Ed-Dürer ül-müntehabât ül-mensûre fî ıslâh il-galatat il-meşhûre

[Mehmed Hafid Efendi].

Dhikr maʻrifat aḥzāb al-Qurʼān wa-anṣāfihi wa-arbāʻih : manuscript, undated

Title from caption (fol. 1v).

Por qué no escribo Mexico con J. Cuestión filológico-histórica

Mode of access: Internet.

Minuajimouin gaizhibiiget au St. John : the Gospel of St. John in the language of the Ojibwa Indians.

United Bible Societies language: Ojibway: Southern.

P. Vergili Maronis Opera. The works of Virgil, with a commentary

v. 1. The Eclogues and Georgics. 4th ed., rev., with corrected orthography and additional notes and essays by Henry Nettleship. 1881.--v. 2. The first six books of the Aeneid. 3d ed. 1876.--v. 3. The last six books of the Aeneid. 2d ed., rev. by Henry Nettleship. 1875.

A collection of scarce and valuable tracts, on the most interesting and entertaining subjects: but chiefly such as relate to the history and constitution of these kingdoms. Selected from an infinite number in print and manuscript, in the Royal, Cotton, Sion, and other publick, as well as private libraries; particularly that of the late Lord Sommers.

Goldsmiths'-Kress no. 08325.0-3, suppl.

Geography, or, A description of the world : in three parts ... accompanied with an atlas : to which is aded an easy method of constructing maps illustrated by plates : for the use of schools and academies /

Spine title: Adams' geography.

Oriental and linguistic studies

[1st series]. The Veda, the Avesta, the science of language -- 2nd series. The east and west, religion and mythology, orthography and phonology, Hindu astronomy.

The role of analogy in spelling in English primary school children - a partial intervention study

The English writing system is notoriously irregular in its orthography at the phonemic level. It was therefore proposed that focusing beginner-spellers’ attention on sound-letter relations at the sub-syllabic level might improve spelling performance. This hypothesis was tested in Experiments 1 and 2 using a ‘clue word’ paradigm to investigate the effect of analogy teaching intervention / non-intervention on the spelling performance of an experimental group and controls. The results overall showed the intervention to be effective in improving spelling, and this effect to be enduring. Experiment 3 demonstrated a greater application of analogy in spelling, when clue words, which participants used in analogy to spell test words, remained in view during testing. A series of regression analyses, with spelling entered as the criterion variable and age, analogy and phonological plausibility (PP) as predictors, showed both analogy and PP to be highly predictive of spelling. Experiment 4 showed that children could use analogy to improve their spelling, even without intervention, by comparing their performance in spelling words presented in analogous categories or in random lists. Consideration of children’s patterns of analogy use at different points of development showed three age groups to use similar patterns of analogy, but contrasting analogy patterns for spelling different words. This challenges stage theories of analogy use in literacy. Overall the most salient units used in analogy were the rime and, to a slightly lesser degree, the onset-vowel and vowel. Finally, Experiment 5 showed analogy and phonology to be fairly equally influential in spelling, but analogy to be more influential than phonology in reading. Five separate experiments therefore found analogy to be highly influential in spelling. Experiment 5 also considered the role of memory and attention in literacy attainment. The important implications of this research are that analogy, rather than purely phonics-based strategy, is instrumental in correct spelling in English.

Spelling acquisition in English and Italian:a cross-linguistic study

We examined the spelling acquisition in children up to late primary school of a consistent orthography (Italian) and an inconsistent orthography (English). The effects of frequency, lexicality, length, and regularity in modulating spelling performance of the two groups were examined. English and Italian children were matched for both chronological age and number of years of schooling. Two-hundred and seven Italian children and 79 English children took part in the study. We found greater accuracy in spelling in Italian than English children: Italian children were very accurate after only 2 years of schooling, while in English children the spelling performance was still poor after 5 years of schooling. Cross-linguistic differences in spelling accuracy proved to be more persistent than the corresponding ones in reading accuracy. Orthographic consistency produced not only quantitative, but also qualitative differences, with larger frequency and regularity effects in English than in Italian children.