Large corpora such as the British National Corpus and the COBUILD Corpus and Collocations Sampler are now accessible, free of charge, online and can be usefully incorporated into a process writing approach to help develop students' writing skills. This article aims to familiarize readers with these resources and to show how they can be usefully…

The 11th International Conference on Educational Data Mining (EDM 2018) is held under the auspices of the International Educational Data Mining Society at the Templeton Landing in Buffalo, New York. This year's EDM conference was highly competitive, with 145 long and short paper submissions. Of these, 23 were accepted as full papers and 37…

Looked at errors produced by 155 students developing spreadsheets while they were working alone, in groups of two, and in groups of three. Determined that synchronous team spreadsheet development is promising but expensive and does not seem to be a cure-all for spreadsheet errors. (JOW)

While peer review is a common practice in college composition courses, there is little consistency in approach and effectiveness within the field, owing in part to the dearth of empirical research that investigates peer-review processes. This study is designed to shed light on what a peer reviewer actually reads and attends to while providing…

Many errors in ESL students' writing are caused by misleading cognates, words in the two languages which look alike, yet do not mean the same thing. (DD)

In three experiments, a total of 148 college students read or listened to expository passages containing general or specific errors. In all 3 experiments, students were more likely to spot general errors. Results do not indicate that monitoring skills were substantially different for listening or reading. (SLD)

This article analyzes the braille spelling errors of 16 Greek students who are blind. More specifically, it explores the types of spelling errors, the students' attitudes toward spelling, and the relationship between spelling and reading strategies.

Comparison of spelling errors of two groups of diagnosed learning disabled college students with a control group of fifth graders revealed different developmental scores, with spelling-only impaired LD students clearly discriminable from fifth graders. It was recommended that errors be examined for their information value. (CL)

Investigated the nature of orthographic representations accessed during reading, as well as the relationship between reading and spelling representations using additional evidence to that based on normal reading and spelling performance. (Author/VWL)

Conducted two studies to clarify nature of anchoring errors in clinical judgments. Judgments from 103 undergraduates in Study 1 evidenced neither anchoring errors nor gender differences. Judgments from 157 psychologists in Study 2 affirmed adjustment and mitigation hypotheses over anchoring hypothesis alone. Mitigation process appeared adaptable…

Application of a quantitative and qualitative error classification system to the spelling errors of 21 learning-disabled (LD) and 21 non-learning-disabled (NLD) matched college students found LD subjects exhibited a significantly greater total spelling error rate and percentage. Differences were also found on qualitative spelling variables for…

Twenty-eight protocols of the Stanford-Binet Fourth Edition (SB:IV) obtained from graduate students were examined for scoring and clerical errors that contributed to the inaccuracy of test scores. Scoring of individual items was identified as the most error prone process, as evidenced by the fact that 96% of the protocols contained scoring errors.…

The basic purpose of the study was to determine the types and frequency of nonshorthand errors on typewritten transcripts of shorthand dictation of 40 intermediate and 34 advanced stenography students at the University of Missouri in 1970-71. (Author)

Persistent conceptual bugs exist in how novices, from primary school to college age, program and understand programs. These bugs are not specific to a given programming language but appear to be language-independent. The three different classes of bugs are: (1) parallelism, the assumption that different lines in a program can be active at the same…

In three experiments, subjects read passages and circled misspelling in them. Results support the unitization hypothesis that common words are normally read in units larger than letters but are read in letter units when misspelled. (Author/CP)