Reading and spelling skills in German third graders: Examining the role of student and context characteristics

2015 ◽  
Vol 85 (4) ◽  
pp. 533-550 ◽  
Author(s):  
Antje von Suchodoletz ◽  
Ross A. A. Larsen ◽  
Catherine Gunzenhauser ◽  
Anika Fäsche
Keyword(s):  
Third Graders ◽  
Context Characteristics ◽  
Reading And Spelling

Working with Text-Reasoning in Third Grade

2021 ◽  
pp. 26-30
Author(s):  
E. Korochkina
Keyword(s):  
Elementary School ◽  
Teaching Methods ◽  
School Teacher ◽  
Practical Experience ◽  
Third Graders ◽  
Elementary School Teacher ◽  
Russian Language ◽  
Different Types ◽  
Independent Work

The article reveals the practical experience of an elementary school teacher in shaping knowledge of different types of speech (types of text) among third-graders: text-description; narration text; text-reasoning. An example of organizing a Russian language lesson to familiarize with the text-reasoning is given. The role of such teaching methods as observing the characteristics of texts of different types, conducting an educational dialogue, and independent work on creating texts of different types is emphasized.

Visual Motor Ability in Normal and Disabled Readers

1986 ◽  
Vol 62 (2) ◽  
pp. 627-630
Author(s):  
R. N. Malatesha
Keyword(s):  
Third Graders ◽  
Reading Test ◽  
Motor Ability ◽  
Spelling Pattern ◽  
Visual Motor ◽  
Gates Macginitie Reading Test ◽  
Disabled Readers ◽  
Reading And Spelling ◽  
Deficient Group

A group of 42 third graders were grouped equally into sequentially deficient, simultaneously deficient, and normal readers based on their performance on Boder Reading and Spelling Pattern Test and Gates-Macginitie Reading Test. The subjects were then administered Bender Visual-motor Gestalt Test. There were significant differences among the three groups; the simultaneous-deficient group committed the most errors on the Bender test. The results were related to reading.

scholarly journals Beyond global differences between monolingual and bilingual children on the nonword repetition task: retention skills for phonemes’ identity and serial order

2017 ◽  
Vol 21 (2) ◽  
pp. 403-418
Author(s):  
KIRSTEN SCHRAEYEN ◽  
WIM VAN DER ELST ◽  
ASTRID GEUDENS ◽  
POL GHESQUIÈRE ◽  
DOMINIEK SANDRA
Keyword(s):  
Short Term Memory ◽  
Serial Order ◽  
Third Graders ◽  
Nonword Repetition ◽  
Expressive Vocabulary ◽  
Phonological Knowledge ◽  
Vocabulary Skills ◽  
Repetition Task

This study compared NRT-performance in monolingual Dutch and bilingual Turkish–Dutch third-graders using a Dutch Nonword Repetition Task (NRT). Several novel response analyses at the phoneme level were applied to further understand the earlier reported overall accuracy differences in NRT-performance between bilinguals and monolinguals. Analyses in which the retention of phonemes and the retention of their serial order were disentangled revealed that monolinguals outperform bilinguals with respect to the retention of the phonemes themselves. However, both groups did not differ in their retention of the serial order of correctly recalled phonemes. Furthermore, this study confirms that expressive vocabulary skills do affect overall NRT-performance. The results are discussed in light of current short-term memory (STM) models and the role of long-term phonological knowledge in NRT tasks.

Role of Auditory Temporal Processing for Reading and Spelling Disability

1998 ◽  
Vol 86 (3) ◽  
pp. 1043-1047 ◽  
Author(s):  
Gerd Schulte-Körne ◽  
Wolfgang Deimel ◽  
Jürgen Bartling ◽  
Helmut Remschmidt
Keyword(s):  
Temporal Processing ◽  
Detection Threshold ◽  
Detection Task ◽  
Gap Detection ◽  
Auditory Temporal Processing ◽  
Spelling Disability ◽  
Processing Deficit ◽  
Reading And Spelling

The role of auditory temporal processing in reading and spelling was investigated in a sample of 30 children and one of 31 adults, using a gap-detection task with nonspeech stimuli. There was no evidence for a relationship between reading and spelling disability (dyslexia) and the gap-detection threshold. The results were discussed regarding the relevance for the popular hypothesis of an auditory temporal processing deficit underlying dyslexia.

Phonological Spelling

1983 ◽  
Vol 35 (3) ◽  
pp. 451-468 ◽  
Author(s):  
Frances M. Hatfield ◽  
Karalyn E. Patterson
Keyword(s):  
Oral Reading ◽  
Phonological Code ◽  
Spelling Errors ◽  
Reading Errors ◽  
Orthographic Representations ◽  
Spelling Disorder ◽  
Reading And Spelling ◽  
Surface Dyslexia

A case study is presented of phonological spelling, an acquired spelling disorder in which the primary symptom is the occurrence of phonologically plausible errors (e.g. “flood” → flud). Not all of the patient's spelling errors are as phonologically “perfect” as this example; but it is arguable that the errors primarily derive from a routine which segments a phonological code and assigns orthographic representations to these individual segments. This account of errors in phonological spelling is contrasted with an interpretation of oral reading errors in surface dyslexia. We conclude that errors in the two disorders do not reveal a precise parallel, and that the contrast is partly attributable to the differential role of comprehension in reading and spelling.

The role of stroke knowledge in reading and spelling in Chinese

2015 ◽  
Vol 39 (4) ◽  
pp. 367-388 ◽  
Author(s):  
Lap-yan Lo ◽  
Pui-sze Yeung ◽  
Connie Suk-Han Ho ◽  
David Wai-ock Chan ◽  
Kevin Chung
Keyword(s):  
Stroke Knowledge ◽  
Reading And Spelling
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