Learning to Spell Words

Kemp, Nenagh; Treiman, Rebecca

doi:10.1002/9781119705116.ch8

Cited by 2 publications

(2 citation statements)

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“…Phonemic awareness mainly affects students' abilities to learn grapheme-phoneme correspondence rules, that is word recognition accuracy (Melby- Lervåg et al, 2012; see also Brysbaert, 2022). Serial order short-term memory is associated with blending phonemes into words when decoding and may influence the learning of detailed orthographic representations necessary for efficient sight-word recognition and spelling (e.g., Melby-Lervåg et al, 2012;Nation and Castles, 2017;Ordonez Magro et al, 2020;Kemp and Treiman, 2022). Rapid retrieval of phonological information on the other hand is mainly associated with word recognition speed (Landerl et al, 2019).…”

Section: Background Language and Cognitive Abilities Underlying The R...mentioning

confidence: 99%

Reading profiles in secondary school: concurrent language and cognitive abilities, and retrospective and prospective reading skills

Waldmann,

Levlin

2024

Front. Psychol.

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IntroductionWe examined the concurrent language and cognitive abilities in a group of Swedish students with different reading profiles in secondary school, and the retrospective (primary school) and prospective (upper-secondary school) reading skills of each reading profile.MethodsSeventy-nine students participated in data collections in primary (grade 2: age 8), secondary (grade 8: age 14) and upper-secondary school (year 2: age 17). Independent variables included measures of word recognition, and vocabulary and text comprehension in secondary school. Dependent variables included measures of phonemic awareness, verbal fluency, listening comprehension, spelling, verbal working memory and nonverbal reasoning skills in secondary school, and word recognition and reading comprehension in primary and upper-secondary school.ResultsWhen exploring the concurrent language and cognitive abilities of the reading profiles in secondary school, spelling emerged as a weakness and listening comprehension as a strength for students with poor decoding. Students with poor comprehension experienced weaknesses in spelling, and non-verbal reasoning. Students with both poor decoding and comprehension displayed a multi-deficit profile in language and cognition. As regards the retrospective and prospective reading skills, the relative ranking of the reading profiles was rather consistent in both primary and upper-secondary school.DiscussionThe findings suggest that limitations in phonological awareness may not be a prominent feature of secondary school students with poor decoding in more transparent orthographies. From an educational perspective, spoken sources may support learning among students with poor decoding, whereas students with poor comprehension or combined difficulties in decoding and comprehension need support when learning from both spoken and written sources.

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Section: Background Language and Cognitive Abilities Underlying The R...mentioning

confidence: 99%

Reading profiles in secondary school: concurrent language and cognitive abilities, and retrospective and prospective reading skills

Waldmann,

Levlin

2024

Front. Psychol.

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“…For some lay people and even educators, spelling and spelling development is considered a dull and mechanistic aspect of human language – and that attending to and ‘nit‐picking’ about children's spelling accuracy hinders rather than supports their writing development (cf., Amtmann et al, 2008, for a discussion). What research has suggested, however, is that spelling is far from a mechanistic skill, but instead a complex psycholinguistic one that draws on different kinds of knowledge (Kemp & Treiman, 2022; Perfetti & Hart, 2002). Also, fluent spelling is important for reducing working memory load and making cognitive resources available for higher‐level writing processes such as text production and organization – that is, being able to spell well opens up the ability to communicate clearly in writing (Alves & Limpo, 2015; Connelly et al, 2012).…”

mentioning

confidence: 99%

Tracing the longitudinal role of orthographic knowledge in spelling development from primary to upper‐secondary school

Åsberg Johnels,

Waldmann,

Levlin

2024

Journal Research in Reading

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BackgroundPhonological processing skills have been found to contribute to spelling development across different orthographies; however, less is known about the role of orthographic knowledge. This longitudinal study explores the contribution of phonological and orthographic knowledge to spelling development in a semi‐transparent orthography (Swedish) across a period of 10 years.MethodsA group of Swedish speaking children were assessed on phonological recoding (phonological choice‐task), orthographic knowledge (choice‐task) and spelling (dictation task) in primary school (grade 2, age 8, total N = 99), secondary school (grade 8, age 14, N = 99) and again in upper secondary school (year 2, age 17, N = 79). Furthermore, spelling in a natural writing assignment was collected in upper secondary school. Spelling scores from grade 8 (dictation) and year 2 in upper secondary school (dictation and text) were included as dependent variables in three sets of hierarchical regression analyses. In the first step spelling performance in grade 2 was included to control for the autoregressive effect. In the second step, orthographic knowledge and phonological recoding from grade 2 were entered into the model in order to test for the longitudinal prediction.ResultsTest scores within and across ages were significantly correlated in bivariate analysis. Regression analysis revealed that orthographic knowledge in grade 2 was a unique longitudinal predictor of spelling performance across time‐points (secondary and upper secondary school) and assessment formats (dictation and text), beyond the contribution of the control variables.ConclusionsThis study confirms the role of early orthographic knowledge in Swedish spelling development throughout the school years assessed in standardized dictation tasks as well as in naturalistic writing assignments.

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Learning to Spell Words

Cited by 2 publications

References 82 publications

Reading profiles in secondary school: concurrent language and cognitive abilities, and retrospective and prospective reading skills

Reading profiles in secondary school: concurrent language and cognitive abilities, and retrospective and prospective reading skills

Tracing the longitudinal role of orthographic knowledge in spelling development from primary to upper‐secondary school

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