{"id":31415,"date":"2024-08-23T17:44:30","date_gmt":"2024-08-23T17:44:30","guid":{"rendered":"https:\/\/www.writemyessays.app\/blog\/questions\/the-relationship-between-the-transparency-of-grapheme-phoneme-correspondence-and-spelling-proficiency\/"},"modified":"2024-08-23T17:44:30","modified_gmt":"2024-08-23T17:44:30","slug":"the-relationship-between-the-transparency-of-grapheme-phoneme-correspondence-and-spelling-proficiency","status":"publish","type":"questions","link":"https:\/\/www.writemyessays.app\/blog\/questions\/the-relationship-between-the-transparency-of-grapheme-phoneme-correspondence-and-spelling-proficiency\/","title":{"rendered":"The Relationship Between the Transparency of Grapheme-Phoneme Correspondence and Spelling Proficiency."},"content":{"rendered":"

What is the structure of a seminar
\npaper?<\/span><\/b><\/p>\n

 <\/span><\/b><\/p>\n

\u00b7       <\/span><\/span><\/span><\/span>Font: Times New Roman<\/span><\/p>\n

\u00b7       <\/span><\/span><\/span><\/span>Size: 12 \u2013 double spaced<\/span><\/p>\n

\u00b7       <\/span><\/span><\/span><\/span>References: 10-15<\/span><\/p>\n

A seminar
\npaper must include the following components, which must appear in a sequential
\norder:<\/span><\/p>\n

 <\/span><\/p>\n

1.    
\n<\/span><\/span><\/span><\/span>Title<\/span><\/u><\/b>: States your topic exactly in the
\nsmallest possible number of words.<\/span><\/p>\n

 <\/span><\/p>\n

2.    
\n<\/span><\/span><\/span><\/span>Student\u2019s details<\/span><\/u><\/b>: (under title) Includes: your
\nname, ID number, the name of the instructor, the name of the department, the
\nname of the college, and the month\/year of submission.<\/span><\/p>\n

 <\/span><\/p>\n

3.    
\n<\/span><\/span><\/span><\/span>Table of Contents<\/span><\/u><\/b><\/span><\/p>\n

 <\/span><\/p>\n

4.    
\n<\/span><\/span><\/span><\/span>Abstract<\/span><\/u><\/b>: States the most important facts
\nand ideas in your seminar paper (the number of words in the abstract should not
\nexceed 150-250). The abstract should relate to:<\/span><\/p>\n

\u00b7      
\n<\/span><\/span><\/span><\/span>The problem studied,<\/span><\/p>\n

\u00b7      
\n<\/span><\/span><\/span><\/span>The method used,<\/span><\/p>\n

\u00b7      
\n<\/span><\/span><\/span><\/span>The main results,<\/span><\/p>\n

\u00b7      
\n<\/span><\/span><\/span><\/span>And the main conclusions.<\/span><\/p>\n

(No
\nreferences, figures, or tables should appear in the abstract)<\/span><\/p>\n

 <\/span><\/p>\n

5.    
\n<\/span><\/span><\/span><\/span>Text<\/span><\/u><\/b>: The body of the seminar paper
\nshould be clearly divided into sections, each with a separate heading. The
\nsections are:<\/span><\/p>\n

\u00b7      
\n<\/span><\/span><\/span><\/span>Introduction<\/span><\/i><\/b>: Reviews the background of your
\ntopic and gives an outline of the contents of your paper.<\/span><\/p>\n

\u00b7      
\n<\/span><\/span><\/span><\/span>Literature
\nReview<\/span><\/i><\/b>:
\nReviews the work done by other people on your topic (you must include subtitles
\nrelated to your topic and the references). This section is mainly based on
\nscholarly work published in academic journals and books. Appropriate in-text
\ncitation techniques and methods MUST<\/b>
\nbe used in writing this section.<\/span><\/p>\n

\u00b7      
\n<\/span><\/span><\/span><\/span>Methodology
\nand Research question(s)<\/span><\/i><\/b>:
\nIs based on the literature review and presents the methodology used in the
\nseminar paper for answering the research question(s). This section must logically
\nconnect the theoretical review with the topic studied in the seminar paper.<\/span><\/p>\n

\u00b7      
\n<\/span><\/span><\/span><\/span>Results<\/span><\/i><\/b><\/span><\/p>\n

\u00b7      
\n<\/span><\/span><\/span><\/span>Findings
\nand discussion<\/span><\/i><\/b>:
\nPresents the findings of the study in any organized or summarizing manner (e.g.
\ntables, figures, listings, etc.). This section should not include
\nquestionnaires, detailed transcriptions of linguistic data, or materials
\nstudied. These items, if necessary, should appear at the appendix section at
\nthe end of the paper (following the references section). You may, however,
\ninclude excerpts from your findings or examples specifically if such a practice
\nfacilitates your analysis or discussion of findings.<\/span><\/p>\n

\u00b7      
\n<\/span><\/span><\/span><\/span>Conclusion<\/span><\/i><\/b>: States the conclusions you have
\ndrawn from your work, compares your conclusions with the opinions of other
\npeople, and suggests what new work should be done in order to answer a question
\nyou raised on your paper that may further extend our knowledge.<\/span><\/p>\n

\u00b7      
\n<\/span><\/span><\/span><\/span>Limitations<\/span><\/i><\/b><\/span><\/p>\n

\u00b7      
\n<\/span><\/span><\/span><\/span>References<\/span><\/i><\/b>: You must give references to all
\nthe information that you obtain from books, papers in journals, and other
\nsources. References need to be alphabetically organized based on the APA style
\nof documentation.<\/span><\/p>\n

\u00b7      
\n<\/span><\/span><\/span><\/span>Appendix
\n(Appendices)<\/span><\/i><\/b>:
\n(optional) Includes all the documents you used in your paper such as: a sample
\nquestionnaire\/test, full transcription of an interview\/conversation, examples
\nof subjects\u2019 responses\/performances in a certain task, etc.<\/span><\/p>\n

 <\/span><\/p>\n

 <\/span><\/p>\n

How long is a seminar paper?<\/span><\/b><\/p>\n

 <\/span><\/b><\/p>\n

The
\nminimum number of words for writing a seminar paper must be at least 2500 words.<\/span><\/p>\n

 <\/span><\/p>\n

What writing techniques should I
\nuse in writing my seminar?<\/span><\/b><\/p>\n

 <\/span><\/b><\/p>\n

1.    
\n<\/span><\/span><\/span><\/span>Use:<\/span><\/p>\n

\u00b7      
\n<\/span><\/span><\/span><\/span>A normal, plain font: 12-point Times New Roman for
\ntext (10-points for indented in-text citations).<\/span><\/p>\n

\u00b7      
\n<\/span><\/span><\/span><\/span>Italics for emphasis.<\/span><\/p>\n

\u00b7      
\n<\/span><\/span><\/span><\/span>The automatic page numbering function to number the
\npages (start numbering at the introduction page).<\/span><\/p>\n

\u00b7      
\n<\/span><\/span><\/span><\/span>Double space.<\/span><\/p>\n

2.    
\n<\/span><\/span><\/span><\/span>Start a new page for each new section.<\/span><\/p>\n

3.    
\n<\/span><\/span><\/span><\/span>Revise your work for grammar, spelling, lexical
\nchoices, and proper academic style.<\/span><\/p>\n

4.    
\n<\/span><\/span><\/span><\/span>Use appropriate in-text citation techniques when using
\ninformation from other people.<\/span><\/p>\n

 <\/span><\/p>\n

 <\/span><\/b>1- Research Question:<\/span><\/b> What is the relationship between the transparency of
\ngrapheme-phoneme correspondence of English words and the English spelling
\nproficiency of Arab learners, learning English as a foreign language in Israel?<\/span><\/p>\n


<\/span><\/b><\/p>\n

Topic:<\/span><\/b> The Relationship Between the Transparency of Grapheme-Phoneme Correspondence
\nand Spelling Proficiency. <\/span><\/p>\n


<\/span><\/b><\/p>\n

Task: <\/span><\/b>The researcher will read two lists
\nof words: <\/span><\/p>\n

the
\nfirst list contains 15 English words with one-to-one grapheme-phoneme
\ncorrespondence. (low ambiguity) <\/span><\/p>\n

the students
\n(eighth graders) will be asked to spell the words on their papers.<\/span><\/p>\n

the
\nsecond list contains 15 English words with ambiguous grapheme-phoneme
\ncorrespondence. (high ambiguity) <\/span><\/p>\n

then
\nthe student will be asked to spell them.<\/span><\/span><\/p>\n

* The students learned and reviewed all
\nthe words.<\/span><\/p>\n


<\/span><\/p>\n

List 1: (Low ambiguity)<\/span><\/u><\/p>\n

pretend<\/span><\/p>\n

several                                                    
\n<\/span> <\/span><\/span><\/p>\n

reporter<\/span><\/p>\n

artist<\/span><\/p>\n

travel<\/span><\/p>\n

event<\/span><\/p>\n

blanket<\/span><\/p>\n

inform<\/span><\/p>\n

program<\/span><\/p>\n

develop<\/span><\/p>\n

band<\/span><\/p>\n

evil<\/span><\/p>\n

clap<\/span><\/p>\n

benefit<\/span><\/p>\n

apartment<\/span><\/p>\n

 <\/span><\/p>\n

List 2: (High ambiguity) <\/span><\/u><\/p>\n

character<\/span><\/p>\n

imagination<\/span><\/p>\n

disease<\/span><\/p>\n

naturally<\/span> <\/span><\/p>\n

hilarious<\/span><\/p>\n

pressure<\/span><\/p>\n

scientist<\/span><\/p>\n

scene<\/span><\/p>\n

health<\/span><\/p>\n

decision<\/span><\/p>\n

measure<\/span><\/p>\n

pause<\/span><\/p>\n

solution<\/span><\/p>\n

trousers<\/span><\/p>\n

especially<\/span><\/p>\n

<\/p>\n

<\/span><\/p>\n

* Then the relationship between the
\ntransparency and the spelling will be checked. <\/span><\/span><\/p>\n


<\/span><\/p>\n

References: <\/span><\/b><\/p>\n

1- Bassetti, B., Cerni, T., & Masterson, J. (2022). The
\nefficacy of grapheme-phoneme correspondence instruction in reducing the effect
\nof orthographic forms on Second language phonology. Applied
\nPsycholinguistics<\/i>, 43<\/i>(3), 683\u2013705. <\/span>https:\/\/doi.org\/10.1017\/s014271642200008x<\/span><\/a>.<\/span><\/p>\n

2- Goswami, U., Ziegler, J.
\nC., & Richardson, U. (2005). The effects of spelling consistency on
\nphonological awareness: A comparison of English and German. Journal of
\nExperimental Child Psychology<\/i>, 92<\/i>(4), 345\u2013365. https:\/\/doi.org\/10.1016\/j.jecp.2005.06.002<\/a>.<\/p>\n

3- <\/span>Kaani, B., Mulubale, S., & Mutau
\nMufalo, S. (2022). Effects of orthographic opacity on reading fluency among
\nZambian Nyanja-English bilinguals. International Journal on Studies in
\nEnglish Language and Literature<\/i>, 10<\/i>(12), 1\u201316. https:\/\/doi.org\/10.20431\/2347-3134.1012001<\/a>.<\/p>\n

4- Larsen, L., Schauber, S. K., Kohnen, S., Nickels, L.,
\n& McArthur, G. (2020). Children\u2019s knowledge of single- and multiple-letter
\ngrapheme-phoneme correspondences: An exploratory study. Early Childhood
\nResearch Quarterly<\/i>, 51<\/i>, 379\u2013391. <\/span>https:\/\/doi.org\/10.1016\/j.ecresq.2019.12.001<\/span><\/a>.<\/span><\/p>\n

5- Martin-Chang, S.,
\nOuellette, G., & Madden, M. (2014). Does poor spelling equate to slow
\nreading? the relationship between reading, spelling, and orthographic quality. Reading
\nand Writing<\/i>, 27<\/i>(8), 1485\u20131505. https:\/\/doi.org\/10.1007\/s11145-014-9502-7<\/a>.<\/p>\n

6- Paschoal, L., & Chacon, L. (2023). Influence of
\ntransparency and opacity on the spelling of fricative phonemes. CoDAS<\/i>, 35<\/i>(3).
\n<\/span>https:\/\/doi.org\/10.1590\/2317-1782\/20232021212en<\/span><\/a>.<\/span><\/p>\n

7- <\/span>Perry, C., & Ziegler, J. C.
\n(2004). Beyond the two-strategy model of skilled spelling: Effects of
\nconsistency, grain size, and orthographic redundancy. The Quarterly Journal
\nof Experimental Psychology Section A<\/i>, 57<\/i>(2), 325\u2013356. https:\/\/doi.org\/10.1080\/02724980343000323<\/a>.<\/p>\n

8- Rossi, M., Martin-Chang,
\nS., & Ouellette, G. (2018). Exploring the space between good and poor
\nspelling: Orthographic quality and reading speed. Scientific Studies of
\nReading<\/i>, 23<\/i>(2), 192\u2013201. https:\/\/doi.org\/10.1080\/10888438.2018.1508213<\/a>.<\/p>\n

9- Suliman, J. M. A. (2018). Impact of English Orthography
\non Learning English Sounds and Spelling. Journal of Education and Practice<\/i>,
\n9<\/i>(15), 53\u201360. <\/span><\/p>\n

10- Treiman, R., Berch, D.,
\n& Weatherston, S. (1993). Children\u2019s use of phoneme-grapheme
\ncorrespondences in spelling: Roles of position and stress. Journal of
\nEducational Psychology<\/i>, 85<\/i>(3), 466\u2013477. https:\/\/doi.org\/10.1037\/\/0022-0663.85.3.466<\/a>.<\/p>\n

<\/p>\n

<\/span><\/p>\n

 <\/p>\n","protected":false},"excerpt":{"rendered":"

What is the structure of a seminar paper?   \u00b7       Font: Times New Roman \u00b7       Size: 12 \u2013 double spaced \u00b7       References: 10-15 A seminar paper must include the following components, which must appear in a sequential order:   1.     Title: States your topic exactly in the smallest possible number of words.   2.     Student\u2019s […]<\/p>\n","protected":false},"author":2,"featured_media":0,"comment_status":"open","ping_status":"closed","template":"","meta":[],"disciplines":[14],"paper_types":[],"tagged":[],"aioseo_notices":[],"_links":{"self":[{"href":"https:\/\/www.writemyessays.app\/blog\/wp-json\/wp\/v2\/questions\/31415"}],"collection":[{"href":"https:\/\/www.writemyessays.app\/blog\/wp-json\/wp\/v2\/questions"}],"about":[{"href":"https:\/\/www.writemyessays.app\/blog\/wp-json\/wp\/v2\/types\/questions"}],"author":[{"embeddable":true,"href":"https:\/\/www.writemyessays.app\/blog\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/www.writemyessays.app\/blog\/wp-json\/wp\/v2\/comments?post=31415"}],"version-history":[{"count":0,"href":"https:\/\/www.writemyessays.app\/blog\/wp-json\/wp\/v2\/questions\/31415\/revisions"}],"wp:attachment":[{"href":"https:\/\/www.writemyessays.app\/blog\/wp-json\/wp\/v2\/media?parent=31415"}],"wp:term":[{"taxonomy":"disciplines","embeddable":true,"href":"https:\/\/www.writemyessays.app\/blog\/wp-json\/wp\/v2\/disciplines?post=31415"},{"taxonomy":"paper_types","embeddable":true,"href":"https:\/\/www.writemyessays.app\/blog\/wp-json\/wp\/v2\/paper_types?post=31415"},{"taxonomy":"tagged","embeddable":true,"href":"https:\/\/www.writemyessays.app\/blog\/wp-json\/wp\/v2\/tagged?post=31415"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}