The research presented in this paper aimed to serve two purposes. First, the objective was to understand the relationship between lexical and grammatical spelling. In this way, we studied how the frequency and consistency of verb interacted with the application of grammatical rules. Second, we investigated the dynamics of spelling during the…

This study assessed the effect of adjectives and noun premodifiers on L2 noun phrase comprehension and error types among English Language Learners. We also examined the correlation between L2 noun phrase comprehension and L2 reading comprehension, as well as the contribution of L2 noun phrase comprehension to L2 reading comprehension. One hundred…

The present research studied the role of the non-executive and executive components of working memory in the detection of phonological, orthographical, and grammatical spelling errors. Before performing error detection tasks, undergraduate participants completed a battery of tasks to evaluate their non-executive (verbal and visuospatial storage)…

Students in grades 5-9 (N = 29) with specific learning disabilities (SLDs) (dysgraphia, dyslexia, or oral and written language learning disability, OWL LD) were asked to take notes and handwrite or type summaries of social studies texts about world geography and cultures that they read or heard. This activity required activating knowledge of…

The present study investigated the influence of morphological structure information on the memorization of Chinese subordinate and coordinative compound words using the memory conjunction error paradigm. During the Study Phase, Hong Kong Chinese college students were asked to either judge the word class (Exp. 1, N = 25) or the orthographic…

This study examined the relationship between children's morphological awareness and their ability to produce accurate morphological derivations in writing. Fifth-grade US students (n = 175) completed two writing tasks that invited or required morphological manipulation of words. We examined both accuracy and error, specifically errors in…

In this study we propose a classification system for spelling errors and determine the most common spelling difficulties of Greek children with and without dyslexia. Spelling skills of 542 children from the general population and 44 children with dyslexia, Grades 3-4 and 7, were assessed with a dictated common word list and age-appropriate…

Examines the stage-like nature of children's spelling development. Finds little evidence for either predicted qualitative differences in stage classification of errors or in stage consistency across grades. Discusses implications for theories of spelling development and instructional practices. (NH)

Examines the effects of exposure to incorrectly and correctly spelled words on subsequent spelling performance of undergraduate students. Finds that prior exposure to an orthographic form of a word can affect subsequent spelling accuracy for that word, with correct examples enhancing it and incorrect ones depressing it relative to baseline…

Analyzes the spelling errors of third graders who fit phonological and surface profiles of developmental dyslexia along with the errors of younger (reading level matched) and chronologically age matched non-dyslexic comparison groups. Finds that different types of dyslexics produce different types of errors and that children produce spelling…

Investigates the role of different linguistic levels in beginning readers' oral reading as the first step in a longitudinal investigation of Swedish beginning readers' reading behavior. Reveals that the readers are sensitive to all of the linguistic levels analyzed: the majority of reading errors lead to acceptable linguistic consequences,…

Examines growth of word reading skills in first- and second-grade Italian children by analyzing the pattern of reading errors. Tailors the selection of reading material to permit a meaningful cross-language comparison with pre-existing findings on English-speaking children. Finds that, in English and Italian, spatially related errors constituted a…

Discusses various theories of spelling development including their relevance to regularly spelled languages. Concludes that, as in other languages, children are integrating many different types of linguistic knowledge in their attempt to spell words correctly; dialect, orthography, and grammatical knowledge are all important. (SG)

Investigates the written syntax of 81 college-able individuals demonstrating a specific learning disability. Supports a control impairment hypothesis, predicting that sentence production errors will be of the same kind as found in the language of writers demonstrating no handicapping conditions. Investigates the correlation of specific cognitive…

Examines whether dual-route models of spelling account for the misspellings of Spanish children of different educational levels. Finds that second graders relied heavily on phonological mediation, whereas eighth graders seemed to use a lexical strategy, and fourth-grade children showed an intermediate pattern. Finds support for dual-route spelling…