The child, the text and the teacher : reading primers and reading instruction

From the late sixteenth century, in response to the problem of how best to teach children to read, a variety of texts such as primers, spellers and readers were produced in England for vernacular instruction. This paper describes how these materials were used by teachers to develop first, a specific religious understanding according to the stricture of the time and second, a moral reading practice that provided the child with a guide to secular conduct. The analysis focuses on the use of these texts as a productive means for shaping the child-reader in the context of newly emerging educational spaces which fostered a particular, morally formative relation among teacher, child and text.

Sanailua, kynäilyä, intoilua ja epäilyä : Oppilaiden kirjoitustaito ja sen arvioiminen alkuopetuksessa

Objectives. In primary education the pupils form a basis for their writing skills. By assessing pupils writing skills the teacher gathers information about the development of their skills and notices possible learning disabilities. The assessment of writing skills requires both knowledge of different evaluation methods and the phonological system in Finnish language. The purpose of this study is to analyze the pupils writing skills and different assessment methods that help the teacher in writing evaluation. The pupils writing skills are viewed from spelling, composing and writing motivation s point of view. Methods. The research material consists of dictation exercises, written stories and writing motivation self-assessments of 19 pupils. Dictation exercises measured the spelling skills of pupils and they were written in the spring of the first grade and the autumn of the second grade. Dictation exercises were analyzed with two different methods: mistake analysis and word-structure analysis. Information of pupils spelling skills development was gathered by comparing their performance in autumn s dictation exercise to spring s dictation. Composing skills were measured with stories that the pupils wrote. Both the stories and the writing motivation s self-assessment were made in the autumn of the second grade. Composing skills were analyzed according to assessment criteria formed for this study. Results. The spelling skill of most of the pupils had developed from the first grade s spring to the second grade s autumn. The spelling skills of half of the pupils (N=9) had improved significantly. The composing skills of the pupils varied largely. Strongest part of the pupils composing skill was following instructions and the weakest part was the use of versatile vocabulary and clause structures. The girls outdid the boys in all segments of their composing skills. For most pupils their spelling skill reflected their composing skill: good spellers were also good story writers. The relation between writing motivation and general writing skill was not this simple: some pupils (N=5) writing motivation was much higher than what would have been expected based on their writing skills.

HFST—Framework for Compiling and Applying Morphologies

HFST–Helsinki Finite-State Technology ( hfst.sf.net ) is a framework for compiling and applying linguistic descriptions with finite-state methods. HFST currently connects some of the most important finite-state tools for creating morphologies and spellers into one open-source platform and supports extending and improving the descriptions with weights to accommodate the modeling of statistical information. HFST offers a path from language descriptions to efficient language applications in key environments and operating systems. HFST also provides an opportunity to exchange transducers between different software providers in order to get the best out of each finite-state library.

Improving grade eight students' spelling performance with a triad strategy approach

Thesis (M.Ed.)-- Brock University, 1996.

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.

Primary word lessons containing carefully graded exercises in the elements of phonetics, diacritical marks, spelling, word-building and writing,

Mode of access: Internet.

Smithdeal's practical grammar, speller and letter-writer. For use in business colleges, academies, public and private schools,

Second and 3rd parts have special t.p.'s, with copyright date 1896.

Standard pronouncing speller containing new words in the order in which they occur in the standard readers.

Mode of access: Internet.

Word-book of English spelling, oral and written. Designed to attain practical results in the acquisition of the ordinary English vocabulary, and to serve as an introduction to word-analysis.

Mode of access: Internet.

The Webster speller ...

[1] Grades one and two.--[2] Grade three.--[3] Grade four.--[4] Grade five.--[5] Grade six.--[6] Grade seven.

An American spelling book : designed for the use of our common schools ... in two parts ... /

Shaw & Shoemaker

Marshall's spelling book of the English language; or, The teacher's assistant: in which the orthography and pronunciation are in accordance with the principles of Walker. Designed for the use of common schools.

Mode of access: Internet.