Spelling

About: Spelling is a research topic. Over the lifetime, 10645 publications have been published within this topic receiving 218920 citations.

Attitudes and Motivation in Second-Language Learning

Abstract: The term 'additive bilingualism' to refer to the situation where an individual's first language is a societally dominant and prestigious one. It has typically been associated with positive social and cognitive characteristics of bilinguals, while subtractive bilingualism has typically been associated with negative social and cognitive characteristics. This chapter considers certain linguistic outcomes of French immersion education in an attempt to show how truly 'additive' the program has been. It examines aspects of immersion student's first language performance that indicate an enhancement of linguistic skills over those of unilingual English students. Four different measures of French proficiency were calculated for such features as verb, prepositional, and syntactic accuracy, lexical diversity and lexical uniqueness, accent, fluency, and discourse and strategic performance. The opinion essay was scored for number of words written, non homophonous grammatical errors, and a global judgement of 'good' writing involving two dimensions: complexity of sentence structure and phrasing, and incidence of spelling, grammatical, and syntactic errors.

Phonological Skills And Learning To Read

Abstract: Phonological Awareness and Reading. How Children Read Words. Spelling and Phonological Awareness. How Children Read and Write New Words. Comparisons with Backward Readers and Spellers. Correlations and Longitudinal Predictions. Teaching Children About Sound. Do Children Read and Fail to Learn to Read in Different Ways from Each Other. Theories About Learning to Read.

Techniques for automatically correcting words in text

Abstract: Research aimed at correcting words in text has focused on three progressively more difficult problems:(1) nonword error detection; (2) isolated-word error correction; and (3) context-dependent work correction. In response to the first problem, efficient pattern-matching and n-gram analysis techniques have been developed for detecting strings that do not appear in a given word list. In response to the second problem, a variety of general and application-specific spelling correction techniques have been developed. Some of them were based on detailed studies of spelling error patterns. In response to the third problem, a few experiments using natural-language-processing tools or statistical-language models have been carried out. This article surveys documented findings on spelling error patterns, provides descriptions of various nonword detection and isolated-word error correction techniques, reviews the state of the art of context-dependent word correction techniques, and discusses research issues related to all three areas of automatic error correction in text.

We Acquire Vocabulary and Spelling by Reading: Additional Evidence for the Input Hypothesis

Abstract: attention to vocabulary and spelling.' First, there are practical reasons. A large vocabulary is, of course, essential for mastery of a language. Second language acquirers know this; they carry dictionaries with them, not grammar books, and regularly report that lack of vocabulary is a major problem. Spelling, especially for treacherous languages such as English, is also a problem. Our standards in spelling are 100%; a single spelling error in public can mean humiliation. On the theoretical level, the study of the acquisition of vocabulary and spelling ability can help us understand language acquisition in general. In my view, the most promising hypothesis is that vocabulary and spelling are acquired in fundamentally the same way the rest of language is acquired. If this supposition is true, these areas can be useful laboratories for the