Orthographic spelling is a major difficulty in German-speaking children with dyslexia. The aim of the present study was to evaluate the effectiveness of an orthographic spelling training in spelling-disabled students (grade 5 and 6). In study 1, ten children (treatment group) received 15 individually administered weekly intervention sessions (60 min each). A control group (n = 4) did not receiv...

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 ...

We compared the effectiveness of two spelling interventions: one focused on morphological structure and one emphasizing word meanings,, on spelling acquisition in French speaking children in 3 and 5 grades. The morphology intervention led to significantly greater improvement in spelling than the vocabulary intervention, especially for children in grade 5. To compare the long-term effects of the...

We compare a variety of strategies for incorporating spelling to create more robust voice-only speech interfaces. These strategies use different combinations of speaking the word, spelling the word, and spelling the word using a phonetic alphabet. For correcting a single recognition error, spelling the word or speaking and spelling the word reduced error rates substantially. Phonetic-spelling w...

The purpose of this study was to determine whether students with and without hearing loss (HL) differed in their spelling abilities and, specifically, in the underlying linguistic awareness skills that support spelling ability. Furthermore, we examined whether there were differences between the two groups in the relationship between reading and spelling. We assessed the spelling, word-level rea...

Symptoms of inattention and hyperactivity frequently co-occur with language difficulties in both clinical and community samples. We explore the specificity and strength of these associations in a heterogeneous sample of 254 children aged 5 to 15 years identified by education and health professionals as having problems with attention, learning and/or memory. Parents/carers rated pragmatic and st...

Difficulties in writing are difficulties the process of and spelling which involve physical aspects expressing results expressions, thoughts, feelings, ideas written form. This study aims to determine experienced by third grade students at SDN Cimone 5 Tangerang City. used a qualitative descriptive method using data collection techniques form test tests, interviews with teachers, observation do...

We introduce a new approach to spellchecking for languages with extreme phonetic irregularities. The spelling for such languages can be significantly improved if knowledge about pronunciation and sound becomes the central part of the spelling algorithm. However, given a weak phoneme-grapheme-correspondence the standard spelling algorithms, which are rule-based or editdistance-based, are severel...