Preventing spelling disabilities

Glenn, Patricia; Hurley, Sandra Rollins

doi:10.1177/026565909300900101

Cited by 12 publications

(3 citation statements)

References 8 publications

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“…Using another example, the speller might hear the word sime and spell it in one of several reasonable, acceptable manners (SIME, SIGHM, SIEM). Because the long T vowel sound can be represented with a number of different long 'i' orthographic patterns, the speller also must develop a mental graphemic representation (MGR) of the long 'i' vowel pattern specific to a given word (Apel, 2009;Ehri & Wilce, 1982;Glenn & Hurley, 1993).…”

Section: Spelling As a Linguistic Skillmentioning

confidence: 99%

Linking Characteristics Discovered in Spelling Assessment to Intervention Goals and Methods

Masterson

Apel

2010

Learning Disability Quarterly

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This article presents two approaches to determining the goals and methods of instruction in spelling. One approach is to administer a standardized test, document the student's grade-level performance, present lists of words at that grade level to the student, and then test his or her performance each week. The other approach is prescriptive and tailored in both assessment and treatment methods. A sample of words at the appropriate developmental level is elicited, and the student's spellings for each sound are scored to identify the orthographic patterns that are not mastered. Next, the misspellings are analyzed to determine a likely cause for each. Omissions are classified as problems in phonemic awareness, illegal misspellings as difficulties in orthographic knowledge, and legal misspellings as deficiencies in storing mental graphemic representations. Finally, problems with juncture modifications or affixes are considered deficits in morphological knowledge. A case study illustrating treatment ramifications of each assessment approach is presented.

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Section: Spelling As a Linguistic Skillmentioning

confidence: 99%

Linking Characteristics Discovered in Spelling Assessment to Intervention Goals and Methods

Masterson

Apel

2010

Learning Disability Quarterly

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“…• computational thinking (Brennan & Resnick, 2012;Gülbahar, Kert, & Kalelioglu, 2019;Jang, Choi, Kim & Kim, 2023;Korkmaz et al, 2015Korkmaz et al, , 2017Standl, 2017), • decoding in communication (Buluş et al, 2017;Carton et al, 1999;Coursen & Thomas, 1989;Ersanlı & Balcı, 1998;Merolla, 2006;Mill, 1984;Ruben et al,) • decoding in reading (Allen, 1985;Apel & Swank, 1999;Ehri & Wilce, 1982;Glenn & Hurley, 1993;Hickman et al, 2008;Kirby, 2018;Masuck et al, 2008;Parrila et al, 2023;Plourde et al, 2015;Standl, 2017), • decoding in programming (Altun & Mazman, 2012;Kasalak, 2017),…”

Section: Formation Of the Item Poolmentioning

confidence: 99%

The Development of the Decoding Skills Scale in Information and Communication Technologies and an Investigation of Preservice Teachers in This Framework

AKGÜL,

ŞAHİN İZMİRLİ

2024

Participatory Educational Research

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Decoding skills of individuals can be observed in different fields, one of which is information and communication technologies (ICT). Within the scope of the current study decoding skills are a new concept. There is no measurement tool available in the literature. At this point, the researchers aimed (1) to develop the ICT-Decoding Skills Scale and to conduct a validity and reliability study and (2) to identify undergraduate preservice teachers’ level of ICT-Decoding skills, studying in faculties of education. The participants of the study involved a total of 1580 faculty of education students studying in 59 different universities in Turkey. The ICT-Decoding Skills Scale is a 4-factor, 5-point Likert-type scale comprising of 23 items. CFA results showed that model fit indices were calculated as the following: [χ2=897.841; df=219; χ2/df=4.100 p<.001; GFI=.873; AGFI=.840; CFI=.938; NFI=.920; NNFI(TLI)=.928; RMSEA=.070; RMR=.068; SRMR=.060]. When the internal consistencies were analyzed, Cronbach’s Alpha value for the overall scale was (α=.94). As to address the second aim of the study, the ICT-decoding skills of preservice teachers were examined. Preservice teachers’ ICT-decoding skills were found to be at a high level in the overall scale. However, in the subscales, they were observed to have medium and low levels of skills. Similarly, low levels of sensemaking, debugging and problem-solving skills were observed in their Coding Skills. At this point, preservice teachers are suggested to be supported in advanced technical skills, safety and social skills in digital environment and coding skills in addition to basic digital skills.

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“…Numerous researchers have postulated that as children have repeated exposure to language in print, they develop mental graphic representations for words, morphemes, and syllables in memory (Ehri & Wilce, 1987;Glenn & Hurley, 1993;Treiman & Bourassa, 2000). Ehri and Wilce contended that with increased exposure to mental graphic representations, spelling becomes more accurate and more automatic.…”

Section: Spelling Development In Sighted Studentsmentioning

confidence: 99%

An Investigation of the Spelling Skills of Braille Readers

Clark

Stoner

2008

Journal of Visual Impairment & Blindness

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This study compared the spelling skills of students who are braille readers to a normative sample. The Test of Written Spelling was administered to 23 students who are blind at various grade levels to ascertain their spelling ability. A one-sample t-test indicated no significant difference in spelling ability. Implications are discussed.The authors dedicate this article to their dear colleague, Norma DeMario, who served individuals with visual impairments with grace, dignity, and passion.

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Preventing spelling disabilities

Cited by 12 publications

References 8 publications

Linking Characteristics Discovered in Spelling Assessment to Intervention Goals and Methods

Linking Characteristics Discovered in Spelling Assessment to Intervention Goals and Methods

The Development of the Decoding Skills Scale in Information and Communication Technologies and an Investigation of Preservice Teachers in This Framework

An Investigation of the Spelling Skills of Braille Readers

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