Spelltrack is a practical approach to spelling, developed to help children who have specific difficulties with phoneme awareness, segmenting, blending and phoneme-letter correspondences. It helps to ...maintain a systematic progression through the process of learning to read and spell.
This book presents activities using tracking techniques to help those learners who have particular difficulty in memorizing high frequency words. By circling (tracking) each letter in one continuous movement, at the same time as saying the letter name, the learner is using visual and kinesthetic senses as well as learning the phonic components of the word. Writing out the spelling from memory, saying the letter names or mnemonic as he or she does so, provides reinforcement of correct letter formation and good handwriting.
The workbook focuses on helping children to learn 'tricky' words that are not phonically regular. Words in common everyday sequences have been included too, to give learners confidence with these words as quickly as possible.
Using Spelltrack activities can help children to scan a line of type effectively, improving reading, letter recognition and discrimination skills; correct problems of left-to-right directionality, omissions and reversals; improve visual recognition, matching and selecting; improve graphic knowledge and phoneme/graphic correspondence; work on fine motor control; consolidate phonic skills and early spelling strategies; and learn proofreading skills.
Introduction
As children become independent readers, they regularly encounter new words whose meanings they must infer from context, and whose spellings must be learned for future recognition. The ...self-teaching hypothesis proposes orthographic learning skills are critical in the transition to fluent reading, while the lexical quality hypothesis further emphasizes the importance of semantics. Event-related potential (ERP) studies of reading development have focused on effects related to the N170 component—print tuning (letters vs. symbols) and lexical tuning (real words vs. consonant strings)—as well as the N400 reflecting semantic processing, but have not investigated the relationship of these components to word learning during independent reading.
Methods
In this study, children in grade 3 independently read short stories that introduced novel words, then completed a lexical decision task from which ERPs were derived.
Results
Like real words, newly-learned novel words evoked a lexical tuning effect, indicating rapid establishment of orthographic representations. Both real and novel words elicited significantly smaller N400s than pseudowords, suggesting that semantic representations of the novel words were established. Further, N170 print tuning predicted accuracy on identifying the spellings of the novel words, while the N400 effect for novel words was associated with reading comprehension.
Discussion
Exposure to novel words during self-directed reading rapidly establishes neural markers of orthographic and semantic processing. Furthermore, the ability to rapidly filter letter strings from symbols is predictive of orthographic learning, while rapid establishment of semantic representations of novel words is associated with stronger reading comprehension.
The development of literacy in Montenegrin society is a very reliable indicator of the state and level not only of the general culture and education, but also of the social culture. This lends ...immense significance to any work on improving the language culture in Montenegro in all of its diverse manifestations, as well as to the popularisation of the basic principles of good literacy. Orthography has an important place within the entire course of schooling in the Montenegrin language syllabus, and so it is very important to be developing and encouraging skills of linguistic expression among the student population, that is, perfecting their spoken and written use of language. In this paper we will deal with the normative aspect of students’ writing skills in the Montenegrin system of higher education. Our primary goal is to establish the quality of written expression and to highlight omissions in the application of orthographic knowledge of Montenegrin language to further contribute to the enhancement of functional knowledge associated with the orthographical culture of the student population in Montenegro. The sample consists of 100 first-year students from the Department for German Language and Literature of the Faculty of Philology and 100 students from the study programme for Translation (English/Russian and English/French group). Qualitative methodology was used to analyse the prevalence of certain types of mistakes in student tests, and comparative analysis of the tests was aimed at showing the degree of application of orthographical norms by students. It is nothing new that orthographical knowledge among students is not at a satisfactory level, and the results of this study confirm the hypothesis that the level of adoption of orthographical rules is not in line with the defined outcomes of the curriculum for Montenegrin language, as well as there being certain differences between students of different study programmes. Our analysis shows that one of the basic goals of the orthography of the Montenegrin language is not fully realised – the enabling of students to apply standard-level writing rules and the raising of students’ awareness of the importance of standard language norms. It is evident that students adopt orthographical rules that are fragmented and that orthographical principles are not viewed as a system, as evidenced by examples of the deviation from the norms.
The present article reviews the literature on the functional neuroanatomy of developmental dyslexia across languages and writing systems. This includes comparisons of alphabetic languages differing ...in orthographic depth as well as comparisons across alphabetic, syllabic, and logographic writing systems. It provides a synthesis of the evidence for both universal and language-specific effects on dyslexic functional brain activation abnormalities during reading and reading-related tasks. Specifically, universal reading-related underactivation of dyslexic readers relative to typical readers is identified in core regions of the left hemisphere reading network including the occipito-temporal, temporo-parietal, and inferior frontal cortex. Orthography-specific dyslexic brain abnormalities are mainly related to the degree and spatial extent of under- and overactivation clusters. In addition, dyslexic structural gray matter abnormalities across languages and writing systems are analyzed. The neuroimaging findings are linked to the universal and orthography-dependent behavioral manifestations of developmental dyslexia. Finally, the present article provides insights into potential compensatory mechanisms that may support remediation across languages and writing systems.
The introduction of the new German orthography in the 1990s caused an unprecedented presence of the topic of orthography in the media due to many controversial innovations. Spelling only received ...similar attention around the “reform of the reform” in 2006.
In 1615 while inspecting the border between three parishes in Dalacarlia, the district judge noticed a runic inscription on a pine tree and thereafter documented the runes in his district court ...records. He seems not to have understood the Dalacarlian runes himself, and only the word tulf ‘twelve’ has previously been interpreted. Based on the reading suggested in the presentation here, the first part should probably be interpreted as “here were twelve men”. Since a jury typically consisted of twelve persons, it seems reasonable to assume that the runes were carved during an earlier inspection of the border, perhaps the one in 1581.
Language skills play an important role in mathematics development. Students (7 to 10 years of age) learning school mathematics either in the same language used at home (first-language learners; n = ...103) or in a different language (second-language learners; n = 57) participated in the study. Relations among cognitive skills (i.e., receptive vocabulary, working memory, quantitative skills), domain-specific language skills (i.e., mathematical vocabulary, mathematical orthography), word-problem solving, arithmetic fluency, and word reading were investigated. Second-language learners had lower scores on measures with strong language components (i.e., receptive vocabulary, subitizing, and word-problem solving) than first-language learners, whereas they performed equally well on other tasks. Mathematical vocabulary and receptive vocabulary contributed to word-problem solving success for first-language learners, whereas only receptive vocabulary in the language of instruction related to mathematical outcomes for second-language learners. Mathematical vocabulary was related to arithmetic fluency for both groups, but mathematical orthography was not. For both groups, students' word reading was predicted by receptive vocabulary but not by quantitative skills, highlighting the domain-specific nature of these skills. These findings have implications for supporting mathematical learning in second-language students.
Educational Impact and Implications StatementHow do language skills affect mathematics for second-language learners? Vocabulary skills in the instructional language were more strongly related to word-problem solving and arithmetic skills for second- than first-language learners. Teachers of second-language learners may need to adapt materials or reduce language demands so that all students have equal opportunity to develop competent mathematical skills. For all students, explicit instruction on mathematical vocabulary and mathematical orthography may support their mathematical competency.
The goal of this study was to examine the relation of morphological skills with reading fluency in 2nd grade Greek-speaking children and if phonological awareness and vocabulary mediate their ...relation. The sample consisted of 105 2nd grade Greek-speaking students (46 males; Mage = 7.83 years, SD = 3.31). Morphological awareness was assessed with four tasks, examining inflectional and derivational morphology both at an epilinguistic and metalinguistic level. Reading fluency was assessed with oral and silent measures. Results of path analyses indicated that inflectional and derivational morphology contributed to reading fluency through multiple pathways, controlling for the effect of Rapid Automatized Naming. Phonological awareness fully mediated the relation of inflectional and derivational morphology with text reading fluency. Vocabulary partially mediated the relation of inflectional and derivational morphology with silent reading fluency. Furthermore, derivational morphology directly affected silent reading fluency. Overall, the relation of morphological awareness with reading fluency appeared to be dynamic and varied depending on the morphological awareness skill and measure of reading fluency. Regarding the mediating role of phonological awareness and vocabulary, the results showed that children in lower elementary grades in a transparent orthography with a rich morphological system used morphological skills as activators to existing phonological and semantic skills in supporting reading fluency processes.
Resumen: La edición de la correspondencia entre Yorgos Seferis y su hermana Ioanna Seferiadi (1919-1924), publicada en 2021, ha generado una serie de planteamientos y cuestiones en torno al proceso ...de edición de textos textos personales manuscritos. Con el objetivo último de ofrecer un acercamiento lo más descriptivo posible de la realidad del manuscrito, a lo largo de estas páginas tratamos de explicar cuáles fueron las opciones que nos planteamos a la hora de abordar la edición de estos textos, por qué finalmente nos decantamos por la actualización ortográfica, en qué medida la hemos aplicado y, por último, qué elementos se han intervenido, cuáles se han dejado tal y como aparecen en el manuscrito y por qué. Además, trataremos de justificar estas decisiones en base a las distintas posturas y argumentaciones esgrimidas por los diversos expertos en la materia.
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