Metacognition and Spelling Performance in College Students

Vanderswalmen, Ruth; Vrijders, Joke; Desoete, Annemie

doi:10.1007/978-1-4419-6546-2_17

Cited by 16 publications

(20 citation statements)

References 44 publications

(41 reference statements)

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“…They are often loan words from other languages (French, English, and German). For a more detailed overview of spelling errors in Dutch, we refer to Vanderswalmen, Vrijders, and Desoete (2010).…”

Section: Methodsmentioning

confidence: 99%

Beyond spelling: the writing skills of students with dyslexia in higher education

et al. 2012

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To have a clearer idea of the problems students with dyslexia may face during their studies, we compared writings of 100 students with dyslexia and 100 age matched control students in higher education. The aim of this study was to compare the writing of young adults with dyslexia and young adults without dyslexia. The study was carried out in Belgium with writers of Dutch. First, we studied the number and type of spelling errors, the quality of the texts produced, the use of words, and the handwriting, both in a précis writing task (writing a summary of an informative text) and in a dictation task (sentence writing). Our results showed medium to large effect sizes for spelling errors: d = .93 for morphosyntactic spelling errors, d= .55 for memory-related spelling errors, and a medium effect size for punctuation and capitalization errors, d = .40. Second, experts who were blind to the aims of the study were asked to judge the quality of the writing of both groups based on transcriptions that were free from spelling errors. The quality of the texts produced was judged lower for students with dyslexia than for the controls, d = .61 for text structure and d = .56 for agreeability, even though the number and types of words used by both groups were very much the same. There was no significant difference in the quality of the handwriting, d = .15. Given that remedial teaching has been shown to be effective for essay-writing skills, educational support along these lines may be helpful for students with dyslexia.Keywords: adult dyslexia -dictation -précis writing -spelling -writingBeyond spelling: The writing skills of students with dyslexia in higher education A non-negligible percentage of students in mainstream higher education have learning difficulties (Hatcher, Snowling, & Griffiths, 2002). Because they are expected to reach the same objectives as their peers, it is important for them to know how they can optimize their performance and for education authorities to have information about which types of support are helpful and justifiable. For instance, students with dyslexia are known to have spelling problems in addition to reading difficulties (Callens, Tops, & Brysbaert, in press;Swanson & Hsieh, 2009). Because written reports form the basis of many student assessments and evaluations (Farmer, Riddick, & Sterling, 2002) and because poor spelling is likely to influence marking, it is reasonable to provide these students with text-processing software that has a built-in spelling checker (Desoete, Brysbaert, Tops, Callens, De Lange, & Van Hees, 2010;Goldberg, Russell, & Cook, 2003). At the same time, it would be good to know whether the quality of spelling-corrected essays and summaries is equivalent for students with dyslexia as for controls, or whether this is another challenge students with dyslexia should take into account. Hayes and Flower (1980) proposed an influential cognitive model of skilled adult writing, analysing different components of the writing process and their interaction. In this model th...

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Section: Methodsmentioning

confidence: 99%

Beyond spelling: the writing skills of students with dyslexia in higher education

et al. 2012

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“…The dictation consists of 12 paragraphs of three coherent sentences each, containing several phonological, orthographical, and grammatical target words of low, medium and high frequency. As it concerns a sentence dictation, it is not limited to the spelling of individual words but also assesses the use of the morphosyntactic rules and prevalent spelling rules at the sentence level (Vanderswalmen et al, 2010).…”

Section: Participantsmentioning

confidence: 99%

Spelling in Adolescents With Dyslexia

et al. 2012

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In this study we focused on the spelling of high-functioning students with dyslexia. We made a detailed classification of the errors in a word and sentence dictation task made by 100 students with dyslexia and 100 matched control students. All participants were in the first year of their bachelor’s studies and had Dutch as mother tongue. Three main error categories were distinguished: phonological, orthographic, and grammatical errors (on the basis of morphology and language-specific spelling rules). The results indicated that higher-education students with dyslexia made on average twice as many spelling errors as the controls, with effect sizes of d ≥ 2. When the errors were classified as phonological, orthographic, or grammatical, we found a slight dominance of phonological errors in students with dyslexia. Sentence dictation did not provide more information than word dictation in the correct classification of students with and without dyslexia.

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“…This in turn allows the strategies to become more effective. Planning, categorizing strategies for problem solving, skills, and compensation regarding specific information, all include the evaluation of writing exercises (Vanderswalmen et al, 2010).…”

Section: Literature Reviewmentioning

confidence: 99%

An investigation of teacher candidates metacognitive skills according to their year of study at Canakkale

Çetin¹

2015

Educ. Res. Rev.

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The aim of the present study was to investigate the differences in teacher candidates' metacognitive skills analyzed according to the year of study in their undergraduate program they were in. The research methodology in the study was survey. Among survey types, the cross-sectional design was used. The sample of the study included a total of 1072 students ( It was found that the metacognitive skill scores of teacher candidates who were studying in their third and fourth years were higher than those who attended first year and second year.

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Metacognition and Spelling Performance in College Students

Cited by 16 publications

References 44 publications

Beyond spelling: the writing skills of students with dyslexia in higher education

Beyond spelling: the writing skills of students with dyslexia in higher education

Spelling in Adolescents With Dyslexia

An investigation of teacher candidates metacognitive skills according to their year of study at Canakkale

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