11T19:26:50Z (GMT). No. of bitstreams: 0 Previous issue date: 2007-02-28Bitstream added on 2014-06-13T20:55:27Z : No. of bitstreams: 1 barbosa_ers_me_arafcl.pdf: 5266967 bytes, checksum: f5812c4625859633976e7f4eea840f99 (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / O presente trabalho tem como objetivo o estudo do processo de aquisição da ortografia, mais especificamente da aquisição da representação gráfica de fonemas surdos/sonoros por crianças que se encontram no momento da alfabetização e apresentam dificuldades com relação à escrita. Para tanto foram desenvolvidas atividades lingüísticas com duas crianças da rede pública do ensino fundamental (acompanhadas no CENPE - Centro de Pesquisas da Infância e da Adolescência Dante Moreira Leite FCL - UNESP). Os dados foram analisados considerando os pares t/d, p/b, f/v e k/g; o tipo de atividade (ditado, atividades de escrita e escrita livre) e o processo ocorrido (sonorização ou dessonorização); tendo como pressupostos teóricos a descontinuidade entre linguagem oral/escrita, a polivalência do sistema ortográfico, o papel funcional das unidades grafêmicas e as relações estabelecidas entre som e sentido.Os resultados obtidos apontam uma maior predominância de alterações em atividades de escrita livre e atividades de escrita se comparadas às atividades de ditado, bem como uma incidência maior de processos de dessonorização. O enfoque dado a alterações ocorridas nos contextos de fonemas surdos/sonoros tem a finalidade de evidenciar que esse tipo de alteração apresenta natureza diferente de outros tipos de erros e pode se constituir como obstáculo à escrita ortográfica, já que a apreensão do traço de sonoridade não se restringe à memorização, pelo contrário, exige a aquisição de conhecimentos metalingüísticos a respeito do funcionamento da língua por parte do aprendiz. As alterações na representação gráfica de fonemas surdos/sonoros, diferentemente de outras alterações ortográficas, afetam tanto o plano do significante como o plano do significado, por isso, enfatizamos a necessidade de um tratamento diferenciado no que se refere à análise e interpretação desse tipo de alteração. / The objective of this paper is the study of the acquisition process of orthography, more specifically the acquisition of graphic representation of voiced and voiceless phonemes by children who are in the literacy period and present difficulty in the writing practice. For that matter, linguistic activities have been developed with two children from the elementary school of public education [observed at CENPE - Centro de Pesquisas da Infância e da Adolescência (Childhood and Adolescence Research Center) Dante Moreira Leite FCL - UNESP]. Data has been analyzed considering the pairs t/d, p/b, f/v, and k/g; the type of activity (dictation, writing activities and free writing) and the process that happened (voiced or voiceless process); having as theoretical foundation the discontinuity between spoken/written language, the multi-purposes of the orthographic system, the functional role of graphemic units, and the relationship established between sound and meaning. The achieved results point out bigger change predominance in free writing activities and writing activities if compared to dictation activities, as well as bigger incidence in voiceless process. The emphasis given to changes that happened in the voiced/voiceless phonemes contexts aims on highlighting that this kind of change presents a different structure from other kinds of errors, and it can be an obstacle to the orthographic writing, since the acquirement of voiced trait is not restrict to memorization; on the contrary, it demands the acquisition of metalinguistic knowledge concerning language functioning by the learner. The changes in graphic representation of voiced and voiceless phonemes, unlike other orthographic changes, affect not only the plan of nomenclature but also the plan of meaning, therefore, we emphasize the need of a different approach in relation to analysis and interpretation of this kind of change.

Orientador: Sílvia Dinucci Fernandes / Banca: Ademar da Silva / Banca: Sebastião Expedito Ignácio / Resumo: O presente trabalho tem como objetivo o estudo do processo de aquisição da ortografia, mais especificamente da aquisição da representação gráfica de fonemas surdos/sonoros por crianças que se encontram no momento da alfabetização e apresentam dificuldades com relação à escrita. Para tanto foram desenvolvidas atividades lingüísticas com duas crianças da rede pública do ensino fundamental (acompanhadas no CENPE - Centro de Pesquisas da Infância e da Adolescência "Dante Moreira Leite" FCL - UNESP). Os dados foram analisados considerando os pares t/d, p/b, f/v e k/g; o tipo de atividade (ditado, atividades de escrita e escrita livre) e o processo ocorrido (sonorização ou dessonorização); tendo como pressupostos teóricos a descontinuidade entre linguagem oral/escrita, a polivalência do sistema ortográfico, o papel funcional das unidades grafêmicas e as relações estabelecidas entre som e sentido.Os resultados obtidos apontam uma maior predominância de alterações em atividades de escrita livre e atividades de escrita se comparadas às atividades de ditado, bem como uma incidência maior de processos de dessonorização. O enfoque dado a alterações ocorridas nos contextos de fonemas surdos/sonoros tem a finalidade de evidenciar que esse tipo de alteração apresenta natureza diferente de outros tipos de erros e pode se constituir como obstáculo à escrita ortográfica, já que a apreensão do traço de sonoridade não se restringe à memorização, pelo contrário, exige a aquisição de conhecimentos metalingüísticos a respeito do funcionamento da língua por parte do aprendiz. As alterações na representação gráfica de fonemas surdos/sonoros, diferentemente de outras alterações ortográficas, afetam tanto o plano do significante como o plano do significado, por isso, enfatizamos a necessidade de um tratamento diferenciado no que se refere à análise e interpretação desse tipo de alteração. / Abstract: The objective of this paper is the study of the acquisition process of orthography, more specifically the acquisition of graphic representation of voiced and voiceless phonemes by children who are in the literacy period and present difficulty in the writing practice. For that matter, linguistic activities have been developed with two children from the elementary school of public education [observed at CENPE - Centro de Pesquisas da Infância e da Adolescência (Childhood and Adolescence Research Center) "Dante Moreira Leite" FCL - UNESP]. Data has been analyzed considering the pairs t/d, p/b, f/v, and k/g; the type of activity (dictation, writing activities and free writing) and the process that happened (voiced or voiceless process); having as theoretical foundation the discontinuity between spoken/written language, the multi-purposes of the orthographic system, the functional role of graphemic units, and the relationship established between sound and meaning. The achieved results point out bigger change predominance in free writing activities and writing activities if compared to dictation activities, as well as bigger incidence in voiceless process. The emphasis given to changes that happened in the voiced/voiceless phonemes contexts aims on highlighting that this kind of change presents a different structure from other kinds of errors, and it can be an obstacle to the orthographic writing, since the acquirement of voiced trait is not restrict to memorization; on the contrary, it demands the acquisition of metalinguistic knowledge concerning language functioning by the learner. The changes in graphic representation of voiced and voiceless phonemes, unlike other orthographic changes, affect not only the plan of nomenclature but also the plan of meaning, therefore, we emphasize the need of a different approach in relation to analysis and interpretation of this kind of change. / Mestre

A central concern of education internationally and in South Africa is to develop children's literacy skill. However a literacy crisis exists in spite of efforts to counter this. Some researchers have explored the issue of literacy focusing on second language learners‟ spelling in English as Additional Language. There is, however, insufficient literature that looks into spelling experiences of isiXhosa background learners in English First Additional Language. Hence this study investigated the nature of spelling errors of Grade three isiXhosa background learners in English First Additional Language. In understanding the nature of spelling errors of Grade three isiXhosa background learners, the features of words that learners find difficult to spell and the features of words that learners find easy to spell were investigated. Moreover, learners' barriers in acquiring spelling skills in English First Additional Language and teacher practices for teaching spelling were examined. In exploring these issues the study adopted a qualitative approach in order to ensure reliability and validity of the study. The data gathering process was in the form of semi-structured interviews, classroom observations and document analysis. One isiXhosa medium primary school in a Black Township in Buffalo City Municipality in the East London District was purposively selected to form the context of the study. In this school English is taught as a subject in grade three. Participants were eight grade three learners and one Grade three class teacher who teaches these learners. The findings of the study revealed that learners with an isiXhosa background seemed to be struggling with understanding basic English words and terms. This is exacerbated by the fact that the learners seemed to struggle to understand the rules of the English language. The words that learners find difficulties in to spell in English Second Language were diagraphs. Barriers to spelling were influenced, among other issues, by learners' pronunciation and their heavy reliance on their mother tongue.

The present study was designed to examine differences between subtypes of readers and spellers in their performance on several phonological, orthographic, and memory tasks. A central question involved whether subtypes of readers and spellers could be distinguished based on their performance across the tasks administered. Based on their performance on a standardized achievement test, fourth and fifth grade children (N=50) were classified as having no difficulties with reading and spelling (good readers and spellers), difficulties with spelling, but not reading (mixed readers and spellers), or difficulties with both reading and spelling (poor readers and spellers). Each student was given a series of tasks to assess their use of phonological and orthographic information for memory and spelling. These tasks included: 1) rhyme judgment, 2) cued recall, 3) reading pronounceable pseudowords, 4) deciding which of. two pseudowords looks most like a real word, and 5) reporting on the kinds of strategies used to spell words. An error analysis was also conducted. Students with reading and spelling difficulties performed consistently lower than good and mixed readers and spellers on tasks assessing their use of phonological information. Good and mixed readers and spellers were not distinguishable on these tasks. Students with no reading and spelling difficulties or with spelling difficulties only performed better than poor readers and spellers on some tasks assessing orthographic processing. Specifically, mixed readers and spellers were distinguishable from good readers and spellers by their poorer recall of visually similar words. Good and poor subtypes were not distinguishable on this task. Poor readers and spellers also achieved comparable scores to the good and mixed readers and spellers on a measure of orthographic awareness. Overall results provided evidence supporting subtypes of reading and spelling ability groups. Students with no reading and spelling difficulties, or difficulties with spelling but not reading were similar in their use of phonological information. However, students with reading and spelling difficulties were more similar to the good readers and spellers in their use of orthographic information in memory. The findings from the present study have implications to subsequent research examining spelling ability, provide further evidence of the unique processing characteristics of the paradoxical good reader but poor speller, and suggest the possibility of unique programming needs to remediate spelling difficulties in mixed and poor readers and spellers. / Education, Faculty of / Graduate

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"This study was designed to explore the possibilities of sleep instruction in spelling and to determine approximately seven weeks later the amount of recall which could be attributed to the sleep instruction. It is presented primarily as an attempt to develop methodology which might be useful for larger and more complex studies"--Introduction. / "June 6, 1953." / Typescript. / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Arts." / Advisor: Ralph L. Witherspoon, Professor Directing Paper. / Includes bibliographical references (leaves 41-42).

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No description available.