References
Abdolrezapour, P., & Eslami-Rasekh, A. (2010). A Cross-Cultural Study of Perception of Politeness by Iranian and American in Request Forms. Pakistan Journal of Social Sciences, 7(2), 164–169. https://doi.org/10.3923/pjssci.2010.164.169
Al-Othman, N. (2003). Meeting the Challenges to Teaching the Spelling System of English: Voices from the Field in Kuwait. Journal of Educational and Psychological Sciences, 04(03), 4–33. https://doi.org/10.12785/jeps/040308
Al-zuoud, K. M., & Kabilan, M. K. (2013). Investigating Jordanian EFL Students’ Spelling Errors at Tertiary Level. International Journal of Linguistics, 5(3), 164–176. https://doi.org/10.5296/ijl.v5i3.3932
Alavimoghadam, B., Kheirabadi, R., Rahimi, & Alavi. (2015). Prospect 3. Iran School Books Publication Company.
Apel, K. (2011). What is orthographic knowledge? Language, Speech, and Hearing Services in Schools, 42(4), 592–603. https://doi.org/10.1044/0161-1461(2011/10-0085)
Berninger, V. W., Abbott, R. D., Sylvester, L., Nolen, S. B., & Whitaker, D. (1995). Integrating low- and high-level skills in instructional protocols for writing disabilities. Learning Disability Quarterly, 18(4), 293–309. https://doi.org/10.2307/1511235
Cook, V. J. (1997). L2 users and english spelling. Journal of Multilingual and Multicultural Development, 18(6), 474–488. https://doi.org/10.1080/01434639708666335
Daffern, T., & Fleet, R. (2021). Investigating the efficacy of using error analysis data to inform explicit teaching of spelling. Australian Journal of Learning Difficulties, 26(1), 67–88. https://doi.org/10.1080/19404158.2021.1881574
Daigle, D., Berthiaume, R., Costerg, A., Plisson, A., Ruberto, N., & Varin, J. (2020). Do all roads really lead to Rome? The case of spelling acquisition. Reading and Writing, 33(2), 313–328. https://doi.org/10.1007/s11145-019-09965-4
Dörnyei, Z., & Taguchi, T. (2009). Questionnaires in second language research: Construction, administration, and processing (2nd ed.). Routledge.
Dymock, S., & Nicholson, T. (2017). To what extent does children’s spelling improve as a result of learning words with the look, say, cover, write, check, fix strategy compared with phonological spelling strategies? Australian Journal of Learning Difficulties, 22(2), 171–187. https://doi.org/10.1080/19404158.2017.1398766
Field, A. (2017). Discovering statistics using IBM SPSS statistics (5th ed.). SAGE.
Fisher, B., Cozens, M., & Greive, C. (2007). Look-Say-Cover-Write-Say-Check and Old Way / New Way - Mediational Learning : A Comparison of the Effectiveness of Two Tutoring Programs for Children with Persistent Spelling Difficulties. Special Education Perspectives, 16(1), 19–38.
Fulk, B. M. (1996). The Effects of Combined Strategy and Attribution Training on LD Adolescents’ Spelling Performance. Exceptionality, 6(1), 13–27. https://doi.org/10.1207/s15327035ex0601_2
Graham, S., & Santangelo, T. (2014). Does spelling instruction make students better spellers, readers, and writers? A meta-analytic review. Reading and Writing, 27(9), 1703–1743. https://doi.org/10.1007/s11145-014-9517-0
Grant, K. (2002). Supporting Literacy: A Guide for Primary Classroom Assistants. Routledge.
Haggan, M. (1993). Actual and Self-perceived Spelling Accuracy in Kuwaiti EFL Students: Some Practical and Theoretical Implications. TESL Canada Journal, 10(2), 55. https://doi.org/10.18806/tesl.v10i2.618
Harris, K. R., Friedlander, B. D., Saddler, B., Frizzelle, R., & Graham, S. (2005). Self-monitoring of attention versus self-monitoring of academic performance: Effects among students with ADHD in the general education classroom. Journal of Special Education, 39(3), 145–156. https://doi.org/10.1177/00224669050390030201
Jaffré, J. P., & Fayol, M. (2013). Orthography and literacy in French. Lawrence Erlbaum Mahwah, NJ.
Jaspers, K. E., Williams, R. L., Skinner, C. H., Cihak, D., McCallum, R. S., & Ciancio, D. J. (2012). How and to What Extent Do Two Cover, Copy, and Compare Spelling Interventions Contribute to Spelling, Word Recognition, and Vocabulary Development? Journal of Behavioral Education, 21(1), 80–98. https://doi.org/10.1007/s10864-011-9137-6
Mahmoud El-Bassuony, J. (2014). Using Self- monitoring Strategy to improve English Spelling Accuracy and Self- efficacy of Primary School Pupils with ADHD. مجله دراسات فی المناهج وطرق التدریس , 206(206), 73-130 https://doi.org/10.21608/mjat.2014.103742
Marinelli, C. V., Romani, C., Burani, C., & Zoccolotti, P. (2015). Spelling acquisition in english and Italian: A cross-linguistic study. Frontiers in Psychology, 6. https://doi.org/10.3389/fpsyg.2015.01843
Moxam, C. (2020). The link between language and spelling: What speech-language pathologists and teachers need to know. Language, Speech, and Hearing Services in Schools, 51(4), 939–954. https://doi.org/10.1044/2020_LSHSS-19-00009
Nahari, A. A., & Alfadda, H. A. (2016). From Memorising to Visualising: The Effect of Using Visualisation Strategies to Improve Students’ Spelling Skills. English Language Teaching, 9(6), 1–18. https://doi.org/10.5539/elt.v9n6p1
O’Sullivan, O., & Thomas, A. (2007). Understanding spelling. Routledge. https://doi.org/10.4324/9780203961612
Ott, P. (2007). How to Manage Spelling Successfully (1st ed.). Routledge. https://doi.org/10.4324/9780203966075
Singh, N. N., & Beale, I. L. (2012). Learning disabilities: Nature, theory, and treatment. Springer Science & Business Media.
Tseng, W. T., Dörnyei, Z., & Schmitt, N. (2006). A new approach to assessing strategic learning: The case of self-regulation in vocabulary acquisition. Applied Linguistics, 27(1), 78–102. https://doi.org/10.1093/applin/ami046
Westwood, P. (2005). Spelling: Approaches to teaching and assessment. Routledge. https://doi.org/10.4324/9781315065250
Westwood, P. (2008). What teachers need to know about reading and writing difficulties. ACER Press.
Westwood, P. (2014). Teaching Spelling: Exploring Commonsense Strategies and Best Practices (1st ed.). Routledge. http://books.google.com/books?hl=en&lr=&id=tkvIAgAAQBAJ&pgis=1
Westwood, P. (2018). Learning to spell: enduring theories, recent research and current issues. Australian Journal of Learning Difficulties, 23(2), 137–152. https://doi.org/10.1080/19404158.2018.1524391
Williams, N. L. (2020). Examining the Efficacy of Combining Cover, Copy, Compare and Performance Feedback: A Randomized Controlled Trial [Doctoral dissertation, The University of Syracuse]. https://surface.syr.edu/etd/1287
Zannikos, M. E., McCallum, E., Schmitt, A. J., & Pearson, K. E. (2018). A Comparison of the Taped Spelling Intervention and Cover, Copy, and Compare for Students with Learning Disabilities. Journal of Behavioral Education, 27(3), 301–323. https://doi.org/10.1007/s10864-018-9293-z
جستارهای زبانی