Writing product and process in children with English as an additional language

Children draw on limited cognitive resources to write and these resources are under more demand when writing in English as an additional language (EAL). This study investigated the relationship between writing process measures along with two language measures, phonological awareness and lexical retrieval, and measures of writing product. Thirty-nine EAL children took part in the study and their writing was digitised so that execution speed, burst length, and the pattern of pauses were available for analysis. The results found that lexical retrieval was significantly associated, indirectly through execution speed and burst length, with the number of words, lexical richness, and writing quality. The results are discussed in the context of common underlying proficiency theory and lexical retrieval as part of the translation process of writing

Cognitive predictors of shallow-orthography spelling speed and accuracy in 6th grade children

Spelling accuracy and time course was investigated in a sample of 100 Norwegian 6th grade students completing a standardized spelling-to-dictation task. Students responded by keyboard with accurate recordings of response-onset latency (RT) and inter-keypress interval (IKI). We determined effects of a number of child-level cognitive ability factors, and of word-level factors—particularly the location within the word of a spelling challenge (e.g., letter doubling), if present. Spelling accuracy was predicted by word reading (word split) performance, non-word spelling accuracy, keyboard key-finding speed and short-term memory span. Word reading performance predicted accuracy just for words with spelling challenges. For correctly spelled words, RT was predicted by non-word spelling response time and by speed on a key-finding task, and mean IKI by non-verbal cognitive ability, word reading, non-word spelling response time, and key-finding speed. Compared to words with no challenge, mean IKI was shorter for words with an initial challenge and longer for words with a mid-word challenge. These findings suggest that spelling is not fully planned when typing commences, a hypothesis that is confirmed by the fact that IKI immediately before within word challenges were reliably longer than elsewhere within the same word. Taken together our findings imply that routine classroom spelling tests better capture student competence if they focus not only on accuracy but also on production time course

Popular Branchings and Their Dual Certificates

Let G be a digraph where every node has preferences over its incoming edges. The preferences of a node extend naturally to preferences over branchings, i.e., directed forests; a branching B is popular if B does not lose a head-to-head election (where nodes cast votes) against any branching. Such popular branchings have a natural application in liquid democracy. The popular branching problem is to decide if G admits a popular branching or not. We give a characterization of popular branchings in terms of dual certificates and use this characterization to design an efficient combinatorial algorithm for the popular branching problem. When preferences are weak rankings, we use our characterization to formulate the popular branching polytope in the original space and also show that our algorithm can be modified to compute a branching with least unpopularity margin. When preferences are strict rankings, we show that “approximately popular” branchings always exist.TU Berlin, Open-Access-Mittel – 202