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Download full textLishi Liang; W. L. Quint Oga-Baldwin; Kaori Nakao; Luke K. Fryer; Alex Shum – Technology in Language Teaching & Learning, 2024
Phonological processing of written characters has been recognized as a crucial element in acquiring literacy in any language, both native and foreign. This study aimed to assess Japanese primary school students' phoneme-grapheme recognition skills using both paper-based and touch-interface tests. Differences between the two test formats and the…
Descriptors: Phoneme Grapheme Correspondence, Language Tests, Gamification, Elementary School Students
Direct linkKohnen, Saskia; Colenbrander, Danielle; Krajenbrink, Trudy; Nickels, Lyndsey – Australian Journal of Learning Difficulties, 2015
The main aim of this study was to develop standardised tests that assess some of the most important spelling skills for children in primary school: sound-letter mappings (non-lexical spelling) and word spelling accuracy (lexical spelling). We present normative comparison data for children in Grades 1-7 as well as measures of validity and…
Descriptors: Foreign Countries, Standardized Tests, Spelling, Primary Education
Rutt, Simon; Kettlewell, Kelly; Bernardinelli, Daniele – National Foundation for Educational Research, 2015
Catch Up® Literacy is a structured one-to-one literacy intervention for pupils between the ages of 6 and 14 who are struggling to learn to read. It teaches pupils to blend phonemes (combine letter sounds into words), segment phonemes (separate words into letter sounds), and memorise particular words so they can be understood without needing to use…
Descriptors: Research Reports, Literacy, Phonemes, Memorization
