Multi-Sensory Learning Strategies to Support Spelling Development: a Case Study of Second-Language Learners with Auditory Processing Difficulties (original) (raw)
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Annals of Dyslexia, 2017
thank you for your willingness to serve as masked visual analysts. Your support helped provide additional control to my study. A special thanks to Dr. Shara Brinkley, your friendship and insight throughout my graduate studies has been greatly appreciated. I would like to thank all the wonderful doctoral students past and present in room 2222 who I have leaned on over the years. Your kindness and encouragement gave me strength. Special thanks to
Examination of the Spelling Skills of Middle School Students Who Are Deaf and Hard of Hearing
Children who are deaf and hard of hearing (DHH) often struggle with spelling, which can have a negative effect on their written expression. Recent research has shown that linguistic analyses of spelling errors can be used to identify areas of need and guide remediation for spelling success. However, this research has not been conducted with children who are DHH. This study evaluated the spelling errors of children who are DHH using two measures: the Spelling Sensitivity Score (SSS) and a multi-linguistic coding system (MLC). The coding systems did not provide equivalent results in that the MLC system provided a more sensitive analysis to the spelling errors the children produced. The analyses showed that children who are DHH are most likely to make errors that demonstrate phonological, semantic, or morphological knowledge deficits.
Examination of the spelling skills of middle school students who are deaf
The Volta review
Children who are deaf and hard of hearing (DHH) often struggle with spelling, which can have a negative effect on their written expression. Recent research has shown that linguistic analyses of spelling errors can be used to identify areas of need and guide remediation for spelling success. However, this research has not been conducted with children who are DHH. This study evaluated the spelling errors of children who are DHH using two measures: the Spelling Sensitivity Score (SSS) and a multi-linguistic coding system (MLC). The coding systems did not provide equivalent results in that the MLC system provided a more sensitive analysis to the spelling errors the children produced. The analyses showed that children who are DHH are most likely to make errors that demonstrate phonological, semantic, or morphological knowledge deficits.
Deaf children's spelling: does it show sensitivity to phonology?
Journal of Deaf Studies and …, 1999
proposed that children go through three stages in learning to read and spell in English. In the first, logographic, stage, children decode words according to their salient visual features, such as length, shape, and distinctive letters. There is as yet no strategy for decoding novel words, and spelling appears to be random, with little or no resemblance to the target word. As the child gains experience, the relationship between sound and spelling becomes less opaque, and the child begins to learn some simple sound-spelling correspondences. In the next, alphabetic, stage, children read and spell on the basis of the details of the letter-by-letter structure of written words, together with rules about graphemephoneme correspondences. Children typically enter this stage earlier for spelling than for reading, already using an alphabetic strategy for spelling while expanding the set of words that they can read logographically. The final, orthographic, stage begins when the child begins to read according to an orthographic strategy. This is based on more detailed knowledge, picked up through experience, of the complex spelling patterns that occur in written English. This stage is typically reached for reading before it is reached for spelling. In the expert reader and speller, phonological and orthographic codes are strongly interlinked, and morphological knowledge begins to emerge.
Improving the spelling ability of Grade 3 learners through visual imaging teaching strategies
Per Linguam, 2011
This paper discusses two key cognitive theories underlying spelling acquisition, i.e. the developmental stage theory and the overlapping waves theory. Within the developmental stage framework, learning to spell is viewed as a process of moving from spelling that represents sound to spelling that represents meaning, following a sequence of qualitatively distinct stages in a linear fashion. In contrast, proponents of the overlapping waves theory emphasise the use of different instructional approaches at any given time. This model is process-orientated and stresses the adaptation of strategies to meet the needs of the task. Other researchers maintain that spelling is a natural process and emphasise the importance of invented spelling practices and creative writing embedded in whole-language programmes. There is, however, a lack of research validating the efficacy of an exclusively naturalistic approach to spelling. In general, research findings support a combination of incidental learning and direct instruction as most beneficial for learners with spelling problems. Thus, this study was undertaken to develop a visual imagery programme for Grade 3 learners by compromising between direct instruction in specific spelling skills (i.e. visual imaging strategies) whilst also immersing learners in meaningful authentic reading activities. It was hypothesised that the spelling abilities of Afrikaans-speaking Grade 3 learners can be improved significantly by exposing them to a spelling programme that focuses on visual imaging, immediate feedback and self-correcting strategies. Researchers opposed to visual teaching methods for spelling moreover postulate, among other things, that learners with auditory preferences will not benefit from a visual approach to the teaching of spelling. In this empirical study the possible relation between preferential learning styles and spelling performance was also investigated.
Phonological Spelling and Reading Deficits in Children With Spelling Disabilities
Scientific Studies of Reading, 2008
Spelling errors in the Wide Range Achievement Test were analyzed for 77 pairs of children, each of which included one older child with spelling disability (SD) and one spelling-level-matched younger child with normal spelling ability from the Colorado Learning Disabilities Research Center database. Spelling error analysis consisted of a percent graphotactic-accuracy (GA) score based on syllable position and existence in English, and a phonological accuracy score (PA). The SD group scored significantly worse in the PA measure, and non-significantly better than controls on the GA measure. The group by measure interaction was significant. Spelling matched pairs had very similar scores for word recognition and orthographic coding, but the SD group exhibited significant deficits in reading measures of phonological decoding and in language measures of phonological awareness. Many studies have found robust correlations between disabilities in word reading, phonological decoding of printed nonwords, and language measures of phonological awareness. Moreover, the potential causal role of phonological deficits in reading disabilities has been supported by "reading-level-match" studies, wherein older children with reading disabilities are compared to younger normally developing readers at the same absolute level of word recognition. Most such studies of English readers have reported significantly lower phonological decoding and/ or phonological awareness for children with reading disabilities (for review, see Rack, Snowling, & Olson, 1992; Vellutino et al., 2004). Poor phonological decoding and poor phonological awareness are also correlated with poor spelling ability (Shaywitz & Shaywitz 2005). A longitudinal study on spelling development by Caravolas, Hulme & Snowling (2001) demonstrated that proficient spelling depends on both phoneme awareness and letter-sound knowledge. In this paper, we present evidence supporting this causal role through analyses of spelling errors within the setting of a spellinglevel-match comparison between older children with spelling disabilities (SD) and younger normally progressing children. In addition, we compare the spelling-level-matched groups on language measures of phonological awareness, word recognition, phonological decoding, and orthographic coding. In the introduction, we review a theory suggesting shared mechanisms for spelling and reading, describe some recent studies with similar paradigms, and outline how the current approach tackles some of the issues facing the inconsistent findings in this line of research. Romani, Olson, & Di Betta (2005) have argued that spelling and reading share the same orthographic and phonological representations. These representations are thought to be utilized within the framework of a dual-route model that posits a non-lexical and a lexical path. In the indirect phonological (non-lexical) route, phoneme-grapheme rules are used in the decoding
A Multilinguistic Analysis of Spelling among Children with Hearing Loss
2017
This study examines the spelling of nine elementary school children with cochlear implants (CIs) who use spoken language, and compares their performance with children who have typical hearing and children who are hard of hearing (HH). Compared to children with typical hearing, children with CIs did not produce a significantly different percentage of misspelled words (p = 0.431, d = 0.38), but their spelling errors comprised significantly lower percentages of homophone substitutions (p = 0.019, r = 0.61) and legal vowel errors (p = 0.011, r = 0.61). Children with CIs and children who are HH did not produce a significantly different percentage of misspelled words (p = 0.521, d = 0.31) or a significantly different distribution of categorical spelling errors. Results suggest that children with CIs utilize similar linguistic strategies as their peers who are HH but different strategies than peers with typical hearing when attempting to spell unfamiliar words.
Phonemic awareness helps first graders invent spellings and third graders remember correct spellings
Journal of Literacy Research, 1991
The current study investigated the direct effects of phonemic awareness on spelling development and the relationship between phonemic awareness and the acquisition of orthographic representations of equivocal phonemes (i.e., phonemes with more than one rule-governed spelling), referred to as word-specific information. Phonemic awareness and word-specific information accounted for 54% of the variance in first-grade spelling scores and 70% of the variance in third-grade scores. The relationship between phonemic awareness changed from first grade to third grade, indicating that in first grade spelling is primarily a sequential encoding process whereas in third grade spelling relies more upon the use of memorized orthographic units. Scattergrams in both first and third grade supported the notion of phonemic awareness as a foundation for the development of word-specific information. Analyses of the spellings of children high and low in phonemic awareness also supported this finding.