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.

The Relation Between Linguistic Awareness Skills and Spelling in Adults: A Comparison Among Scoring Procedures

2020 ◽  
Vol 63 (4) ◽  
pp. 1240-1253
Author(s):  
Victoria S. Henbest ◽  
Lisa Fitton ◽  
Krystal L. Werfel ◽  
Kenn Apel
Keyword(s):  
Phonemic Awareness ◽  
Concurrent Validity ◽  
Word Reading ◽  
Continuous Measure ◽  
Scoring Methods ◽  
Syntactic Awareness ◽  
Scoring Method ◽  
Spelling Performance ◽  
Linguistic Awareness ◽  
Average Readers

Purpose Spelling is a skill that relies on an individual's linguistic awareness, the ability to overtly manipulate language. The ability to accurately spell is important for academic and career success into adulthood. The spelling skills of adults have received some attention in the literature, but there is limited information regarding which approach for analyzing adults' spelling is optimal for guiding instruction or intervention for those who struggle. Thus, we aimed to examine the concurrent validity of four different scoring methods for measuring adults' spellings (a dichotomous scoring method and three continuous methods) and to determine whether adults' linguistic awareness skills differentially predict spelling outcomes based on the scoring method employed. Method Sixty undergraduate college students who were determined to be average readers as measured by a word reading and contextual word reading task were administered a spelling task as well as morphological, orthographic, phonemic, and syntactic awareness tasks. Results All four scoring methods were highly correlated suggesting high concurrent validity among the measures. Two linguistic awareness skills, morphological awareness and syntactic awareness, predicted spelling performance on both the dichotomous and continuous scoring methods. Contrastively, phonemic awareness and orthographic awareness predicted spelling performance only when spelling was scored using a continuous measure error analysis. Conclusions The results of this study confirm that multiple linguistic awareness skills are important for spelling in adults who are average readers. The results also highlight the need for using continuous measures of spelling when planning intervention or instruction, particularly in the areas of orthographic and phonemic awareness.

scholarly journals ‘Hakken en plakken’

2019 ◽  
Vol 8 (2) ◽  
pp. 310-330
Author(s):  
Ilona J. E. Dols-Koot ◽  
Jimmy H. M. van Rijt
Keyword(s):  
Experimental Study ◽  
Secondary Schools ◽  
Morphological Awareness ◽  
Morphological Knowledge ◽  
Spelling Performance ◽  
Educational Literature ◽  
Rules Of Thumb ◽  
Quasi Experimental ◽  
Short Intervention

Abstract Orthography is considered to be a major problem in Dutch education, since many pupils don’t seem to be able to master orthographic rules, even after years of education. In educational literature it is argued that the problems related to spelling are caused by approaches that focus more on rules of thumb than on linguistic insights. This is somewhat remarkable, since a good understanding of the Dutch orthographic system requires a fair amount of morphological knowledge. In order to effectively implement this knowledge, the development of a morphological awareness (MA) seems to be required. Therefore, a short intervention was designed for the upper levels of secondary schools (4 havo) which aimed to foster MA and, subsequently, improve orthographic skills. Results of this quasi-experimental study indicate that a short intervention can significantly boost MA, but that students don’t seem to be able to use MA effectively to enhance spelling performance.

Development of morphological awareness and vocabulary knowledge in Spanish-speaking language minority learners: A parallel process latent growth curve model

2011 ◽  
Vol 33 (1) ◽  
pp. 23-54 ◽  
Author(s):  
MICHAEL J. KIEFFER ◽  
NONIE K. LESAUX
Keyword(s):  
Rapid Growth ◽  
Morphological Awareness ◽  
Strong Relationship ◽  
Language Minority ◽  
Vocabulary Knowledge ◽  
Latent Growth ◽  
Spanish Speaking ◽  
Vocabulary Growth ◽  
Concurrent Development ◽  
Complex Words

ABSTRACTDespite acknowledgement of the limited English vocabularies demonstrated by many language minority (LM) learners, few studies have identified skills that relate to variation in vocabulary growth in this population. This study investigated the concurrent development of morphological awareness (i.e., students’ understanding of complex words as combinations of meaningful smaller units) and vocabulary for LM learners in early adolescence. A cohort of Spanish-speaking LM learners (n = 90) was followed from fourth through seventh grade and assessed annually. Latent growth modeling results indicated a strong relationship between rates of growth in the two skills, such that learners with rapid growth in derivational morphological awareness also demonstrated rapid growth in vocabulary. Despite positive vocabulary growth during this period, the learners remained far below national norms. Findings highlight the need for language-focused instructional intervention for this population and suggest that morphological awareness may be a promising point of leverage for such instruction.

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.

The Effects of Script and Orthographic Complexity on the Handwriting and Spelling Performance of Children With Dyslexia

2019 ◽  
Vol 53 (2) ◽  
pp. 96-108 ◽  
Author(s):  
Barbara Arfé ◽  
Francesca Corato ◽  
Eleonora Pizzocaro ◽  
Anne Merella
Keyword(s):  
The Other ◽  
Age Group ◽  
Matched Group ◽  
Spelling Performance ◽  
Cursive Script ◽  
Significant Deficit ◽  
Visual Motor ◽  
Complex Words ◽  
Italian Children

Handwriting and spelling problems are often associated in dyslexia. However, the nature of their association is still unclear, and most of the existing research in this area is on deep orthographies (mainly English). The extent to which findings are applicable across languages is uncertain. This article examines the effects of script (manuscript/cursive) and orthographic complexity (complex/simple spellings) on the word dictation and word-copying performance of a group of 24 Italian children with dyslexia and handwriting difficulties (DH group, aged 8–10). Their performance was compared with that of a chronologically age–matched group (CA) and a group of younger children matched to the DH group for their handwriting skills (HA: handwriting age group). Children performed two classical handwriting tasks: the alphabet task and a sentence-copy task, and dictation and copy tasks of orthographically complex words and orthographically simple words. Copying was performed in manuscript and cursive. The results show that although the DH group shows a significant deficit in graphomotor processes, orthographic complexity more than the visual-motor characteristics of the task (i.e., script) affects their performance in handwriting. An advantage for cursive script in DH children, but not in the other two groups, emerges from the study.

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.

scholarly journals An investigation of morphological awareness and processing in adults with low literacy

2013 ◽  
Vol 36 (2) ◽  
pp. 245-273 ◽  
Author(s):  
ELIZABETH L. TIGHE ◽  
KATHERINE S. BINDER
Keyword(s):  
Reading Comprehension ◽  
Oral Reading ◽  
Basic Education ◽  
Word Reading ◽  
Response Times ◽  
Morphological Awareness ◽  
Naming Task ◽  
Low Literacy ◽  
Unique Predictor ◽  
Complex Words

ABSTRACTMorphological awareness, which is an understanding of how words can be broken down into smaller units of meaning such as roots, prefixes, and suffixes, has emerged as an important contributor to word reading and comprehension skills. The first aim of the current study was to investigate the contribution of morphological awareness independent of phonological awareness and decoding to the reading comprehension abilities of adults with low literacy. Results indicated that morphological awareness was a significant unique predictor of reading comprehension. A second aim of the study was to investigate the processing of morphologically complex words of adults with low literacy in both an oral reading passage and a single-word naming task. Adults’ accuracy and response times were measured on different types of morphologically complex words and compared with control words matched on frequency in both the passage and the naming tasks. Results revealed that adults were vulnerable to morphological complexity: they performed more accurately and faster on matched control words versus morphologically complex word types. The educational implications for Adult Basic Education programs are discussed.

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