scholarly journals Young Children's spelling representations and spelling strategies

2016 ◽  
Vol 46 ◽  
pp. 34-44 ◽  
Author(s):  
Sarah Critten ◽  
Lee Sheriston ◽  
Franceska Mann
Keyword(s):  
Spelling Strategies

Using Self-Correction to Improve the Spelling Performance of Low-Achieving Third Graders

1996 ◽  
Vol 17 (1) ◽  
pp. 48-58 ◽  
Author(s):  
CONNIE L WIRTZ ◽  
RALPH GARDNER ◽  
KIMBERLY WEBER ◽  
DANIEL BULLARA
Keyword(s):  
Learning Disabilities ◽  
Instructional Strategy ◽  
Correction Method ◽  
Third Graders ◽  
The Self ◽  
Students With Learning Disabilities ◽  
Spelling Performance ◽  
Third Grade Students ◽  
Traditional Spelling ◽  
Spelling Strategies

THIS STUDY COMPARED THE EFFECTIVENESS OF TWO SPELLING STRATEGIES (TRADITIONAL VERSUS SELF-CORRECTION) ON THE SPELLING PERFORMANCE OF SIX LOW-ACHIEVING THIRD-GRADE STUDENTS. THIS STUDY EXTENDS THE FINDINGS BY McNEISH, HERON, AND OKYERE (1992), IN WHICH SELF-CORRECTION WAS FOUND TO BE EFFECTIVE IN IMPROVING THE SPELLING PERFORMANCE OF STUDENTS WITH LEARNING DISABILITIES. IN THE CURRENT STUDY, THE TRADITIONAL SPELLING INSTRUCTIONAL STRATEGY CONSISTED OF THE STUDENTS BEING ENGAGED IN SEVERAL DIFFERENT INSTRUCTIONAL TACTICS MONDAYS THROUGH THURSDAYS. THE SELF-CORRECTION METHOD PROVIDED EACH STUDENT AN OPPORTUNITY TO SPELL EACH WORD CORRECTLY ON HIS OR HER SPELLING LIST AND THEN COMPARE HIS OR HER EFFORT TO AN ANSWER KEY. IN THE SELF-CORRECTION CONDITION, EACH OF THE 6 SUBJECTS IMPROVED HIS OR HER MEAN SCORE ON THE WEEKLY SPELLING TESTS OVER HIS OR HER MEAN PERFORMANCE IN THE TRADITIONAL CONDITION. FURTHER, THE SELF-CORRECTION STRATEGY PROVED MORE EFFECTIVE IN HELPING STUDENTS TO MAINTAIN THEIR ABILITY TO CORRECTLY SPELL PREVIOUSLY LEARNED WORDS.

Demons, Dictionaries, and Spelling Strategies

1988 ◽  
Vol 77 (8) ◽  
pp. 52
Author(s):  
Anne Wescott Dodd
Keyword(s):  
Spelling Strategies

Comparison of Reading and Spelling Strategies in Normal and Reading Disabled Children

1981 ◽  
pp. 363-367 ◽  
Author(s):  
George Marsh ◽  
Morton Friedman ◽  
Peter Desberg ◽  
Kathy Saterdahl
Keyword(s):  
Disabled Children ◽  
Spelling Strategies ◽  
Reading And Spelling ◽  
Reading Disabled

scholarly journals Pitch Spelling: A Computational Model

2003 ◽  
Vol 20 (4) ◽  
pp. 411-429 ◽  
Author(s):  
Emilios Cambouropoulos
Keyword(s):  
Computational Model ◽  
Success Rate ◽  
A Priori ◽  
Music Notation ◽  
Optimization Approach ◽  
Interval Optimization ◽  
Piano Sonatas ◽  
Pitch Interval ◽  
Interval Representations ◽  
Spelling Strategies

In this article, cognitive and musicological aspects of pitch and pitch interval representations are explored via computational modeling. The specific task under investigation is pitch spelling, that is, how traditional score notation can be derived from a simple unstructured 12-tone representation (e.g., pitch-class set or MIDI pitch representation). This study provides useful insights both into the domain of pitch perception and into musicological aspects of score notation strategies. A computational model is described that transcribes polyphonic MIDI pitch files into the Western traditional music notation. Input to the proposed algorithm is merely a sequence of MIDI pitch numbers in the order they appear in a MIDI file. No a priori knowledge such as key signature, tonal centers, time signature, chords, or voice separation is required. Output of the algorithm is a sequence of "correctly" spelled pitches. The algorithm is based on an interval optimization approach that takes into account the frequency of occurrence of pitch intervals within the major-minor tonal scale framework. The algorithm was evaluated on 10 complete piano sonatas by Mozart and had a success rate of 98.8% (634 pitches were spelled incorrectly out of a total of 54,418 notes); it was tested additionally on three Chopin waltzes and had a slightly worse success rate. The proposed pitch interval optimization approach is also compared with and tested against other pitch-spelling strategies.

scholarly journals Spelling Strategies of Omani EFL Students

2016 ◽  
Vol 5 (3) ◽  
Author(s):  
Muna Al Bulushi ◽  
Fawzia Al Seyabi
Keyword(s):  
Efl Students ◽  
Spelling Strategies
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