单词拼写

根据英文解释或汉语,完成下列单词的拼写,使句意完整、准确,每个单词第一个字母已给出.     

如何进行初中英语的单词拼写

单词拼写是英语教学的基本测试方式之一。初中英语测试中的”单词拼写”并不是单一地检测背写英语单词,而是将单词放在句子中,考查学生是否懂得怎么用,即注重单词在语言中的实际运用。     

单词拼写专练

根据句意和所给汉语提示或首字母提示，写出空白处所缺单词的正确形式。     

单词拼写的常见问题分析与对策

“汉－英”的单词拼写是教师考察学生单词识记状况的一种最为便捷、普通、且使用率最高的评价形式。但是,其效果并不令人满意,存在死记硬背、会背不会用等问题。本文分析了“汉－英”单词拼写练习出现的问题的原因,并针对这些问题提出了新的设计方案,从而实现有效评价和巩固的效果。     

单词拼写为何会出错

单词拼写虽然属于英语学习中较低层次的问题,掌握起来却并不容易。本文归纳同学们在单词拼写时常出现错误的十种类型,并结合每种类型提出相应的建议,希望对同学们有所帮助。一、忽略词性而导致的拼写错误     

单词拼写试题特点剖析

单词拼写是许多省市中考都采用的题型，也是落实考纲中关于写的要求。此题看似简单，却是各大题中得分较低的题型，原因有二：一是许多考生记不住单词的基本形式，凭感觉写；二是不会正确运用该单词，以至于写出来的单词形式与句型的要     

语音意识在单词拼写中的作用

英语学习者能否有效地拼写,记忆单词以及其阅读能力的高低与语音意识有着直接的关系。语音意识独立发展假设认为,语音意识结构中各成份的发展取决于儿童在某方面所接受的语言训练,即语音意识的发展与学习者的特殊语言经历有关。语音意识可以培养,语音意识的提高有益于单词拼写能力的提高。该文以语音意识在单词拼写中的作用为核心,着重论述语音意识在单词拼写过程中的影响作用;同时,文章还以辩证唯物主义观点出发,指出单词拼写能力的提高反过来也可以促进语音意识的提高。     

The Developmental Spelling Analysis: A Measure of Orthographic Knowledge

This study describes the development and evaluation of an assessment of orthographic knowledge designed to help teachers interpret children's spellings for meaningful instruction and to aid researchers in advancing current understandings of how children acquire a knowledge of words. The Developmental Spelling Analysis (DSA) is based on developmental spelling theory and includes two components: a Screening Inventory for determining a child's stage of development, and parallel Feature Inventories for highlighting strengths and weaknesses in knowledge of specific orthographic features. Investigative results of the DSA's reliability and validity are presented, including developmental trends revealed by the performance of 1,016 students in Grades 1 to 8 and relations between the DSA and relevant reading and spelling tests. In addition, because teacher response ultimately determines the value of an assessment intended for their use, the reactions of teachers using the measure for the first time are examined.     

Spelling Errors Impede Recognition of Correctly Spelled Word Forms

ABSTRACT

Spelling errors are typically thought of as an effect of a word’s weak orthographic representation in an individual mind. What if existence of spelling errors is a partial cause of effortful orthographic learning and word recognition? We selected words that had homophonic substandard spelling variants of varying frequency (e.g., innocent and inocent occur in 69% and 31% of occurrences of the word, respectively). Conventional spellings were presented for recognition either in context (Experiment 1, eye-tracking sentence reading) or in isolation (Experiment 2, lexical decision). Words elicited longer fixation durations and lexical decision latencies if there was more uncertainty (higher entropy) regarding which spelling is a preferred one. The inhibitory effect of frequency was not modulated by spelling or other reading skill. This finding is in line with theories of learning that predict spelling errors to weaken associations between conventional spellings and the word’s meaning.     

The Role of Statistical Learning in Word Reading and Spelling Development: More Questions Than Answers

ABSTRACT

This special issue bundles a set of eight empirical studies and one review article that explore the role of statistical learning (SL) mechanisms (both domain-specific and domain-general) in supporting word reading and spelling development, and vice versa. In this introduction to the special issue, we worked to summarize the extent to which studies support our hypotheses relating SL to reading and spelling development while pointing out inconsistencies across studies that require us to refine and rethink our hypotheses.     

Spelling Performance in Children with Developmental Language Disorder: A Meta-Analysis across European Languages

ABSTRACT

Spelling difficulties often occur in children with developmental language disorder (DLD), the extent and drivers of these difficulties are underspecified. Meta-analyses were conducted to address this gap. We identified child-based factors (age, language spoken, profile of difficulties) and task-based factors (text production or dictation) as potential moderators of the impact of DLD on spelling performance. Thirty-two studies were analyzed, including 984 children with DLD. Large differences between the spelling of children with DLD and their age-matched peers were found. The average mean effect size was ?1.42, 95% confidence interval [?1.60, ?1.24]. Heterogeneity was large. Effect size estimates were larger when participants had additional phonological or reading difficulties than when they did not. No differences were found between participants with DLD and their language-matched peers. The results are discussed with respect to the underlying processes that impact on spelling across languages. Specific recommendations for future studies are made.     

合作学习的理论与实践

合作学习是基础教育课程改革的亮点和热点;合作学习包括五个基本要素,分为三种类型;合作学习可以激发学生的学习兴趣,提高学习的效率.     

发展性阅读障碍理论及研究范式简介

目前对发展性阅读障碍(Developmental Dyslexia,DD)的理论解释主要有语音缺陷论、小脑缺陷论及一般性大细胞功能障碍理论。在这些理论基础上,研究者们采用Oddball范式、侧抑制范式、RSVP范式、TOT范式、半视野呈现范式以及错误记忆范式等对DD的特点与本质进行了全面系统的研究。本文简略阐述了DD的理论基础以及DD研究中的各种实验范式,以期更多的人参与到DD的实验研究中来。     

Improving Spelling Performance and Spelling Consciousness

This study examined the immediate and sustained effects of three training conditions on both spelling performance and spelling consciousness of 72 third-grade low- and high-skilled spellers. Spellers were assigned to a strategy-instruction, self-correction, or no-correction condition. The role of spelling ability and word characteristic were also taken into account. Regarding the immediate effects, the strategy-instruction condition was more effective for spelling performance, and more effective for spelling consciousness pertaining to loan words than the no-correction condition. Regarding the sustained effects on spelling performance and spelling consciousness, the positive effect of the strategy-instruction condition faded out after training. The four training sessions were insufficient for establishing long-lasting effects.