Spelling development is a linguistic process which involves the interaction of phonological, orthographic, and morphological knowledge (Bahr, Silliman, & Berninger, in press). It is also clear these linguistic factors are influenced by a person's dialect. Previous research has indicated that use of African American English (AAE) does influence spelling performance (Kohler, Bahr, Silliman, Bryant, Apel, & Wilkinson, 2007); however, few studies have considered how dialect use influences spelling as a function of spelling task (i.e., real vs. non-word tasks), error category (phonological, orthographic, or morphological) or grade. A secondary goal was to note if dialectal or developmental errors predominated in the noted misspellings. The Phonological, Orthographic, and Morphological Assessment of Spelling (POMAS, Silliman, Bahr, & Peters, 2006) was used to provide a fine-grained analysis of the spelling errors of 80 typically developing African American children in grades 1 (n = 39) and 3 (n = 41). These children were screened for language ability and they were determined to be AAE speakers by observing their use of phonological and/or morphosyntactic dialect features when retelling a story. Age-appropriate real word and non-word spelling tasks were developed which incorporated common features of AAE. A three-way ANOVA revealed that differences in error frequency were dependent upon word type, error type and grade. On the real word spelling task, children in both grades made more orthographic errors than phonological or morphological errors. On the non-word spelling task, students in both grades made fewer orthographic errors and students in grade 3 made significantly more phonological errors, while the number of phonological errors noted remained fairly constant across tasks for the children in grade 1. Common misspelling patterns revealed developmental errors, as well as errors attributed to AAE. A closer look at the occurrence of AAE features revealed that first graders were more likely to reflect dialectal patterns in their spelling than the third graders. This is possibly due to differences in exposure to the academic register and experience in code-switching. Finally, the real words elicited more AAE features than non-words suggesting that phonetic and linguistic contexts might influence the occurrence and use of AAE.

Η παρούσα εργασία αποτελεί μια πρώτη μελέτη των ορθογραφικών δεξιοτήτων των κωφών και βαρήκοων μαθητών της πρωτοβάθμιας και της δευτεροβάθμιας εκπαίδευσης στην Ελλάδα. Σκοπό έχει να διερευνήσει εάν οι κωφοί και βαρήκοοι μαθητές είναι περισσότερο επιρρεπείς σε ορθογραφικά λάθη σε σύγκριση με τους ακούοντες, τι είδους λάθη κάνουν και εάν οι παράγοντες βαθμός ακουστικής απώλειας, είδος επικοινωνίας, εκπαιδευτική βαθμίδα και τύπος σχολείου επηρεάζουν τις ορθογραφικές επιλογές τους. Στην έρευνα συμμετείχαν 52 κωφοί μαθητές από σχολεία της Αθήνας, της Πάτρας και της Θεσσαλονίκης και 41 ακούοντες ως ομάδα ελέγχου. Τα αποτελέσματα έδειξαν ότι οι κωφοί και βαρήκοοι μαθητές κάνουν όλα τα είδη ορθογραφικών λαθών (φωνολογικά, γραμματικά, οπτικό-ορθογραφικά), ότι είναι περισσότερο επιρρεπείς σε ορθογραφικά λάθη συγκριτικά με τους ακούοντες και διαφέρουν σημαντικά από τους ακούοντες στην κατηγορία των φωνολογικών λαθών. Επιπλέον, οι παράγοντες βαθμός ακουστικής απώλειας, τύπος σχολείου και μέθοδος επικοινωνίας δεν επηρεάζουν τις ορθογραφικές επιλογές, ενώ η εκπαιδευτική βαθμίδα επηρεάζει τις ορθογραφικές επιλογές των κωφών και βαρήκοων μαθητών στο θεματικό μόρφημα (ρίζα) των λέξεων. / This paper is a first study of spelling skills of deaf and hard of hearing students in primary and secondary education in Greece. Specifically, it is examined whether the deaf and hard of hearing students are more prone to misspellings than hearing students, what kind of errors make and if hearing loss, method of communication, educational level and type of school affect their spelling choices. 52 deaf students from schools in Athens, Patras and Thessaloniki and 41 hearing as a control group participated in this study. The results showed that deaf and hard of hearing students make all kinds of spelling errors (phonological, grammatical, visual-orthographic), that they are more prone to misspellings than hearing students and differ significantly from the hearing in the category of phonological errors. Moreover, the degree of hearing loss, school type and method of communication do not affect spelling choices, while the level of education affects the spelling choices of deaf and hard of hearing students in the root of the words.

Substantial evidence emphasizing the importance of linguistic systems in reading acquisition, as well as emerging literature identifying the contribution of executive function to linguistic-based difficulties, underscores the importance of clarifying the neurocognitive mechanisms affecting reading performance. Research demonstrating the interrelationship between reading and spelling, coupled with neurocognitive theories of spelling, suggests that analysis of children’s spelling attempts may capture more subtle differences in their understanding of how to decode text. This study aimed to determine the utility of applying a spelling error analysis system as a method for differentiating between reading difficulties resulting from executive dysfunction or language deficits in a sample of children at risk for reading failure. The present study examined the relationship between executive function, language, and spelling achievement in a sample of 82 children aged 6-15 years identified as having a reading deficit and/or diagnosed with Attention-Deficit/Hyperactivity Disorder (ADHD). Hierarchical regression analyses indicated language-based skills, particularly word reading, and age significantly predicted the phonemic equivalency of misspellings. Tasks of executive functioning were not found to significantly contribute to performance on phonological spelling; however, analysis of group differences suggest that ADHD and Reading Deficit groups demonstrated unique cognitive profiles, including distinct performances on executive functioning tasks. Exploratory analyses also revealed that ADHD and Reading Deficit groups differed significantly in phonological spelling performance. Results from the current study provide evidence for the presence of two distinct underlying cognitive processes affecting spelling and, in effect, reading. Current findings have implications for the need to further examine characteristic deficits in language and executive functioning affecting children at risk for reading failure. Findings also provide support for the validity of further investigating the potential to infer differential diagnostic categories using a phonological spelling analysis. The use of an analysis of spelling errors as a diagnostic data source holds promise for a better understanding of reading failure and, ultimately, may contribute to more effective intervention practices. / text

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published_or_final_version / English Studies / Master / Master of Arts

國立政治大學英國語文學系在職碩士班 碩士論文提要 論文名稱：國中生拼音錯誤中母音字母代換分析 指導教授：尤雪瑛 研究生：胡明玉 論文提要內容： 本研究旨在探討國中生母音字母的拼字錯誤，試圖在其看似混亂，毫無根據錯誤中，尋找隱藏其中共通的原則或模式。 本研究以實驗方式實際進行國中學生在拼字錯誤母音字母替代上表現的觀察。實驗分兩階段， 第一階段收集學生語料，探討拼字錯誤中隱藏共通的原則或模式。第二階段設計實驗，進一步印證第一階段所得的發現。 研究結果顯示拼字錯誤和學生的發音有極大的關係。在母音字母替代的表現上，以下列四類最為顯著：（一）字母a取代其他字母；（二）字母e取代其他字母；（三）字母i取代其他字母；（四）字母o取代其他字母。其原因在於：（一）相近音的混淆，例如對舌位相近的/e/、 /Q/、 /E/產生混淆；（二）母語的影響，例如對鬆緊母音的混淆；（三）對不同系統代表符號的混淆，例如對音標和字母的混淆。 本研究在最後一個章節提出教學之建議，及未來進一步研究可行之方向。 / ABSTRACT This study investigates Chinese subjects’ vowel letter substitution found in spelling errors. An empirical experiment designed in two stages is conducted to collect data from junior high school students. The first stage of experiment is to find hidden patterns behind the misspellings. Then data from the second stage serve to confirm the finding in the first stage. Data collected from the investigation shows that pronunciation plays a significant role in students’ spelling errors. In fact, spelling errors indicate subjects’ development in spelling ability; they are not random and groundless, and on the contrary, most of them are phonetically plausible. Major patterns found in vowel substitution include: (1) Substitute letter a, (2) Substitute letter e, (3) Substitute letter o, and (4) Substitute letter i. There are three main reasons for the substitution: (1) confusion of similar sounds, which may result from nearby tongue positions, (2) L1 transfer, such as the lack of awareness of tense and lax vowels, (3) confusion of different representing systems, such as the confusion of letter names and letter sounds and the confusion of alphabet forms and phonetic symbols. Finally, pedagogical implications and suggestions for further research are provided.

In recent years the role of morphology has gained a great deal of attention regarding research on vocabulary and literacy learning. An attendant literature investigating morphology as a potentially rich context for instructional innovation has grown as well. Chapter 1 of this dissertation presents a critical review of that research. Its focus is on ways that this growing interest in morphology builds on lessons from previous decades of research on the relative effectiveness of instruction which targeted phonological features of words (sub-lexical features) compared to those which targeted learning to read words from context. A detailed description of the linguistic account of how English orthography operates to represent morphology and phonology is also presented. Two studies investigating the role of morphology and morphology instruction in relation to literacy learning and theories of reading are reported. The first study is an intervention using experimental and control classes (Grade 4 and 5) to investigate the effect of instruction about morphology on vocabulary learning. Hierarchical regression analyses controlling for initial vocabulary showed that the experimental group gained in measures of vocabulary compared to a control group and that the morphological treatment group made better use of existing vocabulary knowledge in learning new vocabulary. The second study is a quantitative synthesis of instructional studies assessing the effects of morphological instruction on sub-lexical, lexical and supra-lexical outcomes. Positive effects were found for morphological treatments compared to the 10 studies that used typical classroom instruction controls and effects equal to alternative treatments that mostly used well-established research-based instruction. Less able students and younger students generally exhibited greater gains than undifferentiated and older students. The results of these studies are discussed within the context of previous instructional research and established theories of reading and literacy instruction. It is suggested that the findings from these studies support the view that instruction should encourage learners to explicitly attend to the ordered lexical/sub-lexical morphological and phonological features of how oral and written words work as a means to foster generative word learning and greater literacy. / Thesis (Ph.D, Education) -- Queen's University, 2013-01-08 12:45:26.124

This diploma thesis deals with the possibilities of use of contemporary workbooks and guides of Czech orthography, their quality and their position amongst other material didactic aids. It briefly introduces the concept of spelling from a linguistic viewpoint, defines the spelling curriculum in a didactic concept, and introduces the basic types of spelling exercises, as well as their advantages and risks. Empirical research was carried out through five selected publications. These were subjected to a detailed examination and the selected passages were subjected to a response from primary school respondents. This thesis analyses specific selected books, but moreover, it also aims to evaluate the possibilities and limits of commercial publications designed for spelling practice. The choice of the type of exercises included, the assignment's clarity, the content attractiveness of included texts, and the book's graphic processing and more are important factors in determining the quality of the given types of books.

Föreliggande studies syfte är att undersöka hur tre svensklärare som undervisar i årskurs 2 och 3 stöttar elevernas stavningsutveckling. För att samla in studiens data används metoden Design-based Research (Anderson & Shattuck, 2012) där observationer visar hur de deltagande lärarna genomför stavningsundervisning samtidigt som intervjuer används för att se hur studiens deltagare säger sig planera och utvärdera sin stavningsundervisning. Med hjälp av observationer och semistrukturerade intervjuer har relevant data för studiens syfte samlats in. Studiens teoretiska ram grundar sig i det sociokulturella perspektivet med utgångspunkt i begreppet stöttning. Vidare analyseras studiens insamlade data med hjälp av fem stöttningskomponenter: ägarskap, lämplighet, struktur, samarbete och internalisering (Langer & Applebee, 1986). Observationerna visar att studiens deltagare genomför sin stavningsundervisning med en liknande struktur. Däremot framkommer det av intervjuerna att endast en av tre deltagare kontinuerligt undervisar om stavningsregler. Samma deltagare väljer också att rätta alla uppkomna stavfel, medan de andra deltagarna väljer att göra olika beroende på situation. Dessa två deltagare är rädda att för hård stavningsrättning hämmar elevernas skrivlust. Trots att deltagarna har olika syn på effektiv stavningsundervisning och väljer att arbeta på olika sätt kan vi urskilja de fem komponenterna av stöttning hos samtliga deltagare.

Thesis (Ed.M.)--Boston University / This study is an effort to discover whether the flash-card method or the Study-Test Method of My Spelling is more effective in teaching spelling in Grade Five.