Non-phonological Strategies in Spelling Development
نویسندگان
چکیده
منابع مشابه
Causes of Spelling Weaknesses in Students with Visual Impairment and Teaching Strategies for Spelling Improvement
Background: Spelling is characterized as a basic skill for the children’s writing literacy. A wide range of factors may contribute to the formation and/ or intensification of problems related to teaching writing competencies, so that spellings come with a serious challenge called “invented spelling”. It is also a major concern for teachers and parents of children with visual impairments. Theref...
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Introduction: The aim of the present study was to investigate relationship among phonological awareness, rapid naming and spelling in normally developing Farsi speaking children. Materials and Methods: In this description- analytical cross sectional study 30 normally developing students randomly selected from Tehran (Iran). The students performed Nama reading and dyslexia, rapid automatized nam...
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Objectives: In this research study, the effect of training phonological awareness skills on the improvement of auditory memory in students with spelling problems in third grade at primary schools in Sari City, Iran, was investigated. Methods: The research method used in the study was quasi-experimental with pre-tests, post-tests, and a control group. The statistical population consisted ...
متن کاملPreschool Phonological and Morphological Awareness As Longitudinal Predictors of Early Reading and Spelling Development in Greek
Different language skills are considered fundamental for successful reading and spelling acquisition. Extensive evidence has highlighted the central role of phonological awareness in early literacy experiences. However, many orthographic systems also require the contribution of morphological awareness. The goal of this study was to examine the morphological and phonological awareness skills of ...
متن کاملPhonological and orthographic spelling in high-functioning adult dyslexics.
Despite a history of reading or spelling difficulties, some adults attain age-appropriate spelling skills and succeed at university. We compared the spelling of 29 such high-functioning dyslexics with that of 28 typical students, matched on general spelling ability, and controlling for vocabulary and non-verbal intelligence. Participants wrote derived real and pseudo words, whose spelling relat...
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ژورنال
عنوان ژورنال: Frontiers in Psychology
سال: 2020
ISSN: 1664-1078
DOI: 10.3389/fpsyg.2020.01071