<p>Syftet med denna studie var att utveckla och normera ett logopediskt stavningstest för vuxna., då det idag saknas ett sådant test. Det framtagna testet bestod till en början av en orddel som innehöll 80 ord i varierande svårighetsgrad, utvalda för att representera svenskans olika stavningskombinationer. Vidare fanns en del med 80 nonord, konstruerade för att följa svenskans ljudmässiga uppbyggnad. 146 deltagare från 18 – 94 år deltog i normeringen av testet. Urvalet stratifierades efter kön, ålder och utbildningsnivå så att inverkan av dessa olika faktorer på stavningsförmågan kunde undersökas. Resultaten visade att utbildningsnivå påverkade stavningsförmågan på så sätt att personer med eftergymnasial utbildning klarade stavning av både ord och nonord bättre än personer med förgymnasial/gymnasial utbildning. Vidare uppvisade kvinnor bättre resultat på stavning av ord jämfört med män, men ingen signifikant skillnad i stavningsförmåga av nonord uppmättes. Vid stavning av ord framkom ingen skillnad i förhållande till ålder, men vid stavning av nonord uppvisade äldre personer ett sämre resultat, troligen p.g.a. nedsatt hörsel. De vanligaste typerna av stavfel bland deltagarna var på orddelen enkel-/dubbelteckning och på nonorddelen utbyte av bokstav. Stavfelens placering förekom främst medialt i orden, medan de i nonorden fanns både initialt och medialt. Studien utmynnade i STAVUX, ett test med 45 ord och 45 nonord, utvalda från det ursprungliga testet. STAVUX deltest har en hög intern reliabilitet. Testet har normerats och är tänkt att användas vid utredning av vuxna med stavningssvårigheter.</p> / <p>Because a comprehensive clinical spelling test for adults does not exist today, the aim of this study was to develop and standardize such a test. The originally developed test consisted of one part containing 80 words of varying difficulty, chosen to represent the different spelling combinations of the Swedish language. Furthermore, the test had a part containing 80 pseudo-words, constructed to follow the Swedish sound system. 146 participants between the age of 18 to 94 participated in the standardization of the test. The selection was stratified by sex, age and level of education, in order to examine the influence of these variables on spelling ability. The results indicated that the level of education affected the spelling ability, so that participants with high education spelled both words and pseudo-words better than participants with low education. Moreover women had better results on the spelling of words than men, whereas no significant sex differences was found on pseudo-word spelling. Age did not influence word spelling, but elderly participants had significantly lower results on the pseudo-words, likely because of impaired hearing. The most common type of word misspelling was single/double spelling of consonants. On pseudo-words, grapheme substitutions were the most common error. Misspellings were most frequent medially in words and initially and medially in pseudo-words. The study resulted in STAVUX, a test consisting of 45 words and 45 pseudo words, selected from the original version. The different parts of STAVUX thus have high internal reliability. The test has been standardized and is intended to be a part of the assessment of adults with spelling difficulties.</p>

Syftet med denna studie var att utveckla och normera ett logopediskt stavningstest för vuxna., då det idag saknas ett sådant test. Det framtagna testet bestod till en början av en orddel som innehöll 80 ord i varierande svårighetsgrad, utvalda för att representera svenskans olika stavningskombinationer. Vidare fanns en del med 80 nonord, konstruerade för att följa svenskans ljudmässiga uppbyggnad. 146 deltagare från 18 – 94 år deltog i normeringen av testet. Urvalet stratifierades efter kön, ålder och utbildningsnivå så att inverkan av dessa olika faktorer på stavningsförmågan kunde undersökas. Resultaten visade att utbildningsnivå påverkade stavningsförmågan på så sätt att personer med eftergymnasial utbildning klarade stavning av både ord och nonord bättre än personer med förgymnasial/gymnasial utbildning. Vidare uppvisade kvinnor bättre resultat på stavning av ord jämfört med män, men ingen signifikant skillnad i stavningsförmåga av nonord uppmättes. Vid stavning av ord framkom ingen skillnad i förhållande till ålder, men vid stavning av nonord uppvisade äldre personer ett sämre resultat, troligen p.g.a. nedsatt hörsel. De vanligaste typerna av stavfel bland deltagarna var på orddelen enkel-/dubbelteckning och på nonorddelen utbyte av bokstav. Stavfelens placering förekom främst medialt i orden, medan de i nonorden fanns både initialt och medialt. Studien utmynnade i STAVUX, ett test med 45 ord och 45 nonord, utvalda från det ursprungliga testet. STAVUX deltest har en hög intern reliabilitet. Testet har normerats och är tänkt att användas vid utredning av vuxna med stavningssvårigheter. / Because a comprehensive clinical spelling test for adults does not exist today, the aim of this study was to develop and standardize such a test. The originally developed test consisted of one part containing 80 words of varying difficulty, chosen to represent the different spelling combinations of the Swedish language. Furthermore, the test had a part containing 80 pseudo-words, constructed to follow the Swedish sound system. 146 participants between the age of 18 to 94 participated in the standardization of the test. The selection was stratified by sex, age and level of education, in order to examine the influence of these variables on spelling ability. The results indicated that the level of education affected the spelling ability, so that participants with high education spelled both words and pseudo-words better than participants with low education. Moreover women had better results on the spelling of words than men, whereas no significant sex differences was found on pseudo-word spelling. Age did not influence word spelling, but elderly participants had significantly lower results on the pseudo-words, likely because of impaired hearing. The most common type of word misspelling was single/double spelling of consonants. On pseudo-words, grapheme substitutions were the most common error. Misspellings were most frequent medially in words and initially and medially in pseudo-words. The study resulted in STAVUX, a test consisting of 45 words and 45 pseudo words, selected from the original version. The different parts of STAVUX thus have high internal reliability. The test has been standardized and is intended to be a part of the assessment of adults with spelling difficulties.

Syftet med denna studie var att ta reda på om STAVUX (stavningstest för vuxna) och Kasttranskription är lämpliga test att använda vid dyslexiutredningar av vuxna, då det idag saknas sådana test som är normerade på personer över 18 år. STAVUX är ett stavningstest som framtogs av Nilsson och Pettersson (2009) och som består av 45 ord och 45 nonord av varierande svårighetsgrad. Orden är utvalda för att representera svenskans olika stavningskombinationer och nonorden är konstruerade för att följa svenskans ljudmässiga uppbyggnad. En mellangruppsdesign användes för att ta reda på om STAVUX är ett lämpligt test att använda vid utredning av stavningssvårigheter i samband med dyslexiutredningar. Testet validerades på 23 personer med dyslexi i åldrarna 18-64 år. Dyslexigruppens resultat testades mot en kontrollgrupp på 23 personer i åldrarna 18-62 år. I denna studie undersöktes även om det fanns något samband mellan stavningsförmåga och allografisk. Deltagarna fick utföra en kasttranskriptionsuppgift, som innebar att de, på tid, skulle konvertera gemener till versaler och versaler till gemener. Testet heter Kasttranskription och utformades av Hansson och Häägg (2008). Resultaten av denna studie visar att framförallt orddelen i STAVUX kan bidra till prediktionen av dyslexi. Dyslexigruppen presterade signifikant sämre än kontrollgruppen på båda deltesten (orddelen och nonorddelen). Båda grupper följde samma mönster vad gäller typ av stavfel. Flertalet deltagare i respektive grupp utförde Kasttranskription korrekt. Det fanns däremot en signifikant skillnad mellan grupperna i hur lång tid det tog att utföra Kasttranskription. Dyslexigruppen presterade signifikant sämre tidsmässigt jämfört med kontrollgruppen. Deltesten i STAVUX och Kasttranskription var starkt korrelerade med varandra. / The aim of this study was to determine if STAVUX (spelling test for adults) and Kasttranskription are suitable tests to use in the assessment of adults with spelling difficulties. At present, there are no such tests with norms for people older than 18 years. STAVUX was developed by Nilsson and Pettersson (2009) and consists of 45 words and 45 pseudo words of varying difficulty. The words are chosen to represent the different spelling patterns of the Swedish language and the pseudo words to represent the Swedish phonetic structure. A between group’s design was used to find out if STAVUX is a suitable test to use in the assessment of spelling difficulties. STAVUX was validated on 23 persons with dyslexia, aged 18-64 years, and the results were compared to a control group of 23 persons, aged 18-62 years. In this study it was also investigated if there was any correlation between spelling ability and allographic ability. The participants performed a case transcription task, where the participants were supposed to convert lower to upper case letters and upper to lower case letters, while time was measured. The test is named Kasttranskription and was designed by Hansson and Häägg (2008). The results of this study show that particularly the word part of STAVUX, contributes to the prediction of dyslexia. The dyslexic group performed significantly lower than the control group on both subtests (words and pseudo words). Both groups followed the same pattern in type of spelling errors. The majority of the participants in each group managed to perform Kasttranskription correctly. There was a significant difference in time of performance of Kasttranskription. The dyslexic group performed significantly worse in terms of time compared to the control group. The subtests of STAXUX and Kasttranskription were highly correlated with each other.

The current study investigated developmental spelling in a group of English as a second language (ESL) and non-ESL children. The purpose was to determine if a measure of developmental spelling differed between a group of ESL and non-ESL kindergarten children, and further, what linguistic and literacy skills were related to developmental spelling for each group. The results from 37 ESL and 40 non-ESL children revealed that the groups did not differ on a measure of developmental spelling, and that the predictors of developmental spelling included syntactic knowledge (Syntax Construction) and phonological processing (Sound Matching) for both groups, and Letter Identification for the non-ESL group only. The results revealed many similarities between the groups in their English spelling development. Some differences emerged, however, including phonological processing (Non-word Repetition) being related to developmental spelling for the ESL group only, and Letter Identification being related to developmental spelling for the non-ESL group only.

Research paper (M.A.)--Cardinal Stritch College--Milwaukee, 1977. / A research paper submitted in partial fulfillment of the requirements for the degree of Master of Arts in Education (Education of Learning Disabled Children). Includes bibliographical references (p. 72-75).

Submitted by Bianca de Carvalho Coelho null (biancadeccoelho@hotmail.com) on 2016-04-26T23:50:10Z No. of bitstreams: 1 Dissertação - Versão final - Bianca.pdf: 1107740 bytes, checksum: 34a699d75055c4f4a87fc481ee5f280a (MD5) / Approved for entry into archive by Felipe Augusto Arakaki (arakaki@reitoria.unesp.br) on 2016-04-28T20:51:21Z (GMT) No. of bitstreams: 1 coelho_bc_me_sjrp.pdf: 1107740 bytes, checksum: 34a699d75055c4f4a87fc481ee5f280a (MD5) / Made available in DSpace on 2016-04-28T20:51:21Z (GMT). No. of bitstreams: 1 coelho_bc_me_sjrp.pdf: 1107740 bytes, checksum: 34a699d75055c4f4a87fc481ee5f280a (MD5) Previous issue date: 2016-03-31 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / OBJETIVOS: o objetivo geral do presente trabalho foi investigar transposições de grafemas de suas posições convencionais na escrita de crianças de 1ª a 4ª série do Ensino Fundamental em relação ao registro de palavras do Português Brasileiro (PB), bem como as possíveis relações desses deslocamentos com aspectos fonético-fonológicos da língua. Seus objetivos específicos foram: (1) verificar os tipos das transposições de acordo com sua ocorrência no interior de uma mesma sílaba dentro da palavra (intrassílabas) e em sílabas diferentes (intersílabas); (2) verificar a estrutura fonológica das sílabas em relação à ocorrência de transposições; (3) verificar a direção das transposições em relação à posição silábica; (4) verificar a classe fonológica do fonema correspondente ao grafema transposto; (5) verificar a relação do acento lexical com a ocorrência das transposições; (6) verificar possíveis relações entre a transposição e a sílaba inicial da palavra; (7) verificar possíveis transformações de natureza das transposições em relação às diferentes séries escolares. MÉTODOS: foram analisadas 2972 produções textuais de crianças que, de 2001 a 2004, frequentavam de 1ª a 4ª séries do Ensino Fundamental I, em escolas públicas da cidade de São José do Rio Preto. Nessas produções foram encontradas 135 ocorrências de transposição, tais ocorrências foram categorizadas de acordo com cada objetivo. RESULTADOS: em relação a cada um dos objetivos específicos da pesquisa, os resultados apontaram para as seguintes tendências: (1) ausência de diferença significativa entre ocorrências intra e intersílaba; (2) predomínio de estruturas silábicas CVC e CV nas transposições; (3) predomínio de grafemas que ocupavam a coda simples nas transposições; (4) predomínio da classe fonológica das consoantes vibrantes nas transposições; (5) ausência de diferença estatística entre transposições envolvidas em sílabas não acentuadas e em sílabas acentuadas; (6) maior presença de transposições em direção a (ou na) primeira sílaba da palavra; e (7) predomínio das transposições nas duas primeiras séries do primeiro ciclo escolar. CONCLUSÃO: as tendências mostradas pelos resultados permitem afirmar que as transposições ortográficas não ocorrem ao acaso, mas, sim, motivadas por fatores linguísticos. Permitem, também, afirmar que, além de a escola ter um forte papel na aquisição da escrita, a inserção das crianças em práticas de letramento que se voltam com mais detalhe para a ortografia é um fator que opera positivamente a favor dessa diminuição. / OBJECTIVES: The general objective of this paper was to investigate the transpositions of grapheme in their conventional positions in children´s writing from the 1st to the 4th grade of Elementary School in relation to the Brazilian Portuguese words registration (BP) as well as the possible relationship of these shifts with phonetic-phonological aspects of the language. Its specific objectives were: (1) verify the types of transpositions according to their occurrence within the same syllable in the word (intrassyllables) and in different syllables (intersyllables); (2) verify the phonological structure of syllables in the occurrence of transpositions; (3) verify the direction of transpositions regarding the syllabic position; (4) verify the phonological class of the corresponding phoneme to the transposed grapheme; (5) verify the relationship of lexical stress with the occurrence of transpositions; (6) verify possible relations between the transposition and the initial syllable of the word; (7) verify possible transformations of different school grades transpositions. METHODS: We analyzed 2972 children´s textual productions, from 2001 to 2004, who attended from the 1st to the 4th grades of Elementary School, in public schools in the city of São José do Rio Preto. In these productions were found 135 transposition events, such occurrences were categorized according to each objective. RESULTS: In relation to each one of the research specific objectives, the results showed the following trends: (1) no significant difference between intrassyllable and intersyllable occurrences; (2) predominance of syllabic structure CVC and CV in transpositions; (3) predominance of grapheme occupying the simple coda in transpositions; (4) predominance of phonological class of vibrant consonants in transpositions; (5) no statistical difference between transpositions involved in unstressed syllables and stressed syllables; (6) greater presence of transpositions toward (or in) the first syllable of the word; and (7) predominance of transpositions in the first two years of the first school year. CONCLUSION: the trends shown by the results allow us to affirm that the spelling transpositions do not occur randomly, but rather motivated by linguistic factors. They also allow us to declare that, in addition to the school having a strong role in the acquisition of writing, the inclusion of children in literacy practices more detailed to the spelling, is a factor that works positively in favor of this decreasing.

Made available in DSpace on 2016-06-02T20:25:12Z (GMT). No. of bitstreams: 1 4012.pdf: 1212209 bytes, checksum: b058fb12dc4bf76fb3aa56c18d2353e8 (MD5) Previous issue date: 2011-07-01 / The aim of this research, based on the French Discourse Analysis theoretical and methodological approach, is analyzing discursively how Folha de S. Paulo (a Brazilian newspaper of significant circulation) narratively published the Portuguese Language Orthographic Agreement of 1990, which came into force in January 1st, 2009. As temporal outline, we established the period from January 1st, 2008 (a year before the effective coming into force of the agreement among the Portuguese language countries) to January 1st, 2010 (a year after it comes into force). Our main purpose is understanding during this period how the verbal sequence acordo ortográfico (spelling agreement), when it slides to reforma ortográfica (spelling reform), can be understood as a formula: an object which is describable in language categories and whose destiny at the same time invasive and continuously questioned inside the public discourses is determined by language practices and by the state of opinion and power relations in a specific moment in the very heart of the public space. (Krieg-Planque, 2009, p. 14). In other words, we have the objective of verifying on this paper during this established period how this syntagm reforma ortográfica, even though it is formally stable in the point of view of the linguistic description and explanation, is performed by the medium work in the public space discourses as a sequence both shared and problematic, knowing a discursive regime that makes it a formula. / Esta pesquisa, embasada nos pressupostos teórico-metodológicos da Análise do Discurso de orientação francesa, tem por objetivo analisar discursivamente como a Folha de S. Paulo (Folha) deu em narrativa o Acordo Ortográfico da Língua Portuguesa, que entrou em vigor a partir de 1º de janeiro de 2009. Como recorte temporal, estabelecemos o período de 1º de janeiro de 2008 (um ano antes da efetiva entrada em vigor do acordo nos países de língua portuguesa) até 1º de janeiro de 2010 (um ano depois da efetiva entrada). Nosso objetivo central é compreender no período histórico delimitado em que medida a sequência verbal acordo ortográfico ao deslizar para reforma ortográfica pode ser compreendida como uma fórmula: um objeto descritível nas categorias da língua e cujo destino ao mesmo tempo invasivo e continuamente questionado no interior dos discursos públicos é determinado pelas práticas linguageiras e pelo estado das relações de opinião e de poder em um momento dado no seio do espaço público (KRIEG-PLANQUE, 2009, p. 14). Em outras palavras, objetivamos verificar nesse jornal ao longo do período estabelecido, como esse sintagma reforma ortográfica, embora formalmente estável do ponto de vista da descrição e da explicação linguística, põe-se a funcionar pelo trabalho da mídia nos discursos do espaço público como uma sequência tão partilhada quanto problemática, conhecendo um regime discursivo que faz dela uma fórmula.

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.

L’apprentissage de l’orthographe lexicale, c’est-à-dire l’orthographe des mots comme on la retrouve dans le dictionnaire, constitue un défi de taille pour les élèves francophones (Fayol et Jaffré, 2014). Les études descriptives menées auprès d’élèves québécois montrent que la plupart des erreurs d’orthographe lexicale sont associées aux propriétés visuelles des mots et, plus précisément, aux phonèmes multigraphémiques (sons s’écrivant de plusieurs manières) et aux lettres muettes non porteuses de sens (Daigle, Costerg, Plisson, Ruberto et Varin, 2016 ; Plisson, Daigle et Montésinos-Gelet, 2013). Dans la présente recherche, une étude quasi expérimentale a été menée auprès de 131 élèves francophones (âge moyen : 7,5 ans) afin de définir les pratiques d’enseignement les plus efficaces pour favoriser l’apprentissage de phonèmes multigraphémiques et de lettres muettes non porteuses de sens. Deux conditions expérimentales d’enseignement ont été mises à l’essai dans quatre classes ordinaires de la deuxième année du primaire : 1) enseignement des propriétés visuelles et des propriétés sémantiques des mots (PVS, n = 43) et 2) enseignement des propriétés visuelles des mots (PV, n = 44). Deux autres classes étaient associées à la condition contrôle (C, n = 44). Dans les deux conditions expérimentales, 24 mots ont été enseignés au total. La moitié des mots a été entrainée en contexte de lecture et l’autre moitié en contexte de lecture et d’écriture. Pour évaluer les apprentissages, les participants ont réalisé une dictée de phrases trouées avant l’intervention (prétest), une semaine après l’intervention (post test immédiat) et six semaines après (post-test différé). Des analyses de variance ont été menées pour comparer les performances des élèves des différentes conditions (PVS, PV et C) avant et après l’intervention. Les résultats montrent que l’intervention offerte dans les conditions PVS et PV a mené à des gains, ce qui n’a pas été observé chez les élèves de la condition C. De plus, les gains réalisés se maintiennent plus d’un mois après la fin de l’intervention. Enfin, les résultats indiquent que l’entrainement des mots en contexte de lecture et d’écriture favorise davantage l’apprentissage que l’entrainement des mots en contexte de lecture seulement. Ces résultats amènent un éclairage intéressant au sujet des pratiques que les enseignants devraient privilégier pour favoriser l’apprentissage de l’orthographe lexicale. / Learning to spell in French is a challenge for many children (Fayol and Jaffré, 2014). Descriptive studies conducted on French-speaking children show that the majority of spelling mistakes are related to visual aspects of words and more precisely, to multigraphic phonemes (same sound written in many ways) and silent letters that do not carry meaning (Daigle, Costerg, Plisson, Ruberto & Varin, 2016 ; Plisson, Daigle & Montésinos-Gelet, 2013). In the current research, we conducted a quasi-experimental study on 131 French-speaking children (mean age: 7.5) to define the most efficient teaching contexts to learn these visual aspects. Two teaching devices were tested in four second-grade elementary school classes: 1) teaching of visual and semantic aspects of words (TVS, n = 43) and 2) teaching of only the visual aspects of words (TV, n = 44). Two other classes formed the control condition (CC, n = 44). In both teaching conditions, the same 24 words were taught. Half of these words were trained in a reading context while the other half were trained in a reading and writing context. To assess their knowledge, participants performed a gap dictation of the 24 targeted words before (pretest), one week after the intervention (immediate posttest) and six weeks after (delayed posttest). ANOVAs were conducted to compare the students’ performances between groups (TVS, TV and CC) before and after the intervention. Results showed that children who benefited from the intervention (TVS and TV) progressed further than the ones who did not (CC). Furthermore, the gains made are maintained more than one month after the end of the intervention. Finally, the results indicate that words trained in a reading and writing context are learned more effectively than words trained in a reading-only context. These results provide interesting insights into the practices that teachers should focus on to promote spelling acquisition.

The present thesis deals with the construction and testing of a web-based tool for analysis of Early Middle English texts, created from the data available in the Linguistic Atlas of Early Middle English (LAEME). The introductory theoretical overview of research into Middle English texts focuses on dialectology and the relation between spoken & written language and it serves as a springboard for the development of the tool. The thesis further presents a detailed explanation of the methodology behind the tool. It describes the structure of the database containing the transformed data from LAEME and then it moves on to the semi-automatic data processing and types of output data. This processing consists mainly in the segmentation of LAEME spelling variants into smaller units and in determining which segments in a group of variants correspond to one another. The thesis also describes the individual functions available within the tool and tests their use on short sample analyses. Although more extensive testing and modifications of the tool are required, it has so far revealed no crucial errors and the tool can be described as useable. The project succeeded in opening new possibilities of faster access to LAEME data. Furthermore, the tool is prepared for future upgrades, including the addition of data...