Cognitive and behavioral impairments in German and Chinese ALS populations – a post-hoc comparison of national study data
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This study aimed to clarify whether differences between German and Chinese studies using the standardized Edinburgh Cognitive and Behavioural ALS Screen (ECAS), might be explained by differences in translated versions of ECAS, by patient demographic or clinical characteristics or by population-specific factors. Comparisons were performed on data from two previous studies in Germany and China. We found except for spelling task (p = 0.05), no differences between control groups of two countries were detected after adjusting for demographics. In contrast, differences were observed in scores on total ECAS, ALS-specific function such as different executive functions (all p < 0.01) and language (p = 0.02), even after correcting for demographic and clinical variables. Chinese ALS cohort performed worse in executive subfunction scores for sentence completion, alternation, social cognition, digit span and language comprehension; they performed better in spelling. Chinese ALS cohort more frequently exhibited disinhibition (p = 0.02), whereas German cohort more frequently exhibited loss of sympathy (p = 0.01) and stereotyped behavior (p = 0.03). Chinese and German ALS cohorts showed a distinctly different pattern in executive and language function. Most of the differences might be related to distinct differences between populations as only spelling might be affected by different language versions of ECAS. Socio-cultural factors might explain behavioral profile differences.Keywords:
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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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The purpose of this application, under Article 81 of the Code, is to conserve the subsequent spelling of the specific name Hyloxalus panamensis as a justified emendation of Hyloxalus panamansis Dunn, 1933 (currently Colostethus panamansis) for a Central American dendrobatid frog species which is the subject of important behavioural, environmental and biochemistry studies. While the original spelling panamansis is presently valid, both spellings have been in use since 1940. Although neither spelling has been established in prevailing usage, the emended spelling is becoming more widely used and is expected to prevail in the near future. It is proposed that the spelling panamensis be recognised as a justified emendation.
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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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Spelling is a real problem for learners of English as a foreign language and Moroccan learners are no exception. The present study analyses and categorizes the spelling errors made by Moroccan university students of English. The errors were taken from 100 essays of composition for two academic levels (first and third year students). The main objective of the study is to investigate the patterns of spelling errors made by the subjects. Another objective is to investigate the extent to which academic level affects the patterns of spelling errors. The study aims also to attribute the errors to possible sources. The findings indicate that spelling errors fall mainly into four categories; omission, addition, substitution and ordering. Another finding is that academic level has no effect on error patterns. Findings equally show that spelling errors can be attributed to many sources.
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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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