ABSTRACT: Purpose: The effect of letter-name spelling (phonetic vs. nonphonetic) and the type of text representation (consistent case vs. mixed case) on preschool children’s novel word reading and learning was examined. Method: Thirty-four preschool children who varied in their reading ability and, to a lesser extent, their letter-name knowledge, participated in the study. Four sets of novel wo...

PURPOSE This article describes a study on the scaffolding of learning to read in a primary-level, continuous-progress, inclusion classroom that stressed a critical thinking curriculum and employed a collaborative teaching model. Two emergent reading groups were the focus of study-one group that was taught by a general educator and the other by a special educator. The primary purposes were to di...

Objective: The present study was conducted to examine the effectiveness of ‘Acceptance and Commitment Therapy’ (ACT) on reducing social anxiety in students with learning disability. Methods: In this experimental research, pretest-posttest and control group were utilized. Population of this study included all the middle-school male students with learning disability in Koohdasht City (2013-201...

The present study has explored how pairs of students deployed digital tools (spelling software) as resources in spontaneously occurring corrections of spelling errors. Drawing on the sociocultural theory of learning and ethnomethodological (Conversation Analytic) insights into social interaction, it has identified a range of consistent practices and uses of the spelling tools that were emergent...

The Reading Wars show no signs of stopping. There appear to be two factions: Those who support the Skill-Building hypothesis and those who support the Comprehension Hypothesis. The former claim that literacy is developed from the bottom up; the child learns to read by first learning to read outloud, by learning sound-spelling correspondences. This is done through explicit instruction, practice,...

The present study has explored how pairs of students deployed digital tools (spelling software) as resources in spontaneously occurring corrections of spelling errors. Drawing on the sociocultural theory of learning and ethnomethodological (Conversation Analytic) insights into social interaction, it has identified a range of consistent practices and uses of the spelling tools that were emergent...

Unsupervised learning of morphology is an important task for human learners and in natural language processing systems. Previous systems focus on segmenting words into substrings (taking⇒ tak.ing), but sometimes a segmentation-only analysis is insufficient (e.g., taking may be more appropriately analyzed as take+ing, with a spelling rule accounting for the deletion of the stem-final e). In this...

An experiment investigated whether exposure to orthography facilitates oral vocabulary learning. A total of 58 typically developing children aged 8-9 years were taught 12 nonwords. Children were trained to associate novel phonological forms with pictures of novel objects. Pictures were used as referents to represent novel word meanings. For half of the nonwords children were additionally expose...

This study investigated the effects of a 12-week language-enriched phonological awareness instruction on 76 Hong Kong young children who were learning English as a second language. The children were assigned randomly to receive the instruction on phonological awareness skills embedded in vocabulary learning activities or comparison instruction which consisted of vocabulary learning and writing ...

The main applied theme of this chapter is an exposition of the 'SelfSpell' computer-based environment for children learning to spell. In long-term research on the causes of dyslexia we had built up a panel of dyslexic children, and we developed SelfSpell mainly as a 'thankyou' to them for their unstinting support of our experimental programme over a period of years. Although SelfSpell was initi...