First and 2nd graders (N = 28?) receiving Title I services received 1 of 3 kinds of classroom reading programs: direct instruction in letter-sound correspondences practiced in decodable text (direct code); less direct instruction in systematic sound-spelling patterns embedded in connected text (embedded code); and implicit instruction in the alphabetic code while reading connected text (implici...

The purpose of this study was to investigate whether an approach to developing word lists centred on etymological roots would improve the spelling performance of older primary school students. Participants were 46 students in the last year of primary school in south-east Queensland (31 girls and 15 boys) across three classes, with two classes being assigned to control conditions. Students were ...

To have a clearer idea of the problems students with dyslexia may face during their studies, we compared writings of 100 students with dyslexia and 100 age matched control students in higher education. The aim of this study was to compare the writing of young adults with dyslexia and young adults without dyslexia. The study was carried out in Belgium with writers of Dutch. First, we studied the...

Participants in electronic meetings are often fairly informal with their typing and make spelling and grammatical mistakes, perhaps realizing that such errors are not viewed as important in such free-flow, rapid-paced discussions. Although most researchers, group members, and meeting facilitators have noted these errors, no study has been conducted on the types of errors made or their correlati...

Does the spelling of a word mandatorily constrain spoken word production, or does it do so only when spelling is relevant for the production task at hand? Damian and Bowers (2003) reported spelling effects in spoken word production in English using a prompt-response word generation task. Preparation of the response words was disrupted when the responses shared initial phonemes that differed in ...

The paper presents a descriptive account of a Morphological Processing Spelling Approach (MPSA), which substitutes a more conventional spelling instruction, proposed for developing primary school students’ metamorphological knowledge and strategies in English as a foreign language. For the application of the MPSA, seven dictation texts were carefully designed by the researchers, each one includ...

Abstract Correctly spelling an English word requires a high-quality orthographic representation. When faced with complex without representation, spellers often rely on other knowledge sources (e.g., incomplete stored forms, phonological to relationships) spell it. For bilinguals, another potentially facilitative source is of word's lexical and sublexical representations in language. In the curr...

Spelling pronunciations are hypothesized to be helpful in building up relatively stable phonologically underpinned orthographic representations, particularly for learning words with irregular phoneme-grapheme correspondences. In a four-week computer-based training, the efficacy of spelling pronunciations and previewing the spelling patterns on learning to spell loan words in Dutch, originating ...

In this paper we show how different types of spelling errors influence the quality of machine translation. We also propose a method to evaluate the impact of spelling errors correction on translation quality without expensive manual work of providing reference translations.

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