Word spelling assessment using ICT: The effect of presentation modality

dc.creator	Menelaos Sarris
dc.creator	Chris Panagiotakopoulos
dc.date	2010-01-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:23:28Z
dc.date.available	2015-07-20T22:23:28Z
dc.identifier	1791-3721
dc.identifier	1792-8788
dc.identifier	https://doaj.org/article/b6373c5e66714008a60e9efaf96e7a03
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/20967
dc.description	Up-to-date spelling process was assessed using typical spelling-to-dictation tasks, wherechildren’s performance was evaluated mainly in terms of spelling error scores. In the presentwork a simple graphical computer interface is reported, aiming to investigate the effects ofinput modality (e.g. visual and verbal) in word spelling. The software was constructed withthe view to measuring both spelling error and production time scores. The main purpose wasto not only to examine spelling strategies used by primary school children, but also to provideeducators with a useful tool that incorporates ICT technology. Within this framework, teacherscould exploit the benefits of computerised spelling assessment and adjust their teachingmethods towards a more effective approach of helping children master spelling skills. Theresults indicate that the presentation format has no impact on accessing abstract wordrepresentations, yet it accounts for variations in both time production scores and spellingerrors. Spelling in Greek, albeit being a relatively consistent orthographic writing system,seems to pose difficulties to young spellers. Our data suggest that the particularities of theGreek orthography may need to be tackled using other than the standard spelling-to-dictationtask used in primary schools. Computer-assisted teaching methods could exploit theirflexibility in presenting different input modalities and therefore serve as a useful tool inteaching spelling.
dc.language	English
dc.publisher	Themes in Science and Technology Education
dc.relation	http://earthlab.uoi.gr/theste/index.php/theste/article/view/53/35
dc.relation	https://doaj.org/toc/1791-3721
dc.relation	https://doaj.org/toc/1792-8788
dc.rights	CC BY-NC-ND
dc.source	Themes in Science and Technology Education, Vol 3, Iss 1-2, Pp 93-118 (2010)
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.title	Word spelling assessment using ICT: The effect of presentation modality
dc.type	article