This study explores various aspects of the spelling and punctuation development of six Tohono O'odham (Papago) children during their third and fourth grade years. The data used, which was collected in a prior study, consisted of 215 texts (13,793 words) written in natural classroom settings as part of the teacher's ongoing writing curriculum. Field notes decribing what the subjects did as they wrote, as well as written interviews, supplemented the texts themselves. A number of specific features were examined to explore the subjects' use of various level of linguistic information about spelling. Those features included: initial letters, vowel phonemes, consonant digraphs, the letters C and G, consonant gemination, bound morphemes, and homophones. Spellings involving permutation (changes in letter order) and the letters E and Y as final markers, as well as those spellings which were real words, were also examined. Finally, differences between spellers, the subjects' use of punctuation and capitalization, and orthography in the classroom context were analyzed. A number of conclusions were drawn from the analysis. The subjects spelled most words conventionally. The more frequently a word appeared in the subjects' writing, the more likely it was to be spelled conventionally. Selected orthographic features varied widely in how conventionally they were spelled, with those which were less predictable or more abstract tending to be more difficult. Almost every spelling feature examined showed growth from third to fourth grade. The invented spellings of particular features tended to reflect understandable, logical processes. Invented spellings which were either real words or permutations of the intended word were common. There were differences between children not only in how conventionally they spelled but in the types of invented spellings they produced. Punctuation was more difficult than spelling for the subjects, and its use varied greatly between subjects. Capitalization was comparable to spelling in how conventionally it was used. Children used a variety of linguistic information and spelling strategies as they wrote. There was evidence that punctuation usage was driven (at least in some cases) by conscious hypotheses about how it works. Children's metalinguistic knowledge about orthography may or may not parallel their use of it.

We examined the relationship between orthographic processing and spelling in French immersion children. Study 1 included 148 first graders and they were assessed on orthographic processing and spelling in English and French. In Study 2, we followed 69 second graders for two years. Orthographic processing and spelling in English and French were administered in second and third grade. In Study 3, we analyzed the spelling errors made by the third graders in Study 2. In Study 1, we found a within-language relationship in English and French between orthographic processing and spelling. Cross-language transfer from French orthographic processing to English spelling was also observed. In Study 2, Grade 2 English spelling predicted gains in Grade 3 English and French orthographic processing. Study 3 showed that children made transfer errors when spelling in English and French. Overall, the current research highlights the importance of orthographic processing and spelling in French immersion children.

De vikingatida runinskrifternas kronologi

The master's thesis describes the semantic development and usage of prefixes s-, z- and vz- in Czech. The thesis begins with a short summary of theoretical background, definition of the subject matter and terms used. It then proceeds with etymological analysis and description of meanings of equivalents of these prefixes in Old Slavic. Following chapters analyze the competition of the three prefixes in Old Czech, describing the factors that impacted their use and provide an overview of the matter in New Czech, with regards to the semantic aspect of the mentioned prefixes. Subsequently, the thesis summarizes orthographic principles of s- and z- (and vz-) from the 16th century up to present times. The last chapter provides an overview of the situation in other Slavic languages with respect to the West Slavic branch. Attention is also paid to the matter of merging the prefixes s- and z- into one.

The major aim of the thesis is to study the development of French spelling since the 16th century with main focus on the diacritical mark accent circonflexe. The individual centuries are analysed step by step from the linguistic perspective with the historical context addition. The most significant pieces dealing with the French spelling from the period of a formation of spelling rules to the current period of spelling reforms and their consequences in 2016 are analysed. This thesis focuses on the development of the mark accent circonflexe in detail. The main intention of the thesis is to describe the introduction of this mark to the French spelling, its struggle for survival, an extension and gaining its importance till its official status when it becomes the French spelling icon threatened by the reform of spelling in 1990 proposing the restriction of this mark. The research part in the form of a questionnaire is added to the master thesis. The opinion of native francophone people on the reform of spelling, especially on accent circonflexe is under examination.

The main focus of this dissertation is to investigate to what extent Japanese English-as-an-additional-language (EAL) learners have mastered default grapheme-phoneme correspondence (GPC) patterns of North American English vowels. The underlying motivation of this research comes from my observation that many mispronunciations of English vowels by Japanese EAL learners in formal learning settings are caused by their misinterpretation of English spellings rather than by phonological factors. Traditionally, Japanese speakers’ mispronunciations of English vowels have been attributed to a phonological factor that there is a mismatch of vowel inventories between English and Japanese. However, Nogita and Lin (2016) found that when vowel length and diphthongization are taken into consideration, native Japanese speakers are able to produce all the 13 North American English vowels although not necessarily in a native-like manner. This seems to suggest that other factors than the vowel inventory difference are responsible for the Japanese speakers EAL pronunciation errors. One such factor can be that Japanese EAL learners have not grasped the English GPC patterns and their misinterpretation of the spellings causes their pronunciation errors. To see if a GPC problem really plays a role, this dissertation examines how Japanese EAL learners map all the 13 North American English vowels with English vowel graphemes. In order to examine Japanese EAL learners’ knowledge of English vowel GPC, I conducted both reading and spelling tasks with English-like one-syllable nonsense words. In the reading task (e.g., reading aloud <snad>, <staw>, <stoe>, <nube>, etc.), the results showed that the Japanese EAL participants read vowel letters differently from native English speaking participants 40.1% of the time. In the spelling task (e.g., listening and spelling out native utterances of such syllables as [sneɪ], [zɑ:d], [gaʊ], [fʌd], etc.), the results showed that the Japanese EAL participants spelled out vowel sounds differently from native English speaking participants 60.0% of the time. These results suggest that the Japanese EAL participants’ English vowel grapheme-phoneme mapping patterns were quite different from those of the native English-speaking participants. In more details, the results showed that some correspondences were performed very well in both grapheme-to-phoneme and phoneme-to-grapheme directions presumably because of the similarities between the English GPC and the standardized Japanese romanization GPC: specifically, <e>-[ɛ] (in a closed syllable) and <oi, oy>-[ɔɪ]. In contrast, some correspondences were performed very poorly in both directions presumably in part because of the differences between the English GPC and the standardized Japanese romanization: specifically, <aw, au>-[ɑ:], <ow, ou>-[aʊ], <uh#>-[ʌ#] (# = word-final), <i>-[ɪ], and to a lesser extent <o>-[ɑ:] (in a closed syllable), and <o#, oe#, oh#>-[oʊ]. There were also correspondences that were performed very well only in the grapheme-to-phoneme direction but not in the other direction: specifically, word-medial <ee>-to-[i:] and <a_e>-to-[eɪ]. To a lesser extent, the <u>-to-[ʌ] conversion was also much less problematic than the [ʌ]-to-<u> conversion, although the <u>-[ʌ] correspondence was performed relatively poorly overall. Finally, none of the correspondences were performed very well only in the phoneme-to-grapheme direction but not in the other direction, but there were correspondences that showed this tendency. For example, the [æ: (æə)]-to-<a> conversion was much less problematic than the <a>-to-[æ: (æə)] conversion. Pedagogically, these results seem to suggest that Japanese EAL learners can benefit from being taught English default GPC patterns in order for them to improve on their graphophonic skills. / Graduate / 2017-08-23 / 0290 / 0279 / akitsugu@uvic.ca

M.A., Faculty of Humanities, University of the University, 2011 / With the increasing prevalence of autism on a worldwide scale, new teaching methodologies need to be explored in order to educate children with autism helping them to achieve their maximum potential. It has previously been established that many individuals with autism use visual opposed to verbal modes of thinking and learning. In this study action research was used to examine if high imagery instructional methods of teaching could be used as a teaching tool for autistic children attending a special needs school. This study examined whether there was a change in the classroom performance of three autistic children after a 5 month period of high imagery instruction, as compared against a baseline of response to previous instruction, as well as the pattern of verbal and non verbal abilities manifested at time of intake into the programme. Analysis of the results of initial cognitive, language and perceptual tests was thus undertaken for diagnostic purposes, combined with analysis of initial response to teaching prior to high imagery intervention. Once this base-line had been established, analysis of school readiness and scholastic tests was then undertaken pre and post intervention, combined with in-depth interviews with the children’s teacher, analysis of developmental diaries and analysis of work done as part of the school programme followed by each child over a five month period of intervention. At baseline all three children were found to have phonological weaknesses, as evidenced by difficulties isolating onset sounds in words, difficulties with rhyming and difficulties in skills such as blending sounds into words. Two of the children in the sample showed little to no response to the high imagery instruction, and continued to have difficulties with reading and pre-reading tasks involving working with the sound structure of the English language. The third child in the sample showed an increase in phonological skills and in reading, writing and spelling abilities in response to high imagery instruction, as well as an increase in both vocabulary and the non-verbal abilities involved in drawing . It was noted at base-line as well as throughout the study that visual memory was an area of strength for this child, but not for the other two children in the sample. The child who made progress was also able to use his visual strengths to develop associations between sounds and letters. The conclusions from this exploratory study are that not all children with autism learn through use of visual strategies in teaching. The success of high imagery teaching strategies when used with a child with well developed visual memory abilities would suggest that high imagery instruction could be a useful and successful teaching strategy where children with autism exhibit well developed visual modes of thought. Strengths in visual memory and in visual association may be indicators of the likelihood that a child with autism will respond positively to high imagery instruction.

L’objectif de la thèse est d’étudier les difficultés d’acquisition du langage écrit chez les enfants à haut potentiel intellectuel (HPI). Il s’agit principalement d’une part de répertorier les types de problèmes rencontrés en termes de composantes du langage écrit - exécution graphomotrice, orthographe, formulation textuelle et production de texte - et d’autre part de comprendre les processus qui sous-tendent ces problèmes. La thèse est destinée également à contribuer à la compréhension des processus d’écriture chez les enfants tout-venants. La revue de littérature qui sera la première étape de la thèse permettra de pointer les points les plus caractéristiques des problèmes d’acquisition de l’écrit rapportés dans les études (e.g., Yates et al. 1995) et les principales questions en débat aujourd’hui. Les études empiriques associeront observation, comparaison quasi-expérimentale et étude expérimentale. Les performances seront recueillies auprès d’une population d’enfants à haut potentiel et d’enfants tout-venants. Nous envisageons la réalisation d’un suivi longitudinal concernant d’un échantillon sélectionné selon les critères d’inclusion et d’exclusion mentionnés dans le corps du projet. Les participants seront sélectionnés selon les critères suivants : niveau intellectuel (Weschler IV) / The aim of the thesis is to study the difficulties of acquisition of written language in children with high intellectual potential (HPI). The main aim is to list the types of problems encountered in terms of the components of written language - graphomotive execution, spelling, textual formulation and text production - and to understand the processes that underlie these problems. problems. The thesis is also intended to contribute to the understanding of the writing process in children in the near future.The literature review, which will be the first step of the thesis, will point out the most characteristic points of the problems of acquisition of writing reported in the studies (eg, Yates et al., 1995) and the main issues under discussion today. hui.Empirical studies will combine observation, quasi-experimental comparison and experimental study. The performances will be collected from a population of high-potential children and children. We plan to perform a longitudinal follow-up of a selected sample according to the inclusion and exclusion criteria mentioned in the project body. Participants will be selected according to the following criteria: intellectual level (Weschler IV)

La dysorthographie est considérée en psychiatrie comme un trouble spécifique des apprentissages. Les découvertes neuropsychologiques de la place des émotions dans les apprentissages confirment une idée soutenue par l’approche psychopathologique psychanalytique selon laquelle le développement cognitif ne peut être dissocié du développement affectif. Notre recherche a porté sur le silence des affects repéré chez certains enfants présentant ce trouble dans notre pratique clinique, émettant l’hypothèse d’une logique psychosomatique sous-tendant ce symptôme. L’analyse du CAT d’un groupe de vingt enfants et l’analyse de la thérapie d’une enfant de neuf ans ont permis de mettre en évidence une répression majeure des affects, une restriction de l’expression fantasmatique, une prévalence des agirs et des sensations en lien avec un attachement fort au perçu. La présence de ces éléments laisse envisager que dans ces cas, le symptôme dysorthographique peut témoigner de l’action de défenses de type opératoire et ne constitue pas un symptôme psychonévrotique exprimant un conflit symbolique. Au-delà de l’hétérogénéité du fonctionnement psychique de ces enfants, l’existence de telles constantes cliniques nous conduit à établir un parallèle entre le symptôme dysorthographique et un symptôme psychosomatique. Ceci ne le laisse cependant pas dépourvu de sens, que nous avons tenté de rechercher à travers l’analyse des mouvements transféro-contre-transférentiels de la thérapie de Jeanne. Nous avons ainsi été amené à proposer l’hypothèse d’un défaut de subversion libidinale à l’origine d’un maintien dans une écriture purement fonctionnelle et mécanique chez certains patients dysorthographiques. / The spelling disorder is considered in psychiatry as a specific learning disorder. The recent neuropsychological discoveries of the role of emotions in the learning process confirm the idea, supported by the psychopathologic psychoanalytical approach, according to which the cognitive development cannot be separated from the emotional one. Our research concerned the silence of affects which we had already found with children presenting this specific disorder in our clinical practice ; therefore making us utter the hypothesis of a psychosomatic logic underlying the symptom of spelling disorder. The analysis of a projective test, the CAT, for a group of twenty children and the analysis of Jeanne’s therapy, a child presenting this disorder, highlighted a main repression of affects, a limitation of the fantasmatic expression, prevalency of acts and feelings linked to a very strong importance put on perceptions. These aspects lead us to consider that in those cases, the spelling disorder syptom may be the result of operating defenses but is not necessarily a psychonevrotic symptom expressing a symbolic conflict. Beyond the variety of psychic process of these children, the presence of such steady clinical aspects, leads us to establish a link between the spelling disorder symptom and the psychosomatic symptom. We tried to find a reason for it through the analysis of the transfert movements in Jeanne’s therapy. This brought us to utter the hypothesis of a lack of libidinal subversion leading some patients with spelling disorders to remain in a purely functional and mechanical writing.

Cette thèse a pour objet de définir la nature du lien entre l'utilisation de l’écrit numérique en messagerie instantanée et la qualité de la production orthographique. C’est pourquoi il était nécessaire de comprendre ce qui se produit sur le plan cognitif lorsque des adolescents en contact quasi quotidien avec la norme produisent de l’écrit normé et numérique. Nous avons poursuivi le travail de recherche engagé en proposant une analyse en deux temps (le premier visant à définir plus amplement l’écrit numérique en messagerie instantanée ; le second à identifier la nature du lien évoqué supra). Dans un premier temps, nous avons défini (a) l’écrit numérique lorsqu’il est employé par les adolescents, identifié (b) les connaissances potentiellement impactées à l’origine des modifications (qui sont les formes propres à l’écrit numérique), et tenté de (c) de savoir si le contexte de production influe sur la performance des adolescents. Dans un second temps, nous avons tenté de déterminer (d) si le niveau orthographique a un lien avec la production de modifications, (e) si certaines modifications sont plus à risque que d’autres, et (f) si l’exposition à l’écrit numérique en messagerie instantanée a des conséquences sur la qualité de la performance orthographique. Pour les besoins de cette thèse, les méthodologies appliquées ont été l’analyse de corpus, la comparaison de performances en fonction du support (normé et numérique), et en fonction du groupe (e.g., francophones et anglophones). Les premiers résultats ont d’abord montré que (a) l’écrit numérique en messagerie instantanée est plus proche du code oral que du code écrit, que (b) les connaissances potentiellement impactées (relatives à la valeur des lettres) sont celles qui permettent à la fois de produire de l’orthographe et des modifications, et que (c) le contexte de production (entre francophones et anglophones) influence autant la performance que la profondeur orthographique d’une langue. La seconde série de résultats a montré que (d) les adolescents qui disposent d’un niveau orthographique élevé produisent davantage de modifications que les adolescents qui disposent d’un niveau orthographique faible, (e) que les modifications qui peuvent être confondues avec des erreurs orthographiques sont plus à risque que celles qui ne le peuvent pas, et (f) que l’exposition à l’écrit numérique en messagerie instantanée chez les adolescents dont le niveau orthographique est faible et dont les connaissances orthographiques sont toujours en phase de consolidation a des conséquences négatives sur leur performance orthographique. Pour conclure, la nature de ce lien diffère en fonction du niveau orthographique des participants (même si le contexte de production influence la performance de façon inconditionnelle). D’un côté, elle s’avère négative pour les adolescents dont le niveau orthographique est faible et dont les connaissances orthographiques sont en cours de consolidation. La phonétisation de l’écrit, la production de modifications qui peuvent être confondues avec des erreurs orthographiques, et le risque associé lorsque les connaissances relatives à la valeur des lettres ne sont pas consolidées semblent être en cause. De l’autre, elle s’avère neutre pour les adolescents dont le niveau orthographique est élevé. / This thesis aims at defining the nature of the link between the use of digital writing in instant messaging and the quality of spelling performance. That is why it was necessary to understand what happens from a cognitive perspective when adolescents – who are exposed to the standards of spelling almost every day – produce standard and digital writing. We carried on with the research work that has been performed so far by dividing our analysis into two sections (the first that aims at deeply defining digital writing in instant messaging; the second at identifying the nature of the link that has been mentioned supra). First, we have defined (a) digital writing when it was used by adolescents, identified (b) the kind of knowledge which may be impacted and that allows producing modifications (which are the modified words in digital writing), and tried (c) to know whether the context of production has an influence on adolescent performance. Second, we tried to know (d) whether the spelling level is related to the production of modification, (e) whether using some modifications is more at risk than using others, and (f) whether being exposed to digital writing in instant messaging has consequences on the quality of spelling performance. For this thesis, we used different types of methodology by analyzing corpuses, comparing performances by taking the media into account (standard or digital) or the group (e.g., French speaking and English speaking). The first part of results showed that (a) digital writing in instant messaging is closer to the oral code than the written code, that (b) the kind of knowledge that may be impacted (related to the value of letters) corresponds to the one which allows producing both spelling and modifications, and that (c) the context of production (between French speaking and English speaking adolescents) has as much influence on performance than orthographic depth of a language. The second part of results showed that (d) the adolescents with a good spelling level produce more modifications than adolescents with a low spelling level, that (e) the modifications that can be confused with misspellings are more at risk than those that cannot, and that (f) being exposed to digital writing in instant messaging for adolescents whose spelling level is low and whose spelling knowledge is still being consolidated has negative consequences on spelling performance. To finish, the nature of the link differs according to the spelling level of participants (even if the context of production has an influence on performance unconditionally). On the one hand, it is proved to be negative for adolescents whose spelling level is low and whose spelling knowledge is still being consolidated. The phonetisation of writing, the production of modifications that can be confused with misspellings, and the associated risk when knowledge related to the value of letters is not yet consolidated have something to do with it. On the other hand, it is proved to be neutral for adolescents with a high spelling level.