/LING
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Lista de candidatos sometidos a examen:
1) spelling (*)
(*) Términos presentes en el nuestro glosario de lingüística
1) Candidate: spelling
Is in goldstandard
1
paper CO_ColombianAppliedLinguisticsJournaltxt19 - : From my point of view, invented spelling might be compared with what Rodari (1999: 49-50 ) called "errores". That is, " Muchos de los llamados "errores" de los niños, además son otra cosa: son creaciones autónomas, de las cuales hacen uso para asimilar una realidad desconocida". TRANSLATION: "Much of what is termed as the errors of children are really something else: they are independent creations which children use to assimilate an unknown reality:" Additionally, I strongly believe that reading development cannot occur without miscues as written language cannot occur without invented spelling. In my particular case, I noticed that second graders took into account the knowledge of the written and sound system of their mother tongue when writing in English.
2
paper CO_ColombianAppliedLinguisticsJournaltxt222 - : The data showed that almost all of these students, who had never used any of the three strategies before, benefited from using memory strategies to learn vocabulary[30] (see Table 3). The strategies were tools that allowed the students to learn, memorize, and recall the meaning of words. Additionally, these strategies helped learners be more aware of the spelling of words as seen in the following comments from the students: "before, I didn't have any idea about how to improve my vocabulary and how to memorize words" (Student 4 . First questionnaire. Word cards), and, "when the teacher or a classmate asks me the meaning of the words, both the image and the spelling come to my mind" (Student 2. Second questionnaire. Word cards and association with pictures).
3
paper CO_Íkalatxt210 - : The students who took part in this study also identified the revision of connectors as a post-writing activity. According to them, this was implemented to avoid making mistakes concerning the spelling of the linking words in English, as stated by one of the interviewees: "Before I hand in my paragraph to the teacher, it's really important for me to make sure the connectors were spelled right and that they make the ideas in the text logical" (Participant 08 11:11 ). With a similar perspective, another participant reported: "In order to make the text cohesive, I check how I included the connectors in the text, and the punctuation" (Participant 13 15:15).
4
paper PE_Lexistxt115 - :
5
paper corpusSignostxt493 - : El capítulo que abre el volumen es “Writing and Spelling Development: Impact of Liliana Tolchinsky’s Research Over 30 Years”, escrito por Malathesa Joshi . Este cumple el papel de situar la perspectiva de Liliana Tolchinsky respecto del lenguaje escrito, que es la que asumirán y retomarán con mayor o menor explicitud todos los capítulos que siguen. Tras plantear una mirada histórica sobre la evolución de la escritura, el autor repasa sus particularidades en el marco del desarrollo temprano, en distintas lenguas, y la relación de mutua influencia que se establece entre lenguaje oral y escrito. De esta forma, sustenta la importancia de contemplar la escritura como un campo de estudio propio, al mismo nivel que el lenguaje oral y la lectura, dentro de la investigación psicolingüística.
6
paper corpusSignostxt474 - : Among hedging strategies, the students introduce apologies for not accenting words when they send email from a mobile telephone or for possible spelling mistakes due to their state of mind, as in this message where a student informs that she cannot take the exam the next day because of the death of a family member:
Evaluando al candidato spelling:
3) strategies: 5
4) connectors: 3 (*)
10) lenguaje: 3 (*)
11) participant: 3
spelling
Lengua: eng
Frec: 242
Docs: 101
Nombre propio: 2 / 242 = 0%
Coocurrencias con glosario: 2
Puntaje: 2.550 = (2 + (1+3.90689059560852) / (1+7.92481250360578)));
Candidato aceptado
Referencias bibliográficas encontradas sobre cada término
(Que existan referencias dedicadas a un término es también indicio de terminologicidad.)| spelling |
: 16. Krashen, S. (1989). We acquire vocabulary and spelling by reading: additional evidence for the input hypothesis. Modern Language Journal, 73, 440-464. : Appel, K. (2009). The Acquisition of Mental Orthographic Representations for Reading and Spelling Development. Communication Disorders Quarterly, 31(1), 42-52. [87]https://doi.org/10.1177/1525740108325553 : Balajthy, Ernest. (1986). Using Microcomputer to Teach Spelling. Reading Teacher. 39 (5), 43-843. : Baleghizadeh, S., & Dadashi, M. (2011). The effect of direct and indirect corrective feedback on students’ spelling errors. Profile, 13(1), 129-137. : Bar-Kochva, I. & Nevo, E. (2018). The relations of early phonological awareness, rapid‐naming and speed of processing with the development of spelling and reading: a longitudinal examination. Journal of Research in Reading, 42(1), 97-122. doi: 10.1111/1467-9817.12242 : Beaudrie, S. M. (2017). The teaching and learning of spelling in the Spanish heritage language classroom: Mastering written accent marks. Hispania, 100(4), 596-611. : Bourassa, D. & Treiman, R. (2007). Linguistic factors in spelling development [en línea]. Disponible en: [50]http://literacyencyclopedia.ca : Bradley, L. & Bryant, P. (1985). Rhyme and reason in reading and spelling. AM Arbor: The University of Michigan Press. : Brown, A. (1990). A review of recent research on spelling: Educational Psychology Review, 2 (4), 365-379. [98]https://doi.org/10.1007/BF01323630 : Bryant, P. (2002). Children's thoughts about reading and spelling. Scientific Studies of Reading, 6(2), 199-216. : Campion, C. (2004). Spelling proficiency of native speakers of Spanish: A look at the influence of morpheme structures in spelling errors. The UCI undergraduate research journal. 19-26. : Caravolas, M. (2004). Spelling development in alphabetic writing systems: A cross-linguistic perspective. European Psychologist, 9(1), 3-14. : Caravolas, M., Hulme, C. & Snowling, M. (2001). The foundations of spelling ability: Evidence from a 3-year longitudinal study. Journal of Memory and Language, 45, 751-774. : Cramer, R. (2001). 'The Spelling Connection: Integrating Reading, Writing and Spelling Instruction. New York. The Guilford Press. : Deacon, S. & Bryant, P. (2005). What young children do and do not know about the spelling of inflections and derivations. Developmental Science, 8, 583-594. : Defior, S., Jiménez-Fernández, G., Calet, N. & Serrano, F. (2009). Complexity and lexicality effects on the acquisition of Spanish spelling. Learning and instruction, 19. 55-65. [115]https://doi.org/10.1016/j.learninstruc.2008.01.005 : Ehri, L. C. (1980). The Development of Orthograhic Images. In U. Frith (ed.), Cognitive Processes in Spelling (pp.311-3). Cambridge, MA: Academic Press. : Ehrlich, E. (1992). Theory and problems of punctuation, capitalization, and spelling. Hong Kong: McGraw-Hill. : Georgiou, G., Torppa, M., Manolitsis, G., Lyytinen, H. & Parrilla, R. (2012). Longitudinal predictors of reading and spelling across languages varying in orthographic consistency. Reading and Writing: An Interdisciplinary Journal, 25, 321-346. : Gerber, M. & Hall, R. (1987). Information processing approaches to studying spelling deficiencies. Journal of Learning Disabilities, 20 (1), 34-42. [125]https://doi.org/10.1177/002221948702000106 : Greenberg, D., Ehri, L.C. & Perin, D. (2002). Do Adult Literacy Students Make the Same Word-Reading and Spelling Errors as Children Matched for Word-Reading Age? Scientific Studies of Reading, 6, 221-243. [128]https://doi.org/10.1207/S1532799XSSR0603_2 : Jóndóttir, M. K., Shallice, T. & Wise, R. (1996). Phonological mediation and the graphemic buffer disorder in spelling: cross-language differences? Cognition, 59, 169-197. : Krashen, S. (1989). We Acquire Vocabulary and Spelling by Reading: Additional Evidence for the Input Hypothesis. The Modern Language Journal, 24, 237-270. : Llombart-Huesca, A. (2018). Understanding the Spelling Errors of Spanish Heritage Language Learners. Hispania, 101, 211-223. [134]https://doi.org/10.1353/hpn.2018.0114 : Parker, R. (1991). Spelling at home. In V. Nicholl, & L. Wilkie (Eds.), Literacy at home and school. Rozel, NSW: Primary English Teaching Association. : Rapin, I., & Allen, D. (1983). Developmental language disorders: Nosologic considerations. En Kirk, U. (Ed.), Neuropsychology of language, reading, and spelling (pp. 155-184). Nueva York: Academic Press. : Rego, L. L. B. & Bryant, P. E. (1993). The connection between phonological, syntactic and semantic skills and children’s reading and spelling. European Journal of Psychology of Education, 8(3), 235-246. : Sebba, M. (2009). Spelling and Society: The Culture and Politics of Orthography around the World. Lancaster: Cambridge University Press. : Seymour, Philip H. K. (1992). "Cognitive Theories of Spelling and Implications for Education." Psychology, Spelling and Education, edited by Chris M. Sterling and Cliff Robson. Multilingual Matters, pp. 50-70. : Van Daal, V, & Leij, A. (1992). Computer-Based Reading and Spelling Practice for Children with Learning Disabilities. Journal of Learning Disabilities, 25(3), 186-195. [294]https://doi.org/10.1177/002221949202500306 |