Using computers rather than writing by hand is said to make a huge difference to boys' spelling ability.
A study of secondary school boys found a 65% improvement in their spelling of words they had previously got wrong when they used a computer to correct their work.
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A considerable body of evidence can be found supporting the view that Chinese readers do not rely on phonological processing to read Chinese characters to the same extent as native speakers of English when reading text based on an alphabetic writing system.
Margaret was interested to observe that whilst collecting data for a PhD student from native Chinese speakers who were studying at University here in the UK, they were completely perplexed by the presentation of non-words. These were CVC words with regular phonology but meaningless. Margaret decided to investigate whether spelling-sound knowledge consists of a set of rules with a list of exceptions or whether there is a single route which is mediated by phonological processes. According to the dual-route model (Coltheart 1978) regular words can be pronounced using the rules stored in the memory. Coltheart called these rules grapheme-phoneme correspondence. (GPC). However, exception words such as have (not pronounced to rhyme with cave) have to be recognised using a direct visual access route to the lexicon. The implications of Margaret’s findings place into question the educational slavery to initial phonic teaching, in isolation of all other reading strategies.
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Margaret was asked to investigate the impact of a behaviour support team by asking the team members, the parents, children and teachers about its effectiveness.The results were interesting.