Spelling pronunciations help college students remember how to spell difficult words

Ocal, Turkan; Ehri, Linnea C.

doi:10.1007/s11145-016-9707-z

Cited by 15 publications

(9 citation statements)

References 27 publications

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“…We reasoned that one way to enhance memory might be to have students create special spelling pronunciations that regularize the connections between letters and sounds in words, such as pronouncing “choc‐lut” ( chocolate ) as “choc‐o‐late.” This should create more complete connections between letters and sounds within words and hence should improve students’ recall of the spellings. This possibility was tested in studies with fourth graders (Drake & Ehri, 1984) and with adults (Ocal & Ehri, 2017). Results supported the hypothesis.…”

Section: Orthographic Identitiesmentioning

confidence: 99%

The Science of Learning to Read Words: A Case for Systematic Phonics Instruction

Ehri

2020

Reading Research Quarterly

Self Cite

105

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The author reviews theory and research by Ehri and her colleagues to document how a scientific approach has been applied over the years to conduct controlled studies whose findings reveal how beginners learn to read words in and out of text. Words may be read by decoding letters into blended sounds or by predicting words from context, but the way that contributes most to reading and comprehending text is reading words automatically from memory by sight. The evidence shows that words are read from memory when graphemes are connected to phonemes. This bonds spellings of individual words to their pronunciations along with their meanings in memory. Readers must know grapheme–phoneme relations and have decoding skill to form connections, and must read words in text to associate spellings with meanings. Readers move through four developmental phases as they acquire knowledge about the alphabetic writing system and apply it to read and write words and build their sight vocabularies. Grapheme–phoneme knowledge and phonemic segmentation are key foundational skills that launch development followed subsequently by knowledge of syllabic and morphemic spelling–sound units. Findings show that when spellings attach to pronunciations and meanings in memory, they enhance memory for vocabulary words. This research underscores the importance of systematic phonics instruction that teaches students the knowledge and skills that are essential in acquiring word‐reading skill.

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Section: Orthographic Identitiesmentioning

confidence: 99%

The Science of Learning to Read Words: A Case for Systematic Phonics Instruction

Ehri

2020

Reading Research Quarterly

Self Cite

105

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“…A reasonable concern is that asking students to pronounce words in an exaggerated way that deviates from their normal pronunciation might cause confusion. However, Ocal and Ehri (2017b) state that they did not observe students confusing the two pronunciations, probably because students are already familiar with the normal pronunciation. Nevertheless, instructors should clarify that they are not presenting these pronunciations as the "correct" way to pronounce these words and that students are not being asked to use these pronunciations in normal speech.…”

Section: Pedagogical Implications and Recommendationsmentioning

confidence: 96%

“…In order to create a strong orthographic representation of a word in our minds, it is necessary to successfully decode a word fully and thoroughly in reading aloud, and not simply read it in silence. For example, Ocal and Ehri (2017b) conducted an experimental study in which college students were trained to read commonly misspelled words in segments (for example, for Fahrenheit, the first segment was pronounced as /fah/ and the last two as the words he and it, respectively.) The treatment group remembered the full spellings of words better than the students in the control group, who practiced reading words using normal pronunciations.…”

Section: Pedagogical Implications and Recommendationsmentioning

confidence: 99%

Linguistic Factors and the Spelling Ability of Spanish Heritage Language Learners

Llombart-Huesca

Zyzik

2019

Front. Educ.

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Spelling is an aspect of literacy that causes significant difficulties for Spanish heritage language learners (HLLs). Because little is known about how spelling skills are developed in this population, instructors often struggle when attempting to teach spelling rules, leading to frustration among both teachers and students in heritage language courses (Beaudrie, 2012). The current research study targets one of the most problematic areas of Spanish orthography: substitution of "s" and "c" letters to represent /s/. An experimental dictation task was designed in order to test two linguistic factors hypothesized to impact spelling accuracy: target letter ("s" vs. "c") and cognate status of the word (cognate vs. non-cognate). Participants (n = 72) were young adults, Spanish HL learners, who completed the dictation task in addition to a standardized measure of proficiency. The results indicate a main effect for cognate status (suggesting facilitative transfer from English), but no effect for letter. These results suggest that "s" is not the default letter for representing /s/, contrary to what had been found in a number of previous studies. We discuss the data in the broader context of pedagogical proposals for targeting spelling among college-aged HLLs.

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“…For ordens skuld må det likevel nemnast at det finst andre metodar som ikkje tar utgangspunkt i feilkategoriar. I internasjonal litteratur finn vi til dømes den såkalla Spelling Pronunciation method (Hilte & Reitsma, 2006;Ocal & Ehri, 2017). Metoden er spesielt aktuell der det er svak samanheng mellom fonem og grafem, og er derfor saerleg aktuell i språk som har store innslag av dette fenomenet som til dømes engelsk.…”

Section: Innleiingunclassified

Kan førekomsten av nokre spesielle feiltypar predikere den samla førekomsten av rettskrivnings- og bøyningsavvik i nynorsktekstar? Ein statistisk analyse

Myklebust

Fretland

2020

NJLR

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I denne artikkelen studerer vi om ein tekstforfattars generelle tilbøyelegheit til å gjere rettskrivings- og bøyingsavvik i nynorsktekstar kan estimerast ut i frå kunnskapar om forfattarens tilbøyelegheit til å gjere nokre spesielle feiltypar. Analysen indikerer at førekomsten av spesielt to feiltypar er gode indikatorar for den totale feilmengda i vårt tekstmateriale. Dei to feiltypane representerer begge avvik i vokalisme, der spesielt den eine tyder på påverknad frå bokmål som til dømes øke for auke, leke for leike, medan den andre også har innslag av munnleg påverknad som posetiv for positiv og virke for verke. Utgangspunktet er eit datasett om normavvik («rettskrivingsfeil») i studenttekstar, og vi nyttar generaliserte lineære modellar i analysen. English abstract Is it possible to estimate how many spelling mistakes a writer using the nynorsk language might make from his or her aptitude to write a few specific mistakes? A statistic analysis In this text, we explore the following question: Is it possible to estimate how many spelling mistakes a writer using the nynorsk language might make from his or her aptitude to write a few specific mistakes? The analysis of our data set indicates that two particular mistake types together form a good indicator of the total amount of spelling mistakes in our material. The mistake types represent vowel divergences, where one of the mistakes in particular seems to be influenced by the majority language in Norway, bokmål: øke for auke, leke for leike. The other type seems also to be influenced by spoken language, like posetiv for positiv and virke for verke. The text material is a data set describing mistakes in student texts, and we use generalized linear models in our analysis.

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Spelling pronunciations help college students remember how to spell difficult words

Cited by 15 publications

References 27 publications

The Science of Learning to Read Words: A Case for Systematic Phonics Instruction

The Science of Learning to Read Words: A Case for Systematic Phonics Instruction

Linguistic Factors and the Spelling Ability of Spanish Heritage Language Learners

Kan førekomsten av nokre spesielle feiltypar predikere den samla førekomsten av rettskrivnings- og bøyningsavvik i nynorsktekstar? Ein statistisk analyse

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