The Role of Analogy in Early Spelling Development

2012 ◽  
pp. 441-454
Keyword(s):  
Spelling Development

Typological effects on spelling development: a crosslinguistic study of Hebrew and Dutch

2006 ◽  
Vol 33 (3) ◽  
pp. 621-659 ◽  
Author(s):  
STEVEN GILLIS ◽  
DORIT RAVID
Keyword(s):  
Two Dimensions ◽  
Written Language ◽  
Spelling Development ◽  
Helpful Tool ◽  
Correct Spelling ◽  
Semitic Language ◽  
Morphological Cues ◽  
Synthetic Morphology ◽  
The Impact

This study investigates the role of phonological and morphological information in children's developing orthographies in two languages with different linguistic typologies: Hebrew, a Semitic language with a highly synthetic morphology, and Dutch, a Germanic language with a sparse morphology.192 Israeli and 192 Belgian monolingual schoolchildren in grades 1–6 (aged 6;0–12;0) were administered respective dictation tasks in which homophonous segments were the targets. In each language, these phonologically distinct segments are neutralized phonetically but are nevertheless represented orthographically. In both languages the target segments in the test words differed along two dimensions: (1) their morphological function as part of a stem or root versus as part of an affix; and (2) their morphophonological recoverability. The spelling tests in both languages consisted of four conditions which differed in the number and type of cues for retrieving the correct spelling of homophonous graphemes. The cues were of two types: morphological cues, which offer spellers clues to the correct spelling through consistent orthography/morphology mapping regularities; and morphophonological cues, which offer spellers clues to the correct spelling through the manipulation of orthography/morphophonology conversion procedures.A central finding of this study is the differential treatment of morphological cues by Dutch and Hebrew spelling learners. When faced with neutralized segments with and without morphological function, Hebrew-speaking children find morphology an enormously helpful tool. Dutch-speaking children, in contrast, do not find morphology a good cue provider. The impact of typology on the interface between spoken and written language is invoked as an explanation of the main findings.

Getting to the root: young writers' sensitivity to the role of root morphemes in the spelling of inflected and derived words

2006 ◽  
Vol 33 (2) ◽  
pp. 401-417 ◽  
Author(s):  
S. HÉLÈNE DEACON ◽  
PETER BRYANT
Keyword(s):  
Old English ◽  
Spelling Development ◽  
English Orthography ◽  
Starting Point ◽  
English Speaking ◽  
And Control

The English orthography is morphophonemic: spellings encode both morphemes and phonemes. Questions of the starting point and extent of young children's understanding of the link between morphemes and spelling are important for theories of spelling development. We conducted two experiments to address these issues. In Experiment 1, 65 six- to eight-year-old English-speaking children spelled just the first sections of inflected, derived and control words. Their spelling of these first segments was better in inflected and derived words than in control words. The findings were replicated in Experiment 2 with 78 six- to eight-year-old children spelling a greater number of items. These two studies converge on the conclusion that, in specific testing situations, six- to eight-year-old children appreciate the role of root morphemes in the spelling of both inflected and derived words. These results are discussed in relation to current models of spelling development.

The role of parenting styles and teacher interactional styles in children's reading and spelling development

2012 ◽  
Vol 50 (6) ◽  
pp. 799-823 ◽  
Author(s):  
Noona Kiuru ◽  
Kaisa Aunola ◽  
Minna Torppa ◽  
Marja-Kristiina Lerkkanen ◽  
Anna-Maija Poikkeus ◽  
...  
Keyword(s):  
Parenting Styles ◽  
Spelling Development ◽  
Children's Reading ◽  
Children’S Reading ◽  
Reading And Spelling ◽  
Reading And Spelling Development

The Role of Morphology in Spelling Development

2018 ◽  
pp. 190-213 ◽  
Author(s):  
Marie-Catherine St-Pierre
Keyword(s):  
Spelling Development

scholarly journals The Role of Statistical Learning in Word Reading and Spelling Development: More Questions Than Answers

2018 ◽  
Vol 23 (1) ◽  
pp. 1-7 ◽  
Author(s):  
Amy M. Elleman ◽  
Laura M. Steacy ◽  
Donald L. Compton
Keyword(s):  
Statistical Learning ◽  
Word Reading ◽  
Spelling Development ◽  
Reading And Spelling ◽  
Reading And Spelling Development

The strength of children's knowledge of the role of root morphemes in the spelling of derived words

2005 ◽  
Vol 32 (2) ◽  
pp. 375-389 ◽  
Author(s):  
S. HÉLÈNE DEACON ◽  
PETER BRYANT
Keyword(s):  
Age Groups ◽  
Educational Practice ◽  
Significant Extent ◽  
Spelling Development ◽  
The One

The spelling of words in English is governed in part by the morphemes that make them up. This study examines the strength of children's knowledge of the role of root morphemes in spelling, specifically focusing on whether it can withstand interference by phonological changes. A total of 75 children between seven and nine years of age were given the first parts of two-morpheme transparent and opaque derived words (e.g. musical and objection) and one-morpheme control words (e.g. metal and portion). Children used the clues to a significant extent with the two-, but not the one-morpheme words. This effect was consistent across age groups and across both types of derived words. This is evidence that children's understanding of the link between morphemes and spelling is not impeded by changes in the sound of morphemes. These findings have substantial implications for models of spelling development and for educational practice.

Active players or just passive bystanders? The role of morphemes in spelling development in a transparent orthography

2005 ◽  
Vol 26 (2) ◽  
pp. 137-155 ◽  
Author(s):  
ANNUKKA LEHTONEN ◽  
PETER BRYANT
Keyword(s):  
General Relationship ◽  
First Year ◽  
Spelling Development ◽  
Morphological Knowledge ◽  
Transparent Orthography ◽  
Manipulation Task ◽  
Morphological Parsing

We investigated Finnish children's use of morphological knowledge in spelling. A spelling task and an oral morpheme manipulation task given to first-year children showed that, although morphological facilitation emerged in children's spelling by April of Year 1, this facilitation was not specifically connected to children's morphological knowledge despite a general relationship between spelling and morphological knowledge. Experiment 2, using pseudowords with endings analogous to case inflections, suggested that these caselike endings prompted morphological parsing during spelling. The results suggest that in the transparent Finnish orthography there is no specific connection between morphological knowledge and mastery of certain spelling patterns. Instead, the facilitation arises from the morpheme-based organization of the lexicon and the subsequent parsing of words into their constituent morphemes.

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.

Role of dactinomycin in the improved survival of children with Wilms' tumor

JAMA ◽  
1966 ◽  
Vol 195 (12) ◽  
pp. 1005-1009 ◽  
Author(s):  
D. J. Fernbach
Keyword(s):  
Wilms Tumor
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