Thesis--Lund. / Added t.p. with thesis statement inserted. Includes bibliographical references.

Thesis--Lund. / Added t.p. with thesis statement inserted. Includes bibliographical references.

No description available.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1974. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis--Wisconsin. / Includes bibliographical references (leaves 28-30).

Thesis (Ed.M.)--Boston University / The purpose of this study is to develop a set of criteria to evaluate the spelling area of an elementary school. The criteria consists of specific statements indicating desirable conditions and procedures in certain areas of the elementary school program. SUch statements should furnish a means for teachers to examine and evaluate the effectiveness of their own work. The Evaluative Criteria, an instrument by which a secondary school can be evaluated through making a self-evaluation, was developed by the Cooperative Study of Secondary-School Standards in 19~0 and revised in 1950. These criteria have been used extensively and successfully throughout the United States. Because it has been proved through use of the instrument that self-evaluation leads to improvement, it seemed pertinent to develop similar instrument by which an elementary school can be evaluated.

Introduction In 1922, Gates obtained a correlation of r = . 55 between spelling ability and a speeded test measuring the ability to discriminate small differences between paired words. This study results from Gates' finding and is divided into two parts. Part I is concerned with checking Gates' results and determining if the speed factor is essential for the word discrimination test. Part II examines the feasibility, at the Grade VI level, of employing drill exercises in word discrimination as an aid to spelling. Part I Tests of spelling, mental ability and word discrimination were given to 211 pupils in a Junior High School in Victoria, British Columbia in the third week of Grade VII. The word discrimination test was given speeded with a one minute time limit, and unspeeded with a four minute limit. The correlation between the speeded discrimination test results and spelling was almost identical to that obtained by Gates thirty-three years ago. The correlation between the word discrimination test unspeeded and spelling was low at r[subscript bis] = .18, though still significant at the .05 level of confidence. Mental age correlated with spelling r = .66 and with word discrimination speeded r = .41. A first order correlation between word discrimination speeded and spelling, with mental age held constant, gave r[subscript 12.3] = .40. Separate correlations computed for boys and girls revealed no significant difference between the corresponding coefficients. Part II Thirty-two drill sheets involving exercises in word discrimination were used with an experimental group of 107 pupils in Grade VI. These drills were started-at the end of September and were conducted daily for the first two weeks, three times weekly for four weeks, and twice weekly for five weeks. After completion of the drill exercises it was found that, in both word discrimination and spelling, the experimental group had made gains, significant, at the .01 level of confidence, over a control group of 97 pupils. It should be noted that the drill exercises in word discrimination were done during part of the school time allotted to spelling, so that, in effect, the experimental group received one third less spelling instruction during the eleven week experimental period than did the control group. Conclusions The ability to discriminate small differences between words is significantly related to spelling ability and is measured more effectively by a speeded test. It is suggested that the inadequate discriminatory ability when dealing with word forms shown by the weaker spellers is a result of insufficient emphasis on this skill, possibly when learning to read. It is evident that most of the students examined by this study could have derived benefit from exercises in word discrimination beginning, probably, in the primary grades. Finally, as the initial spelling achievement of the experimental group compared favourably with Provincial norms and norms obtained from the United States, it is possible that the drill exercises have very wide applicability. / Arts, Faculty of / Psychology, Department of / Graduate

<p>Although the British and the Americans use the same language, i.e. English, the differences in vocabulary, pronunciation, and spelling between these two varieties doubtlessly exist. However, this paper deals particularly with the spelling differences between British English and American English since spelling seems to cause confusion and problems to the learners of English the most. The American spelling is considered to be informal; therefore, the essay focuses on the standard British English spelling of words through, night, light, and high and their equivalents in American English, i.e. thru, nite, lite, and hi. This study investigates how extensively the British and the Americans use the standard and the informal spelling of these words in different written sources such as newspapers, magazines, leaflets and advertisements, and books. In addition, the collocations of these particular words are investigated. In order to do this quantitative research, the Collins Cobuild corpus material was searched and analyzed. The results of this study reveal that the informal American spelling of these four words appears in British texts more often than in American texts. However, the informal spelling tends to appear in non-American sources when speaking about America or American cultural phenomena.</p>

Although the British and the Americans use the same language, i.e. English, the differences in vocabulary, pronunciation, and spelling between these two varieties doubtlessly exist. However, this paper deals particularly with the spelling differences between British English and American English since spelling seems to cause confusion and problems to the learners of English the most. The American spelling is considered to be informal; therefore, the essay focuses on the standard British English spelling of words through, night, light, and high and their equivalents in American English, i.e. thru, nite, lite, and hi. This study investigates how extensively the British and the Americans use the standard and the informal spelling of these words in different written sources such as newspapers, magazines, leaflets and advertisements, and books. In addition, the collocations of these particular words are investigated. In order to do this quantitative research, the Collins Cobuild corpus material was searched and analyzed. The results of this study reveal that the informal American spelling of these four words appears in British texts more often than in American texts. However, the informal spelling tends to appear in non-American sources when speaking about America or American cultural phenomena.

A thesis submitted to the faculty of arts, University of the Witwatersrand Johannesburg in fulfilment of the requirements for the degree of Master of Arts. Johannesburg, 1991. / Literacy includes both the ability to read and to spell. Yet until recently, and despite its importance, there has been less research on spelling than on reading. Perhaps this was because writing as a linguistic skill was considered in a marginal way as secondary to, and derivative from, speech. It was conceptualised as a photograph of spoken language (de Saussure, 1916), or as a code of transcription (Luria, 1970) with spelling presumed to be based on inner pronunciation of the phonic (sound) forms of the spoken language. Cognitive researchers were slow to recognise that written language is neither a complete isomorph of the spoken Language (Gelb,1963),nor a process of reading-in-reverse (Bradley and Bryant, 1979; Bradley, 1983), but rather, is a complex and autonomous system of representation, both of the deeper lexical-morphemic levels of language (Venezky,1970; Ellis, 1982), as well as of the mappings of phonology. As such, spelling proficiency is a highly complex intellectual achievement in its own right, and is worthy of psycholinguistic interest in the same way as other language-based skills, such as speech perception, speech production and reading comprehension. [Abbreviated Abstract. Open document to view full version] / GR2017