Brain and spelling process

Introduction to research in education

BRAIN AND SPELLING Learning process

María Victoria Márquez

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Introduction to research in education

Index
1. Introduction …………………………………………………………………… 3.

- Purpose. - Objectives of study. 2. Theoretical background …………………………………………………….. 3. - Brain map 3. Methodology of research …………………………………………………….5. 3.1 Subjectchosen…………………………………………………………5. 3.2 The Task………………………………………………………………..5. 3.3 Data collection………………………………………………………..7. 3.4 Timing………………………………………………………………….8. 3.5 Analyze of results……………………………………………………..8. 4. Conclusions …………………………………………………………………....8. 5. References………………………………………………………………………9.

María Victoria Márquez

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Introduction to research in education

BRAIN AND SPELLING: Learning process 1. INTRODUCTION Spelling is a teachingmethod in writing system. This teaching method is necessary in languages which letters-sounds correspondences are mostly by consonants like happen in English language. The object of this research is to analyze and found which are the best methods to teach spelling to English speaking children from kindergarten to the age of ten years old. The motivation for this study is the poor situation of manyschools in spelling system. The method failed because the most common way to teach spelling is by memorising words. Spelling tests only support short term memory and do not tend to lead to permanent learning. General Statement of the Problem: The students of the targeted kindergarten, first grade, and third grade classrooms do not consistently use correct spelling of district writing words andspelling words in their daily work. Evidence for the existence of the problem includes: report cards, writing checklists, student self-assessment, and dictated sentence checklists. Children begin to understand that letters represent sounds in words, but do not
include a letter to represent every sound in the word; often, major sounds are omitted. In order to offer a solution which can be considered, Iwill set out the following questions;

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How previous researches in spelling has influenced on teaching system in the last thirty years?

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Is there any relation between highest level schools and the geographical area? Could these results help to change the learning systems at schools and kindergartens?

2. THEORETICAL BACKGROUND Several neurological studies show correlate betweenspoken word processing with orthographic demands and the brain regions involved in processing phonological, orthographic and semantic representations. Brain respond sensitivity to the similarity of orthography and phonology between words, however the cortical regions involved in
María Victoria Márquez Página 3

Introduction to research in education

orthographic processing are distinct fromcortical regions involved in auditory processing and also different from the semantic processing. We realise that brain is more receptive when auditory modality of the stimuli is supported by orthographic visual. In order to understand this research is necessary to know how works our brain in language learning processes. The left side of the brain control the abilities of the language. Neurologicalstudies has revealed evidence for phonological priming effects in left superior temporal gyrus, orthographic priming effects in left fusiform gyrus and semantic involvement of left middle temporal gyrus. This brain-behaviour analyses show that higher accuracy is correlated with stronger activation across lexical conditions in left superior temporal gyrus and higher non-word reading skill iscorrelated with weaker activation across lexical conditions in left middle temporal gyrus. This suggests that higher skill is associated with increasing elaboration of phonological representations and less involvement of semantic representation as a compensatory mechanism. This means that the left fusiform gyrus is implicated in orthographic processing during visual...