The “How to” Guide to Spelling Assessment

2013 ◽  
Vol 20 (4) ◽  
pp. 129-136 ◽  
Author(s):  
Danielle Brimo
Keyword(s):  
Phonemic Awareness ◽  
Morphological Awareness ◽  
Spelling Errors ◽  
Potential Intervention ◽  
Spelling Intervention

A spelling assessment is used to determine a student’s baseline spelling percentage,potential intervention goals, and, ultimately, the student’s spelling progress. Additionally,a spelling assessment can provide information about a student’s linguistic awarenessabilities such as phonemic awareness, orthographic pattern awareness, mentalgraphemic representations, and morphological awareness. In this paper, a case exampleis presented to describe the spelling assessment and analysis of spelling errors toultimately determine baseline spelling percentage and spelling intervention goals, basedon a multilinguistic approach.

scholarly journals Invented spelling intervention programmes: Comparing explicit and implicit instructions

2021 ◽  
Vol 39 (2) ◽  
pp. 229-245
Author(s):  
Tiago Almeida ◽  
Ana Cristina Silva ◽  
João Rosa
Keyword(s):  
Phonological Awareness ◽  
Phonemic Awareness ◽  
School Children ◽  
Explicit Instruction ◽  
Intervention Programs ◽  
Control Group ◽  
Invented Spelling ◽  
Intervention Programme ◽  
Instruction Group ◽  
Spelling Intervention

This study aims to compare the effectiveness of two invented spelling intervention programs, one with explicit instruction of graph-phonetics matches and another based on questioning and reflection on the graph-phonetic correspondences (implicit instructions). Ninety pre-school children, whose invented spellings use conventional letters unconventionally to represent sounds, were allocated to three groups, two experimental and one control. All groups were equivalent in age, intelligence, letter knowledge, and phonological awareness. We manipulated the type of instructions (implicit vs. explicit) between the pre- and post-tests in two experimental groups where children participated in an intervention programme of invented spelling. Children who participated in the implicit intervention programme showed a significant improvement in the number of correct letters mobilized in their spelling and phonemic awareness compared with children of control and explicit instruction group. Children from explicit instruction group showed significant more improvements than the children from the control group. These results suggest that questioning and reflection applied to invented spelling programmes seems to enhance a more significant knowledge about the relations between the oral and written code.

Impacto do Ensino para o Desenvolvimento de Habilidades Fonológicas e Morfológicas em Prol da Aprendizagem da Leitura e da Escrita

2017 ◽  
Vol 18 (3) ◽  
pp. 197
Author(s):  
Andréia Alves Correa ◽  
Viviane Do Rocio Barbosa ◽  
Sandra Regina Kirchner Guimarães
Keyword(s):  
Elementary School ◽  
Phonological Awareness ◽  
Phonemic Awareness ◽  
Morphological Awareness ◽  
Control Group ◽  
Pedagogical Practice ◽  
Teaching Program ◽  
Reading And Writing ◽  
Positive Effects ◽  
Explicit Teaching

O presente artigo visa apresentar o impacto de um programa de ensino voltado para o desenvolvimento de habilidades metafonológicas e metamorfológicas sobre a aprendizagem da leitura e da escrita. Participaram 94 alunos do 1° ano do Ensino Fundamental, distribuídos em três Grupos experimentais - Turma E (programa de ensino para o desenvolvimento da consciência fonológica), Turma D (programa de ensino para o desenvolvimento da consciência morfológica), Turma C (programa de ensino para o desenvolvimento de habilidades metafonológicas e metamorfológicas) - e um grupo de Controle (Turma A). Os estudantes foram submetidos a pré-teste, intervenção e pós-teste. Os resultados obtidos sugerem que a prática pedagógica desenvolvida no primeiro ano do Ensino Fundamental deve ocupar-se do desenvolvimento da consciência fonológica, principalmente, da consciência fonêmica, dada sua importância na aprendizagem do princípio alfabético e, acrescentar a esta prática o ensino explícito de habilidades morfológicas, tendo em vista que os resultados obtidos, neste estudo, sustentam que o ensino explícito de elementos sonoros e elementos mórficos, de forma conjugada, gera efeitos positivos em termos de aprendizagem da leitura e da escrita.Palavras-chave: Consciência Fonológica. Consciência Morfológica. Ensino.AbstractThe present article aims to present the impacts of a teaching program aimed at the development of metaphonological and metamorphological abilities on reading and writing learning. A total of 94 students from the 1th grade of Elementary School, distributed in three experimental Groups - Class E Teaching for the development of phonological awareness), Class D (teaching program for the development of morphological awareness), Class C (teaching program for the development of metaphonological and metamorphological skills) - and a Control Group (Class A). The students were subjected to pre-test, intervention and post-test. The results suggest that the pedagogical practice developed in the first year of elementary school should focus on the development of phonological awareness, mainly phonemic awareness, given its importance in learning the alphabetical principle and add to this practice the explicit teaching of morphological skills , Considering that the results obtained in this study bear that the explicit teaching of sound elements and morphic elements, in combination, generates positive effects in terms of reading and writing skills’ learning.Keywords: Phonological Awareness. Morphological Awareness. Teaching.

Invented Spelling

1997 ◽  
Vol 28 (4) ◽  
pp. 333-343 ◽  
Author(s):  
Linda J. Lombardino ◽  
Tara Bedford ◽  
Christine Fortier ◽  
Jennifer Carter ◽  
John Brandi
Keyword(s):  
At Risk ◽  
Phonological Awareness ◽  
Phonemic Awareness ◽  
Reading Disabilities ◽  
Literacy Acquisition ◽  
Invented Spelling ◽  
Valid Measure ◽  
Spelling Errors ◽  
Reading Success ◽  
Highly Correlated

Types and distributions of spelling patterns were identified in the invented spelling samples of 100 children in the second semester of their kindergarten year. Invented spellings were studied because they provide a valid measure of children’s phonemic awareness in print—a skill that is highly correlated with reading success in the early stages of literacy acquisition. The subjects’ spelling errors were used to develop a taxonomy of 10 invented spelling patterns and 21 response types that characterized the children’s most frequently occurring spellings of graphemes targeted for analysis in 12 words. The acquisition of spelling patterns was examined by dividing the children into three groups based on the phonemic accuracy of their spellings on a pre-readirng instrument. A developmental ordering of spelling patterns is presented and relationships among phonological awareness, spelling, and reading are discussed as they are relevant to speech-language pathologists treating children who are at risk for reading disabilities.

scholarly journals A Comparative Analysis of Boys’ and Girls’ Spelling Errors in Kiswahili Functional Writing in Secondary Schools in Kenya

2020 ◽  
Vol 3 (7) ◽  
pp. 112-125
Author(s):  
Charles Nyandoro Moochi
Keyword(s):  
Secondary Schools ◽  
Communication Technology ◽  
Phonemic Awareness ◽  
Social Role ◽  
Spelling Errors ◽  
Spelling Ability ◽  
Information And Communication ◽  
And Gender ◽  
Study Participants ◽  
Gender Specific

The purpose of this study was to establish whether or not there were gender specific spelling errors committed by boys and girls in Kiswahili functional writing.  The study adopted a triangulation approach in its theoretical framework.  As a result, three theories were used: Error Analysis by Corder, (1976), Interlanguage by Selinker, (1972) and Gender Social Role by Eagly, (1987). The study was carried out in Nyamira County, Kenya.  The sample comprised 326 Form Four participants of equal gender distribution drawn from eight public secondary schools.  Simple random and purposive sampling techniques were used to select the study participants.  The participants wrote a Kiswahili functional essay whereby spelling errors were identified and typified for comparison guided by proportion study criterion.  The data for this study were analyzed qualitatively using measures of central tendencies that involved use of means, frequencies and percentages. The study revealed that there were no gender specific spelling errors.  The finding would be central to curriculum developers in underscoring teaching of phonological awareness phonemic understanding, and phonics to both genders.  The finding also necessitates mounting of remedial phonological information, phonemic awareness, and phonics for the boys using information and communication technology systems and appropriate gender destereotyping instructional methods to bridge gender spelling gaps.  Finally, boys should be taught nonsense words with a view to improving their spelling ability.

The Use of Direct Spelling Instruction for Children With Language Impairment

2017 ◽  
Vol 39 (3) ◽  
pp. 438-441 ◽  
Author(s):  
Joy E. Good ◽  
Dee M. Lance ◽  
Jacquie Rainey
Keyword(s):  
Phonemic Awareness ◽  
Language Impairment ◽  
Intervention Program ◽  
Language Skills ◽  
Treatment Protocol ◽  
Literacy Skills ◽  
Written Language ◽  
Spelling Instruction ◽  
Spelling Intervention ◽  
Reading And Spelling

Children with language impairment frequently struggle with written language skills such as spelling. With their expertise in language, speech-language pathologists are in the position to promote the development of such skills. One way to do this is through the use of direct spelling instruction which has been shown to facilitate growth in a number of literacy skills such as phonemic awareness, reading, and spelling. This article outlines a 10-week direct spelling intervention program that is aimed at improving the literacy skills of children with language impairment. This treatment protocol may be adapted as necessary to meet the needs of individual students.

scholarly journals Children’s Vowel Spelling in Derived Words: Item-, Word- and Child-Level Predictors

2019 ◽  
Author(s):  
Lesly Wade-Woolley ◽  
Laura M. Steacy
Keyword(s):  
Phonemic Awareness ◽  
Morphological Awareness ◽  
Base Word ◽  
Spelling Performance ◽  
Item Level ◽  
Prosodic Phonology ◽  
Complex Words ◽  
Syllable Stress

In spelling English words, vowels pose perhaps the greatest difficulty, especially thereduced vowels typically found in unstressed syllables. In morphologically complex words, however, the identity of reduced vowels can often be recovered by considering morphologically-related words. In this brief report, we used item-level analyses to explore predictors of 110 4th and 5th graders’ vowel spelling in derived words (the a and o in majority) as a function of spelling performance on those same vowels in morphologically-related base words (the a and o in major). Variance was partitioned between child and vowel predictors. Significant child predictors were phonemic awareness, prosodic awareness, morphological awareness, and priming by the base word. The significant vowel predictor was syllable stress. Significant interactions were observed between syllable stress and prosodic awareness, and between syllable stress and phonemic awareness. We discuss insights for spelling and reading to be gleaned from linking morphology and prosodic phonology.

scholarly journals Semantics impacts response to phonics through spelling intervention in children with dyslexia

2021 ◽  
Author(s):  
Robin van Rijthoven ◽  
Tijs Kleemans ◽  
Eliane Segers ◽  
Ludo Verhoeven
Keyword(s):  
Typically Developing ◽  
Semantic Representations ◽  
Typically Developing Children ◽  
Spelling Development ◽  
Spelling Errors ◽  
Spelling Intervention ◽  
Before And After ◽  
Orthographic Errors ◽  
Phonological Errors

AbstractWe examined the response to a phonics through spelling intervention in 52 children with dyslexia by analyzing their phonological, morphological, and orthographical spelling errors both before and after the intervention whereas their spelling errors before the intervention were compared with those of 105 typically developing spellers. A possible compensatory role of semantics on the intervention effects was also investigated. Results showed that before the intervention, children with dyslexia and the typically developing children both made most morphological errors, followed by orthographic and phonological errors. Within each category, children with dyslexia made more errors than the typically developing children, with differences being largest for phonological errors. Children with dyslexia with better developed semantic representations turned out to make less phonological, morphological, and orthographic errors compared with children with dyslexia with less developed semantic representations. The intervention for children with dyslexia led to a reduction of all error types, mostly of the orthographic errors. In addition, semantics was related to the decline in phonological, morphological, and orthographic spelling errors. This study implicates that semantic stimulation could benefit the spelling development of children at risk for or with dyslexia.

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