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Knowing What We Don't Know: Cognitive Correlates of Early Spelling of Different Target Types
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de Bree, Elise; van den Boer, Madelon – Reading and Writing: An Interdisciplinary Journal, 2019
Although research on cognitive correlates of spelling has been conducted, these studies generally do not distinguish between different types of targets that need to be spelled. Arguably, the contributions of these skills differ for words opposed to pseudowords and for targets that can be spelled on the basis of phoneme-to-grapheme conversion…
Descriptors: Spelling, Cognitive Processes, Correlation, Phoneme Grapheme Correspondence
Reading, Writing, and Repetition: Performance on Nonword Measures by Students with and without Language-Learning Disabilities
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Tattersall, Patricia J. – ProQuest LLC, 2010
The central purpose of this three-paper dissertation was to explore the ability of school-age children with and without language-learning disabilities (LLD) to apply sound/word level structure knowledge when performing speaking, spelling, and reading tasks. Data came from a larger investigation that used stratified sampling to create two ability…
Descriptors: Speech Communication, Age, Spelling, Intervention
The Rules of Spelling Errors.
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Yannakoudakis, E. J.; Fawthrop, D. – Information Processing and Management, 1983
Results of analysis of 1,377 spelling error forms including three categories of spelling errors (consonantal, vowel, and sequential) demonstrate that majority of spelling errors are highly predictable when set of predefined rules based on phonological and sequential considerations are followed algorithmically. Eleven references and equivalent…
Descriptors: Algorithms, Computer Programs, Consonants, Error Patterns
Spelling Errors as a Window on Variations in Phonological Deficits among Students with Dyslexia.
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Sawyer, Diane J.; Wade, Sally; Kim, Jwa K. – Annals of Dyslexia, 1999
Characteristics of spelling development and spelling error patterns were examined in 100 schoolchildren (ages 7 to 15) previously identified as dyslexic with specific phonological weaknesses. Comparison of subgroups indicated that better spellers are also better readers and that measures of phonemic segmenting and manipulation make independent…
Descriptors: Dyslexia, Elementary Secondary Education, Error Patterns, Phonemics
Children's Spelling Errors on Syllable-Initial Consonant Clusters.
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Treiman, Rebecca – Journal of Educational Psychology, 1991
Spelling errors made by children on initial consonant clusters of words were studied in 5 experiments with 130 first graders and 20 kindergartners. Young spellers have frequent problems with initial consonant clusters. Results suggest that difficulties in phonemic awareness lead to corresponding spelling difficulties. (SLD)
Descriptors: Comparative Analysis, Error Patterns, Grade 1, Individual Differences
Phonemics within the Transitional Bilingual Program: From Haitian Creole to English.
Garrott, Carl L. – 1996
Two studies investigated the intrinsic and contextual difficulties of English spelling for native Haitian Creole-speaking children (NHCSs), and the effect of phonemic awareness on the achievement on beginning spellers. Each study had 20 NHCS kindergarten children as subjects. In the first, the subjects were trained in English phonemics (blending,…
Descriptors: Bilingual Education Programs, Creoles, Elementary Education, English (Second Language)