Spelling

В справочнике представлены теория огласовок, именное и глагольное словообразование и словоизменение, а также новые правила «полного написания» в соответствии с решениями Академии языка иврит. В ряде случаев авторы справочника предлагают свой вариант коррекции отдельных правил, чтобы упростить или обобщить изложение.

Spelling is the forming of words from written and oral forms according to accepted usage. English spelling is difficult and often unpredictable. To be a better speller, a student must be able to remember sounds of letters in isolation as well as how to blend them into whole words. The students need a great deal or practice using the words functionally, as in writing. Therefore, the students have to associate letter sounds with the correct letters. Making Words is an innovative word study and word play activity, students are guided through the process of using a limited number of letters to make a series of words. This study was conducted in SD Negeri 6 Palembang, One of the quasi-experimental designs, the pretest-posttest non-equivalent control group design was applied in this study. The results of the study showed that there was significant difference in Spelling ability between the students who were taught by using Making Words and those who were not. On the basis of the independe...

Children's spellings provide a window on their representations of spoken words. These representations may not always match those assumed by the conventional orthography. We examined one specific case in which this may be true, that of CVCC (consonant-vowel-consonant-consonant) syllables. In three experiments, first grad-ers often produced spellings such as "sach" for the nonword /saenff/ and "pit" for the nonword/pilt/. We suggest that many children consider these syllables to contain three phonemes instead of four phonemes. Rather than treating the postvocalic nasal or liquid as a separate phoneme, children consider it an attribute of the vowel. This suggestion was supported by the results of a phoneme counting test in which children often used three tokens for syllables such as /saenff/ and /pilt/. The results suggest that, in addition to difficulties in gaining access to phonemes, nonstandard phonemic representations may be a stumbling block in the acquisition of alphabetic literacy.

Although the language program at the College of Languages and
Translation offers several English language courses in the first four
semesters of college, the spelling skill is completely ignored. Since many
EFL freshman students are poor spellers, mind-mapping software can be
used to help them connect spoken phonemes with their written forms.
Mind-mapping software use lines, colors, arrows, branches to show
connections between the spelling rule and examples generated on the mind
map. This study shows how mind-mapping software can be integrated in
EFL courses to help students discriminate different pronunciation of the
vowel letters a, i, o, e, u; adding a final silent e; pronunciation of vowel
digraphs; consonant letters with more than one sound; different
pronunciations of consonant letters c, cc, g, ch, s; double consonants;
homophones; homographs; hidden sounds; rules for adding affixes;
assimilation; elision; acronyms and abbreviations

Reversal errors play a prominent role in theories of reading disability. We examined reversal errors in the writing of letters by 5-to 6-year-old children. Of the 130 children, 92 had a history of difficulty in producing speech sounds, a risk factor for reading problems. Children were more likely to reverse letter forms that face left, such as <d> and <J>, than forms that face right, such as <b> and <C>. We propose that this asymmetry reflects statistical learning: Children implicitly learn that the right-facing pattern is more typical of Latin letters. The degree of asymmetry that a child showed was not related to the child's reading skill at Time 2, 2 3 / 4 years later. Although children who went on to become poorer readers made more errors in the letter writing task than children who went on to become better readers, they were no more likely to make reversal errors.

Lesen- und Schreibenlernen ist endlich wieder Thema geworden. Aufgrund seiner Bedeutung für die individuelle psychische Entwicklung, den Bildungserfolg und die Lebensplanung von Menschen sowie seiner gesellschaftlichen Relevanz wird es derzeit auch öffentlich intensiv diskutiert. Ergebnisse der internationalen Forschung belegen die fundamentale Bedeutung des Schrifterwerbs auch für die kognitive Entwicklung. Sprachliches Lernen als kognitives Lernen wird dann unterstützt, wenn die Schrift - und damit auch die Sprache - von Kindern als systematisch und regelhaft wahrgenommen werden kann. Der Unterricht hat daher die Aufgabe, ihnen dieses von Beginn an zu ermöglichen. Die Beiträge dieses Bandes stellen aus verschiedenen Blickwinkeln die Notwendigkeit und die Möglichkeit einer systematischen Hinführung an die Schrift heraus und weisen auf Konsequenzen einer Schrifterwerbsdidaktik, die auf die Darstellung der Regelhaftigkeit von Schrift und Sprache abzielt, sowohl für die unterrichtliche als auch die außerunterrichtliche Diagnostik, vor allem für die Konzeptbildung des Unterrichts hin. Entsprechende praktische Beispiele beenden den Band.

For adults, written spelling is generally superior to oral spelling. To determine whether the same holds true for children in kindergarten through second grade, we compared children's ability to spell real words (Experiment 1) and nonsense words (Experiment 2) orally and in writing. Building on the work of Tangel and Blachman (1992, 1995) and others, we developed a reliable system to assess the overall quality of the children's spellings. We also examined the phonological and orthographic legality of the spellings. By first and second grade, written spellings were superior to oral spellings in both overall quality and representation of phonological form. This held true for both words and nonwords. The results suggest that children, like adults, more accurately analyze the linguistic structure of a spoken item when they can represent the results in a lasting, visible form than when they cannot.

Today, an increasing number of people are continuously occupied with mobile devices in their hands, totally focused on the use of social media. This research aims to explore the participation in social media networks and chatting applications as well as the spelling performance of teenagers (13-19 years old) and young adults (20-30 years old). The relevance of this research is that previous studies have studied the impact of social media use on literacy with languages based on Latin script. The focus of the present study is on Greek, a language with a script originating in Phoenicia. The study seeks to explore the effect of social media network use, identifying specific social media network sites and chat applications chosen by the participants, as well as how much time they spend on these platforms. This study also seeks to determine participants’ perceptions about and usage of the hybrid language of Greeklish—a combination of Greek and English—in digital communication. This study contains a self-report of participants’ language competency in the Greek language and the effects of social media and Greeklish usage on participants’ orthography skills. The study employs the use of questionnaires to extract information about participants’ social media usage as well as to measure spelling skills via two spelling tasks in Greek. Participants are divided into two groups, defined by age: Group 1 includes teenagers, and Group 2 includes young adults. The findings revealed that young adults scored higher than teenagers on spelling tasks, and these young adults tend to participate less in or have a more negative attitude toward social media than teenagers. Another crucial finding is that participants spending more time on social networking sites correlates to lower performance on spelling tasks. Moreover, increased social media participation correlates to an increased usage of or a positive attitude toward Greeklish. The initial research question was partly confirmed, since age, not the use of social media platforms, affected spelling skills. The data analysis was conducted with SPSS. The contribution of this study is of interest to Greek society and language institutes and will be novel for languages based on different scripts than Latin.

Morphology instruction is underutilized in special education despite a substantial body of research that links the development of morphological awareness and morphological knowledge to word recognition, spelling, vocabulary and reading comprehension. Morphology is the study of word structure and its meaning; each meaningful unit is called a morpheme. The inclusion of morphology instruction to develop students’ knowledge and awareness of word structure in special education could provide an avenue for students to access rigorous and complex texts where the preponderance of morphologically complex words abound. This article provides the framework and principles to guide special education teachers when integrating morphology in their language arts instruction. Teaching morphology has four components: morphemic analysis, vocabulary/spelling, contextual reading application, and written expression. To address the literacy needs of students in special education, the author recommends five principles for integrating morphology instruction in language arts based on the presented framework and evidence-based practice.

This presentation analyses the spelling debate that arose in France in 2016 as it pertains to the Académie française, and seeks to demonstrate that the Académie's different roles allow it to adopt differing positions when going about the different tasks that are lexicography, terminology, whilst highlighting the Académie's role in the implementation of linguistic policy in France.

This study investigated whether two groups of 6-year-old beginning readers taught to read by a phonics and by a “book experience” non-phonics approach would differ in reading
comprehension as well as the processes of word recognition. The two groups were matched for word recognition but despite this, the phonics taught children had higher reading comprehension.
Phonics taught children produced more contextually appropriate errors, and in both single word and text reading made more spoken attempts at reading unknown words. The non-phonics taught children had much faster reading reaction times to familiar words but they scored less in phoneme segmentation and nonword reading tasks. Compared with the nonphonics group, the phonics group spent more time in attempts at identifying unknown words
and this included using contextual information, which apparently resulted in more rehearsal of the meaning of the story text and hence better reading comprehension performance.

Аннотация. Статья посвящена понятию «айналайын», которое рассма-тривается изнутри жертвенного комплекса тюркского мифопоэзиса. Важное для кыргызской и казахской культур понятие «айналайын» описывается как семантический пучок и этнометафизический концепт. Его деконструкция но-сит двойной характер: философ ский и антропологический. В «айналайын» различимы несколько ключевых, включенных друг в друга смысловых эле-ментов: жертвенность, вращение, превращение, преодоление субъект-объ-ектной границы, символический обмен, «энергетика непрерывности». Особое внимание уделяется шаманству как истоку мифопоэзиса, в связи с чем анали-зируется присутствие понятия «айналайын» в заклинательных и ритуальных стихах-шаманских песнях и зикрах, сложившихся на стыке центральноазиат-ского шаманизма и суфизма.

This paper focuses on three language systems: the Greek, the English and the German languages, which we will examine as to their transparency. This contrastive analysis was undertaken in the context of my doctoral research with the subject "Teaching spelling to learners with dyslexia learning German as a second foreign language in primary education" (Tsakalidou, 2020). These language systems were analysed in detail, due to the fact that we examined the spelling difficulties of learners with dyslexia and created the theoretical framework as to the three languages involved in the research. The learners, who took part in this research (95 learners between the ages of 10 and 11 years, 20 of who had dyslexia), had Greek as their first (mother) language, English as their first foreign language and German as their second foreign language. Research of various language systems has shown that dyslexia is recorded equally in all language systems, however, the difficulties that dyslexic learners face are increased in opaque orthographic systems (for example English).

This article examines the alternative English spelling practices of a student who is considered to be a long-term English learner. It draws on a theoretical framework that integrates a social perspective on spelling with a rejection of idealized conceptions of bilingualism. The analyzed English spellings presented in this article were identified in eight texts that the focal student composed during her English language arts class. Notably, this examination was contextualized within the focal student's linguistic and schooling history. The resulting findings document that the focal student was a simultaneous bilingual who had a troubled history with formal schooling—the place where many young people learn spelling conventions. The predominant practice that characterized her alternative spellings was her use of conventional English sound-to-letter relationships to create a written echo of the speech patterns of her home, school, and community. When her alternative spelling did not reflect these Englishes, they typically illustrated her familiarity with the normative spelling of particular words. Yet the practices that characterized her spelling meant that they strayed from accepted conventions (e.g., transposition/omission/insertion of letters). The focal student's alternative spelling practices illustrated her familiarity with the English writing system and the depth of her knowledge of multiple Englishes.

Phonology, orthography and morphology contribute independently and interactively when students engage in spelling. This paper shares some insights into the nature of spelling in the middle school years and provides an instructional framework that promotes a linguistic inquiry approach to spelling.

The traditional view describing Czech literary works written in the period from the late 17th century to the end of 18th century as signs of decline in the level of the Czech language and literature has been successfully overcome by linguists over the past few decades. However, most papers covering the topic were focused on prints; handwritten sources are being analysed marginally and unsystematically. The aim of this dissertation is to provide a more detailed picture of the language used in original handwritten works from the “long” 18th century.
To meet the set objectives, the following seven handwritten books of historiographical notes have been selected for close analysis: Některé památky written by František Šolc in the period from 1726 to 1736, the first volume of Paměti některé written by Vojtěch Kegler in the middle of the 18th century, the first volume of Spisy pamětní written by František Jan Vavák between 1770 and 1783, Paměti by Antonín Štěpán from the last quarter of the 18th century, Knihy pamětní written by Vojtěch Jílek in the 1780's, Knížka pamětní written by Filip Ignác Dremsa in the period from 1787 to 1809 and Novostrašecká kronika by Václav Preinhelter written between 1801 and 1834.
The research targeted specific linguistic phenomena considered typical for the so called “Baroque Czech language” at the spelling, phonetics, morphology and lexis levels. The results of the analysis have been construed in the context of contemporary linguistic and extralinguistic facts, especially pieces of grammatical, lexical and rhetorical advice, considering also the situation of the educational system, the book market and the handwriting culture.
Contrasting the gained data to the results of the quantitative analysis of various sources from the 17th and 18th centuries has led to the conclusion that the authors of the examined handwritten works usually followed contemporary views on written language usage, which allowed writers to use alternative variants of linguistic units along with their dominating forms. The application of such an “unstable” form of the cultural Czech language in the individual books of historiography records largely depends on the education of the scribe, the intended purpose of the text and other external factors.

This study of standard and non-standard English spelling patterns makes steps towards developing a theory of spelling which can explain both within the one model. The study explores the formal differences between standard English spelling and ‘constructed homophony’, a sub-branch of non-standard spelling, and some existing theories of standard spelling are updated to cover both. In the latter section, the goal is to provide the outline of a visual model which can be used to predict all possible well-formed English spellings of all possible well-formed English words, even
allowing for the interchanging of phonograms, morphograms and syllabograms.

Dag Norberg's analysis and interpretation of Medieval Latin versification, which was published in French in 1958 and remains the standard work on the subject, appears here for the first time in English with a detailed, scholarly introduction by Jan Ziolkowski that reviews the developments of the past fifty years.

This is a draft section of a reference work explaining Manx spelling and pronunciation for a general (not specifically academic) audience of students of Manx and the Gaelic languages.

This section consists of an alphabetical index of graphemes representing vowels and diphthongs, with lists (exhaustive unless otherwise indicated) of Manx lexemes with particular grapheme-phoneme correspondences, with sounds explained with IPA transcriptions, phonological terminology, as well as comparisons with roughly equivalent English sounds (Isle of Man / RP - non-rhotic), and Gaelic cognates or other etymologies given for each item. The orthography is the standard of the Manx Bible (1772/1819) and Classical Manx more generally.

The complete work will contain extensive introductory material, a corresponding section on consonant spellings, and phoneme-to-grapheme indices. It is intended that audio recordings of the word lists will also be provided.

I would be grateful for feedback on (a) general typos etc. - many of the sections were copied and pasted from one another with minor modifications, so there may well be errors arising from this;  (b) any omissions or errors in the Manx data; (c) errors or alternatives in the Irish and Scottish Gaelic etymologies.

I am grateful to Culture Vannin (Manx Heritage Foundation) for supporting this project.

Spelling practices are usually considered as linguistically uninteresting: once a variety has been codified, there is a clear-cut distinction between right and wrong spellings and it is thus relegated to the educational domain of concern for teachers and students. As is well known, the two dominant spelling traditions in English BrE and AmE spelling go back to Samuel Johnson’s 1755 dictionary and to Webster’s 1783 blue-backed speller, and have only been insignificantly altered over time. In present-day Canada, one can find conflicting spelling conventions, which sometimes reflect AmE, sometimes BrE reflections, and sometimes CanE innovations as a combination of the two. The common lore is that CanE spelling is a mixture of American and British norms, with some minor independent developments. This mixture, for some, presents a picture-book case of Canadianness. As Scargill put it: “Canadian English is not a mongrel mixture of British with American English, it exists in its own right and owes its existence to the Canadians who have made it what it is” (1977: 7). This is the handout of a 2010 talk at ICEHL-19 in Pécs, Hungary, that aims to explain the Canadian usage "mix" historically and socially with some interesting long-term trends in real-time.

В данной работе рассматривается развитие систем автоматического обнаружения и исправления опечаток и требования к таким системам на разных исторических этапах развития. Несмотря на то,
что  с  1960-х гг. качество исправления неуклонно растет, остаются актуальными основные технологические проблемы: обнаружение слов с опечатками и  выбор оптимального кандидата на исправление.
Детальный анализ контекстных признаков, таких как символьный контекст, морфологические и синтаксические характеристики, для задач, требующих автоматической коррекции орфографии, может быть полезен для улучшения качества работы систем в сфере обеих проблем.