Orthographic awareness and gifted spellers: Early experiences and practices

Olson, Mary W.; Logan, John W.; Lindsey, Tamara P.

doi:10.1080/02783198809553113

Cited by 4 publications

(5 citation statements)

References 6 publications

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“…Another difficulty concerns the low rate of return from respondents (45%), even though the data corroborated our earlier study (Olson, Logan, & Lindsey, 1988). The present study, while suggesting many similarities to the former study, did not examine enough subjects to answer our questions unequivocally.…”

Section: Discussionsupporting

confidence: 72%

“…The responses tended to replicate the results from our former study (Olson, Logan, & Lindsey, 1988). The spellers indicated they primarily used the same three strategies: 1) creating a mental representation of the word, 2) learning the meaning of the word, or 3) writing and saying the word (see Table 1).…”

Section: Resultsmentioning

confidence: 61%

“…The question that sought to identify the age that the spellers became interested in language arts activities was reworded from the previous study to explicitly include reading, writing, and spelling because we suspected those parents did not always identify an early interest in reading and writing as being related to an early interest in spelling (Olson, Logan, & Lindsey, 1988). Eighty-six percent of the parents in the current study indicated that their children were interested in reading, writing, and/or spelling activities prior to age six.…”

Section: Resultsmentioning

confidence: 99%

“…While schools may identify children as gifted, accelerated readers (or disabled readers), they do not typically classify children as gifted spellers (or delayed spellers), a practice that made it difficult for us to locate a group of gifted spellers to study. Since we previously had identified a group of gifted spellers as the participants in the 1986 Scripps-Howard National Spelling Bee in Washington, DC (Olson, Logan, & Lindsey, 1988), we decided to use the 1987 finalists in this study. The Scripps-Howard National Spelling Bee began in 1925 with nine contestants and grew to 185 national finalists in 1987, who represented 47 states, the District of Columbia, Guam, Mexico, Puerto Rico, and the Virgin Islands.…”

mentioning

confidence: 99%

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Early and Current Reading and Spelling Practices of Gifted Spellers

1989

Self Cite

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Section: Discussionsupporting

confidence: 72%

Section: Resultsmentioning

confidence: 61%

Section: Resultsmentioning

confidence: 99%

mentioning

confidence: 99%

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Early and Current Reading and Spelling Practices of Gifted Spellers

1989

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“…Definition focused on word meaning, a technique recommended by parents of gifted spellers and spelling bee champions (Olson, Logan, & Lindsey, 1988;Radebaugh, 1985). When students selected Definition, they viewed a sentence that illustrated the correct use of the word.…”

Section: The Spots Programmentioning

confidence: 99%

The relative effectiveness of learning options in multimedia computer-based fifth-grade spelling instruction

Cates

Goodling²

1997

ETR&D

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The study examined the effectiveness of learning options in two researcher-designed interactive multimedia instructional spelling programs, one offering predominantly behaviorist-visual learning options of the type employed by many current commercial spelling instructional programs and one offering predominantly cognitivist-phonological learning options of the type recommended by spelling research. The pretest-posttest control group study lasted one school month with students working each day for 10 minutes with their assigned computer program. Although both treatment groups demonstrated significant increases in spelling ability, there was no significant difference in adjusted posttest performance between the two groups. Examination of the influence of individual learning options in the two programs demonstrated that Spot It, a behaviorist-visual option, and Word Crunch, a cognitivist-phonological option, appear to account for most of the power in their treatments. The authors discuss how clusters of learning options affect performance and consider possible explanations for differences in relative effectiveness among learning options.

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Memorability of Alternative Password Systems

Ostojic

Phillips

2009

Int. J. Patt. Recogn. Artif. Intell.

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Randomly generated alphanumeric passwords are widely used to restrict access to computer networks but are readily forgotten, resulting in costs to both organizations and users. In order to address this, there is a need to develop and evaluate new forms of memorable passwords. Drawing on memory research and the importance of meaning, the efficacy of three alternative "password" systems having varying degrees of personal meaning were compared with the more traditional but personally meaningless randomly generated alphanumeric passwords. Twenty experienced computer users self-generated four-string variable passwords based on alphanumerics, symbols of personal meaning and faces. Additionally, participants were assigned a meaningless, randomly generated four-character alphanumeric password. Password memorability was measured in terms of acquisition (number of trials/time to criterion), retention (from forgetting functions) and retrieval (time to recall/recognize the passwords). Meaning was found to assist memorability and a mediating effect of familiarity was also observed. Contrary to expectation, self-generated, meaningful symbol-based passwords were not the best remembered of the password types studied but may still be a viable overall alternative.

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Orthographic awareness and gifted spellers: Early experiences and practices

Cited by 4 publications

References 6 publications

Early and Current Reading and Spelling Practices of Gifted Spellers

Early and Current Reading and Spelling Practices of Gifted Spellers

The relative effectiveness of learning options in multimedia computer-based fifth-grade spelling instruction

Memorability of Alternative Password Systems

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