A comparison of the behavioral effects of electronic and tobacco cigarettes following 24-h tobacco deprivation
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A spelling assessment is used to determine a student’s baseline spelling percentage,potential intervention goals, and, ultimately, the student’s spelling progress. Additionally,a spelling assessment can provide information about a student’s linguistic awarenessabilities such as phonemic awareness, orthographic pattern awareness, mentalgraphemic representations, and morphological awareness. In this paper, a case exampleis presented to describe the spelling assessment and analysis of spelling errors toultimately determine baseline spelling percentage and spelling intervention goals, basedon a multilinguistic approach.
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Recent studies show that spell-checkers help reduces students’ surface error in writing by flagging spelling errors and giving correct spelling suggestions. However, are the error corrections provided by spelling checkers internalised by students? This study
investigated whether the presence of spelling-checkers influenced students’ abilities to repair spelling errors. A quasi-experimental two groups study was conducted on 30 Form 1 students, one with spelling-checkers, and one without. The students were given dictations which contained target words. The checker helped the students revise their spelling. However, after the use of spelling checkers, students still made the same errors in their spelling. The findings suggest that spell-checkers have very little influence on students’ abilities to repair spelling errors.
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INTRODUCTION HOW TO USE THIS BOOK EXPLANATION OF TERMS USED IN THIS BOOK OXFORD A-Z OF BETTER SPELLING CENTRE SECTION CONTAINING: Spelling Rules Apostrophes Hyphens Endings and Beginnings Common Misspellings Reanalysis INTRODUCTION HOW TO USE THIS BOOK EXPLANATION OF TERMS USED IN THIS BOOK OXFORD A-Z OF BETTER SPELLING CENTRE SECTION CONTAINING: Spelling Rules Apostrophes Hyphens Endings and Beginnings Common Misspellings Reanalysis INTRODUCTION HOW TO USE THIS BOOK EXPLANATION OF TERMS USED IN THIS BOOK OXFORD A-Z OF BETTER SPELLING CENTRE SECTION CONTAINING: Spelling Rules Apostrophes Hyphens Endings and Beginnings Common Misspellings Reanalysis
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This seven month trial was undertaken to determine if the Fonetik spelling system (Jackson, 1994) enabled students with and without spelling difficulties to enhance their regular spelling scores. A sample of 270 students aged between 8 and 13 years were involved. The students were based in 8 schools within an RTLB cluster. The Fonetik system was introduced to all the students within their regular classroom settings. The results indicate that Fonetik was successful in increasing regular spelling scores for students with spelling difficulties and that it can be successfully implemented in schools with guidance from RTLB. This matched the conclusions
of the first trial conducted by Croft and Boyd with the support of NZCER (1993).
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This seven-month trial was undertaken to determine if the Fonetik spelling system (Jackson, 1994) enabled students with and without spelling difficulties to enhance their regular spelling scores. A sample of 270 students aged between 8 and 13 years were involved. The students were based in 8 schools within an RTLB cluster. The Fonetik system was introduced to all the students within their regular classroom settings. The results indicate that Fonetik was successful in increasing regular spelling scores for students with spelling difficulties and that it can be successfully implemented in schools with guidance from RTLB. This matched the conclusions of the first trial conducted by Croft and Boyd with the support of NZCER (1993).
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Abstract This study examined relations between self‐efficacy and outcome expectancy beliefs and spelling and writing performance. Perceptions about spelling and writing were assessed in 258 collegeage participants. Spelling performance was measured through a 50‐item spelling test and writing performance by a holistically scored writing sample. The most highly correlated variables included spelling outcome expectancy and writing outcome expectancy, spelling selfefficacy and writing self‐efficacy, spelling performance and spelling self‐efficacy, and spelling and writing performance. A causal model relating perceptions, spelling performance, and writing performance was proposed and its appropriateness estimated. Direct effects on spelling were found for spelling self‐efficacy, while spelling self‐efficacy had indirect effects on writing performance and spelling had a direct effect on writing performance. The causal model was discussed in terms of changing conceptions of writing instruction and traditional views of the role of spelling as a necessary component of good writing.
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A case study of a developmental college freshman shows a dramatic change in spelling over the course of several weeks after completing self-instruction materials on phonics. The inaccurate spelling patterns of common words undermined the content of Susan's literature journals and made instructors question her ability to succeed in college. After reading 30 simplistic explanations of phonetic spelling rules and completing the corresponding practice exercises, Susan's later journal entries showed fewer spelling errors with no spelling errors in the final entry. This case gives us hope for adults with poor spelling habits and solicits suggestions from college instructors who work with students having similar problems with spelling.
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We conducted two studies to investigate the benefits and limitations of spelling checkers with students with learning disabilities (LD). Study 1 compared the performance of 10 common spelling checkers in suggesting correct spellings for 555 unique misspellings from the writing of 55 students with LD in Grades 5 through 8. Study 2 investigated the success of 27 students with LD from Grades 6 through 8 in correcting their spelling errors with and without a spelling checker. Results indicated that spelling checkers are helpful but also have significant limitations. Unaided, students in Study 2 corrected 9% of their errors, with the spelling checker, they corrected 37% of their errors. Spelling checkers failed to identify 26% and 37% of errors in Studies 1 and 2, respectively, because the errors were other words correctly spelled. On average, spelling checkers suggested the correct spelling for approximately 55% of the identified errors, although the spelling checkers in Study 1 varied widely in performance. When the correct suggestion was provided, students usually (82% of the time) were able to select the correct word. Implications for instruction and design of spelling checkers are discussed.
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This chapter discusses the relationship between spelling and writers' social background, identifying how access to literacy and literacy practices in the history of English contributes to the spelling forms and conventions used in historical texts. It provides an overview of spelling and literacy in Old and Middle Englishes. Gender and social status inflect the spelling evidence from these periods, with the historical manuscripts largely representing the orthographic preferences of elite men, typically linked to religious houses or royal administration. More recent periods provide a broadening picture as access to literacy increases; nevertheless, when analyzing and interpreting historical spelling practices, it is important to recognize the potential skewing of any dataset. The chapter then surveys studies that have attempted to identify authorship on the basis of orthographic evidence. Citing examples from Shakespeare studies, it identifies the potential of this approach, and the need for caution when making pronouncements without an empirical baseline of spelling norms for a period. Finally, the chapter considers the relationship between gender and spelling in the history of English, highlighting negative social attitudes toward women's spelling in a range of publications, and showing that claims made about women's practices are not always borne out by empirical analysis.
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This chapter contains sections titled: Why is Spelling Difficult? Systems Involved in Spelling Spelling Skills Spelling Development Spelling Policy Spelling Strategies Spelling Materials
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