Pseudoword spelling ability predicts response to word spelling treatment in acquired dysgraphia

2020 ◽  
pp. 1-37
Author(s):  
Jennifer Shea ◽  
Robert Wiley ◽  
Natalie Moss ◽  
Brenda Rapp
Keyword(s):  
Spelling Ability ◽  
Word Spelling

scholarly journals Development of English Spelling Acquisition Stages of Saudi Intermediate School Students

2020 ◽  
Author(s):  
Mohammad Hussein Hamdan ◽  
Muteb Ahmad S. Al-Zahrani
Keyword(s):  
Public Schools ◽  
Grade Level ◽  
Spelling Error ◽  
Intermediate School ◽  
School Students ◽  
Spelling Acquisition ◽  
9Th Grade ◽  
Word Level ◽  
Spelling Ability ◽  
Word Spelling

Spelling words accurately is not an easy process. Instead, it is a complex developmental skill. Due to this fact, several studies have recently investigated learners’ spelling ability and how this skill develops in different stages. The main purpose of this study is to examine the developmental nature of Saudi intermediate school students' acquisition of spelling knowledge as measured by the Schlagal's Qualitative Spelling Inventory (designed to assess spelling error patterns). Further, it aims at determining whether Saudi intermediate school students' spelling performance improves as their grade level increases or decreases based on word-level complexity or difficulty. In fact, this study is significant since it reflects the progress of Saudi intermediate school students not only in spelling, but in other literacy areas such as reading, and listening. A strong parallel has been found between spelling, reading and listening. The sample of the study was 300 participants, all of whom were 7th and 9th male graders who study at intermediate public schools in Riyadh, Saudi Arabia. Spelling features and word spelling scoring scales were used to score the given data. The findings showed that the 7th-grade students were listed at the phonetic stage, while the 9th-grade students were listed at the patterns within words stage and syllable juncture stage. Besides, the findings revealed that students' spelling performances improved as their grade level increased. Moreover, students' spelling performances were decreased with the increase of word-level difficulty or complexity.

scholarly journals Below the surface: The application of implicit morpho-graphic regularities to novel word spelling

Morphology ◽  
2020 ◽  
Author(s):  
Vera Heyer
Keyword(s):  
Explicit Instruction ◽  
Writing System ◽  
Grammatical Function ◽  
English Writing ◽  
Corpus Studies ◽  
Spelling Ability ◽  
Rule Application ◽  
Word Spelling ◽  
English Spelling ◽  
Novel Words

Abstract Previous corpus studies have shown that the English spelling system is ‘morpho-graphic’ (Berg and Aronoff 2017) in that affixes are spelt in a consistent way (e.g., ‹ous› in famous) that distinguishes them from homophonous word endings without grammatical function (e.g., ‹us› in bonus). The present paper investigates if English spellers apply these regularities to the spelling of novel words implicitly and whether the application of those regularities is modulated by experience with the English writing system. Participants with varying degrees of expertise in the English writing system were asked to spell novel words ending in /əs/, which were presented orally in either an adjective context (i.e., biasing towards the affix spelling ‹ous›) or a noun context (i.e., biasing towards an alternative spelling such as ‹us›). The results showed that the adjective context elicited significantly more ‹ous› spellings than the noun context, indicating that participants applied morpho-graphic spelling regularities to novel words to mark the appropriate lexical category. Additionally, there was a modulation by spelling ability: The higher participants’ expertise in the English spelling system was, the more novel words they spelt according to morpho-graphic spelling regularities. In conclusion, English spellers are aware of the morpho-graphic spelling regularities without explicit instruction and apply these to novel words. They gradually induce the regularities from the input, which results in more robust rule application with increased experience and expertise in the English writing system.

scholarly journals Subskills associated with spelling ability in children with and without autism spectrum disorders

2018 ◽  
Vol 3 ◽  
pp. 239694151880380
Author(s):  
Benjamin Bailey ◽  
Joanne Arciuli
Keyword(s):  
Autism Spectrum Disorders ◽  
Phonological Awareness ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Linguistic Awareness ◽  
Spelling Ability ◽  
Spectrum Disorders ◽  
Word Spelling

Background and aims Effective literacy instruction demands a clear understanding of the subskills that underpin children’s reading and writing abilities. Some previous research on reading has questioned whether the same subskills support literacy acquisition for typically developing children and children with autism spectrum disorders. This study examined the subskills associated with spelling ability in a group of 20 children with ASD aged 5–12 years (ASD group). A group of 20 typically developing children matched for age and word spelling accuracy (TD group) provided comparative data. Methods Participants completed standardised assessments of vocabulary, phonological awareness, letter knowledge and word spelling. Errors produced in response to the word spelling assessment were analysed for evidence of phonological awareness. In addition, all spelling attempts were analysed for evidence of phonological, orthographic, and morphological awareness, ‘linguistic awareness’, using the Computerised Spelling Sensitivity System. Results Correlation and regression analyses showed statistically significant relationships between phonological awareness and word spelling accuracy for children in the ASD and TD groups. Spelling errors produced by both groups contained evidence of phonological awareness. Analysis of all spelling attempts showed that the overall level of linguistic awareness encoded by children in the ASD and TD groups was not significantly different. Conclusions These findings provide evidence that phonological awareness and other subskills support spelling in children with autism spectrum disorders as they do in typically developing children. Implications The similar spelling profiles exhibited by children with autism spectrum disorders and their typically developing peers suggest that these populations may benefit from literacy instruction that targets the same underpinning subskills.

Learning to Spell While Reading: A Follow-Up Study

1986 ◽  
Vol 63 (2) ◽  
pp. 652-654 ◽  
Author(s):  
Jeanne Ellis Ormrod
Keyword(s):  
Undergraduate Students ◽  
New Words ◽  
Follow Up Study ◽  
Spelling Performance ◽  
Word Spelling

Eight pseudowords were presented to 29 undergraduate students within the context of four brief passages. Students were instructed to do one of three things: (a) learn the details of the stories, (b) learn both the story details (high priority) and the spellings of the pseudowords, or (c) learn both the word spellings (high priority) and the story details. Instructions to learn word spellings led to significantly better spelling performance without significantly affecting passage comprehension; however, even those students instructed to make the learning of word spelling a higher priority spelled only a mean of 4.9 of the 8 words correctly. The need for determining why students have such difficulty in learning to spell new words is discussed.

Trends in spelling standards, 1978–2004: A South Australian study

2005 ◽  
Vol 22 (1) ◽  
pp. 65-76 ◽  
Author(s):  
Peter Westwood ◽  
Kerry Bissaker
Keyword(s):  
Teaching Methods ◽  
Large Scale ◽  
Australian Study ◽  
The South ◽  
Spelling Test ◽  
Spelling Achievement ◽  
Spelling Ability

AbstractThis paper reports information from three separate large-scale surveys of students' spelling achievement in South Australian schools. The data were collected over a period of twenty-six years. Changes in spelling standards are discussed, with particular reference to the possible impaa that changes in teaching methods may have on children's spelling ability. The instrument used for testing was the South Australian Spelling Test (SAST).

scholarly journals Comparison of students from private and public schools on the spelling performance

CoDAS ◽  
2015 ◽  
Vol 27 (2) ◽  
pp. 113-118 ◽  
Author(s):  
Nathane Sanches Marques Silva ◽  
Patrícia Abreu Pinheiro Crenitte
Keyword(s):  
Public Schools ◽  
Fourth Grade ◽  
Sixth Grade ◽  
Fifth Grade ◽  
Spelling Error ◽  
Spelling Errors ◽  
The Public ◽  
Spelling Ability ◽  
Private And Public ◽  
Student’S T

Objective: To compare the spelling ability of schoolchildren from the fourth to sixth grades of the elementary schools in the private and public schools of Bauru, São Paulo, and to verify whether errors are overcome as studies progress and the hierarchy of errors as to how often they occur. Methods : A dictation was applied to 384 schoolchildren: 206 from the private schools: 74 were at the fourth grade, 65 at the fifth grade, and 67 at the sixth grade; and 178 from the public schools; 56 at the fourth grade, 63 at the fifth grade, and 59 at the sixth grade of elementary school. Student's t test was used. Results: In comparison of total spelling errors score, difference was found among the fourth and sixth grades of the private and public schools. Spelling errors decreased as education progressed, and those related to language irregularities were more common. Conclusion: Spelling ability and performance of students from the private and public schools are not similar in the fourth and sixth grades, but it is in the fifth grade. Spelling errors are gradually overcome as education progresses; however, this overcome rate was considerable between the fourth and fifth grades in the public schools. Decrease in the types of spelling errors follows a hierarchy of categories: phoneme/grapheme conversion, simple contextual rules, complex contextual rules, and language irregularities. Finally, the most common type of spelling error found was that related to language irregularities.

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