Intervention for a lexical reading and spelling difficulty in two Greek-speaking primary age children

An intervention study was carried out with two nine-year-old Greek-speaking dyslexic children. Both children were slow in reading single words and text and had difficulty in spelling irregularly spelled words. One child was also poor in non-word reading. Intervention focused on spelling in a whole-word training using a flashcard technique that had previously been found to be effective with English-speaking children. Post-intervention assessments conducted immediately at the end of the intervention, one month later and then five months later showed a significant improvement in spelling of treated words that was sustained over time. In addition, both children showed generalisation of improvement to untrained words and an increase in scores in a standardised spelling assessment. The findings support the effectiveness of theoretically based targeted intervention for literacy difficulties

Greek-spelling predictors; an investigation of literacy- and cognitive-related factors

Greek spelling has been less explored than reading, and studies looking at predictors have primarily focused on phonological ability (PA) and rapid automatised naming (RAN). Few studies have been conducted on visual attention span (VAS), although there is growing acknowledgement that spelling involves processes other than phonological ones. We investigated single-word spelling accuracy cross-sectionally with 145 students attending Grades 1–7 in Greece. We conducted regression analyses for the beginner and more advanced spellers separately. We found that only PA was a significant predictor for the beginner spellers after controlling for reading speed and chronological age. For the more advanced spellers, VAS and RAN were significant predictors in addition to PA. The outcome suggests that as the children gain more spelling experience, phonological and visual processes are important. Analyses of the effects on spelling accuracy of the item-related variables printed word frequency and phoneme-grapheme probability supported those obtained from the child-related analyses. The educational implications of the findings are discussed

What spelling errors can tell us about the development of processes involved in children’s spelling

Introduction: Spelling is an essential foundation for reading and writing. However, many children leave school with spelling difficulties. By understanding the processes children use when they spell, we can intervene with appropriate instruction tailored to their needs. Methods: Our study aimed to identify key processes (lexical-semantic and phonological) by using a spelling assessment that distinguishes different printed letter strings/word types (regular and irregular words, and pseudowords). Misspellings in the test from 641 pupils in Reception Year to Year 6 were scored using alternatives to binary correct versus incorrect scoring systems. The measures looked at phonological plausibility, phoneme representations and letter distance. These have been used successfully in the past but not with a spelling test that distinguishes irregularly spelled words from regular words and pseudowords. Results: The findings suggest that children in primary school rely on both lexical-semantic and phonological processes to spell all types of letter string, but this varies depending on the level of spelling experience (younger Foundation/Key stage 1 and older Key stage 2). Although children in younger year groups seemed to rely more on phonics, based on the strongest correlation coefficients for all word types, with further spelling experience, lexical processes seemed to be more evident, depending on the type of word examined. Discussion: The findings have implications for the way we teach and assess spelling and could prove to be valuable for educators

What spelling errors can tell us about the development of processes involved in children's spelling

Spelling is an essential foundation for reading and writing. However, many children leave school with spelling difficulties. By understanding the processes children use when they spell, we can intervene with appropriate instruction tailored to their needs. Our study aimed to identify key processes (lexical-semantic and phonological) by using a spelling assessment that distinguishes different printed letter strings/word types (regular and irregular words, and pseudowords). Misspellings in the test from 641 pupils in Reception Year to Year 6 were scored using alternatives to binary correct versus incorrect scoring systems. The measures looked at phonological plausibility, phoneme representations and letter distance. These have been used successfully in the past but not with a spelling test that distinguishes irregularly spelled words from regular words and pseudowords. The findings suggest that children in primary school rely on both lexical-semantic and phonological processes to spell all types of letter string, but this varies depending on the level of spelling experience (younger Foundation/Key stage 1 and older Key stage 2). Although children in younger year groups seemed to rely more on phonics, based on the strongest correlation coefficients for all word types, with further spelling experience, lexical processes seemed to be more evident, depending on the type of word examined. The findings have implications for the way we teach and assess spelling and could prove to be valuable for educators

Kerberos-käyttäjätunnistusjärjestelmä

Modernit tietojärjestelmät ovat siirtyneet keskustietokone-arkkitehtuureista hajautettuun malliin, jossa verkon eri palvelut sijaitsevat eri puolilla tietoverkkoa. Verkon eri palvelut vaativat käyttäjän luotettavaa tunnistamista ja tätä varten on jo pitkään kehitetty erilaisia hajautettuja käyttäjätunnistusjärjestelmiä. Kerberos-käyttäjätunnistusjärjestelmä on Massachusetts Institute of Technologyssä kehitetty hajautettu käyttäjän identiteetin tunnistamiseen kehitetty järjestelmä, joka on nk. Project Athenan yksi tuotos. Nykyään mm. Microsoft Windows verkot on rakennettu käyttämään Kerberosta käyttäjätunnistusjärjestelmänä.Modern information systems have moved from central computers to a distributed model where different network services are located across the network. Secure network services require user authentication and since the services are distributed across the network user authentication must support this. Kerberos autentication is a distributed user authentication protocoll which was developed in Massachusetts Institute of Technology and Kerberos is one of the results of Project Athena. Nowdays Kerberos is widelly spread because Microsoft Windows Domains use Kerberos as the default user authentication system