Chambers adult learners' guide to spelling : practical methods for learning how to spell.

Guía de ortografía dirigida a adultos. Su objetivo es crearles confianza mediante el desarrollo de rutinas y estrategias para hacer frente a las palabras comúnmente mal escritas. No se trata de reglas de ortografía, sino de dividir las palabras y aprender a recordarlas de una manera diferente. Contiene una sección de código de color en un programa de cuatro semanas para mejorar las habilidades de escritura, ejemplos, actividades e ilustraciones para reforzar los conocimientos aprendidos. El autor es un especialista en dislexia.

Nelson Phonics spelling and handwriting teacher's book.

Manual del profesor que proporciona una guía completa para la enseñanza de la escritura junto con un curso completo de fonética de la etapa clave 1 (Key Stage 1). Incluye una visión general sobre la mejor forma de vincular la escritura y el deletreo con la fonética. Proporciona orientación, lecciones y actividades para las competencias clave de la escritura y la ortografía con la secuencia fonética pasando de sonidos sencillos a sonidos más complejos a un ritmo y secuencia recomendada con las fichas elaboradas por el Department for Education and Skills (DfES).

10 minute spelling test for ages 6-7.

Este recurso ayudará a los maestros a supervisar y registrar el progreso de sus alumnos en ortografía. Los alumnos cuentan con una tira de palabras que tienen que aprender en la semana, que en la mayoría de los casos se entregan como tarea. En la parte inferior de cada prueba de ortografía se proporcionan notas al profesor con indicaciones y frases para dictar a los niños. La prueba de ortografía, entonces toma la forma de las frases dictadas o de los párrafos leídos en voz alta en el CD de audio; esto ayuda a los alumnos a la comprensión de las palabras a medida que se establecen dentro de un contexto. Utilizando los resultados de las pruebas, los profesores pueden crear un perfil claro de los niveles de la ortografía de los alumnos y supervisar sus progresos.

Spelling, hadwriting and dyslexia: overcoming barriers to learning.

La dislexia es considerada un 'problema de la lectura', pero en realidad afecta a todos los aspectos del aprendizaje. Este manual explica cómo y por qué se puede limitar la capacidad de un niño disléxico para acceder a un currículo más amplio. Revisa las políticas educativas y explica muchas de las intervenciones y programas alternativos que se ofrecen para corregir la dislexia. Sostiene que la ortografía y la escritura deben recibir más atención en la enseñanza y en la recuperación, especialmente si los alumnos son disléxicos. Ayuda a los profesores y a los estudiantes de pedagogía a entender la valiosa contribución de la escritura y la ortografía en el desarrollo de la alfabetización en las escuelas primaria y secundaria, y les muestra la manera de superar las barreras existentes para el aprendizaje.

La Phrase dictée du jour, de la recherche à la pratique en classe

Cette communication se propose d’en présenter la première étape qui concerne des professeursstagiaires en formation initiale. Après avoir décrit l’activité, nous en analyserons la mise en pratique dans deux dispositifs de formation. Pour ce faire, nous avons élaboré des indicateurs de reconnaissance de la transformation de l’activité du professeur débutant (Garcia-Debanc, 2009; Cogis, Elalouf, Brinker, 2009). En conclusion, nous tenterons de préciser quelques-unes des conditions d’une appropriation potentiellement réussie

Spelling errors in children who are deaf

This is a descriptive study that analyzes the spelling abilities as well as a specific spelling error made by children between the ages of 5 and 9 who are deaf and wear cochlear implants.

The relation of E.Q and I.Q. to learning from the standard self-instructional programs in spelling and english

This paper reviews a study that was done with hearing and hearing impaired children to test the effectiveness of self-instructional programs and whether the results can be correlated with Educational Quotient and Intelligence Quotient.

Component processes of early reading, spelling, and narrative writing skills in Turkish: a longitudinal study

The study examined: (a) the role of phonological, grammatical, and rapid automatized naming (RAN) skills in reading and spelling development; and (b) the component processes of early narrative writing skills. Fifty-seven Turkish-speaking children were followed from Grade 1 to Grade 2. RAN was the most powerful longitudinal predictor of reading speed and its effect was evident even when previous reading skills were taken into account. Broadly, the phonological and grammatical skills made reliable contributions to spelling performance but their effects were completely mediated by previous spelling skills. Different aspects of the narrative writing skills were related to different processing skills. While handwriting speed predicted writing fluency, spelling accuracy predicted spelling error rate. Vocabulary and working memory were the only reliable longitudinal predictors of the quality of composition content. The overall model, however, failed to explain any reliable variance in the structural quality of the compositions

Does SMS text messaging help or harm adults’ knowledge of standard spelling?

The recent increase in short messaging system (SMS) text messaging, often using abbreviated, non-conventional ‘textisms’ (e.g. ‘2nite’), in school-aged children has raised fears of negative consequences of such technology for literacy. The current research used a paradigm developed by Dixon and Kaminska, who showed that exposure to phonetically plausible misspellings (e.g. ‘recieve’) negatively affected subsequent spelling performance, though this was true only with adults, not children. The current research extends this work to directly investigate the effects of exposure to textisms, misspellings and correctly spelledwords on adults’ spelling. Spelling of a set of key words was assessed both before and after an exposure phase where participants read the same key words, presented either as textisms (e.g. ‘2nite’), correctly spelled (e.g. ‘tonight’) or misspelled (e.g. 'tonite’)words. Analysis showed that scores decreased from pre- to post-test following exposure to misspellings, whereas performance improved following exposure to correctly spelled words and, interestingly, to textisms. Data suggest that exposure to textisms, unlike misspellings, had a positive effect on adults’ spelling. These findings are interpreted in light of other recent research suggesting a positive relationship between texting and some literacy measures in school-aged children.

The relationship between rapid naming and word spelling in English

A study of the concurrent relationships between naming speed, phonological awareness and spelling ability in 146 children in Year 3 and 4 of state funded school in SE England (equivalent to US Grades 2 and 3) is reported. Seventy-two children identified as having normal phonological awareness but reduced rapid automatized naming (RAN) performance (1 standard deviation below the mean) participated in the study. A group of 74 children were further identified. These children were matched on phonological awareness, verbal and non verbal IQ, and visual acuity but all members of this group showed normal rapid automatized naming performance. Rapid automatized naming made a significant unique contribution to spelling performance. Further analyses showed that the participants with low naming performance were significantly poorer spellers overall and had a specific difficulty in spelling irregular words. The findings support the view that rapid automatized naming may be indexing processes that are implicated in the establishment of fully specified orthographic representations.