Spelling errors in context

Sterling, Christopher M.

doi:10.1111/j.2044-8295.1983.tb01867.x

Cited by 35 publications

(34 citation statements)

References 1 publication

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…When we view these errors at the morphological level, we may interpret that the root morpheme and the inflection morpheme are being compartmentalized, thus displaying the difficulty in making accurate combinations of these two morphemes. This corresponds with Sterling (1983), who found similar errors underscoring that the errors of this nature are 'morpho-orthographic, the graphemic forms of root morpheme and inflection morpheme stored separately in the internal lexicon [and] retrieved when an item is to be spelt and put together after the application of the appropriate adjustment' (p. 356). However, at the syntactic level, these deviations may further contribute to making associations with the grammar of subject-verb agreement deviation.…”

Section: Errors Of Omissionsupporting

confidence: 73%

See 1 more Smart Citation

Analysis of Spelling Errors of Beginner Learners of English in the English Foreign Language Context in Saudi Arabia

Alhaisoni¹,

Al-zuoud²,

Gaudel³

2015

ELT

View full text Add to dashboard Cite

This study reports the types of spelling errors made by the beginner learners of English in the EFL context as well as the major sources underpinning such errors in contextual writing composition tasks. Data were collected from written samples of 122 EFL students (male and female) enrolled in the intensive English language programme during the preparatory year at the University of Ha'il in Saudi Arabia. Students were given 1.5 hours to write on one of four different descriptive topics related to their life and culture.The spelling errors found in the writing samples was analysed and classified intofour categories of errors according to Cook's Classification: omission, substitution, insertion, and transposition. An analysis of errors established that errors of omission constituted the highest proportion of errors. The majority of learners' spelling errors were related to a wrong use of vowels and pronunciation. When uncertain about accurate spellings, beginner learners often associated a wide range of vowel and consonant combinations in an attempt to spell words accurately, sometimes even combining two distinct lexical items by overlapping vowels. The findings suggest that spelling errors are mainly the outcome of anomalies existing in the target language of the learners as well as L1 interference from their internalized Arabic language system.

show abstract

Section: Errors Of Omissionsupporting

confidence: 73%

“…Sterling (1983) underscores such errors as 'not incorrect spellings of the correct sounds but rather correct spelling of incorrect sounds' (p. 359). Additionally, the study also revealed an interesting error in writing 'studiem' for 'stadium' and 'housepetal' for 'hospital'.…”

Section: Errors Of Substitutionmentioning

confidence: 99%

Analysis of Spelling Errors of Beginner Learners of English in the English Foreign Language Context in Saudi Arabia

Alhaisoni¹,

Al-zuoud²,

Gaudel³

2015

ELT

View full text Add to dashboard Cite

show abstract

“…Moreover, many words that contain more than one morpheme are more opaque than are words such as waiting. A child may not know that magician is related to magic, for example, and so may not spell the two words in a similar manner (e.g., Sterling, 1983). Children's knowledge about the morphological relationships among the words in their spoken vocabularies increases as they develop (e.g., Carlisle & Fleming, 2003), and with it their ability to use these relationships for the benefit of spelling.…”

mentioning

confidence: 99%

Use of morphology in spelling by children with dyslexia and typically developing children

2006

View full text Add to dashboard Cite

“…Em relação à segunda hipótese, evidências empíricas vêm de estudos transversais (Carlisle, 1988;Sterling, 1983) e longitudinais (Nunes et al, 1997a(Nunes et al, , 1997b. A ênfase da investigação está no padrão de desenvolvimento de estratégias usadas na escrita, como das habilidades que possam explicar o seu emprego.…”

unclassified

O Conhecimento Morfológico da Criança na Escrita do Português Brasileiro

Corrêa

Lugarinho²,

Colucci

2016

Psic.: Teor. e Pesq.

View full text Add to dashboard Cite

RESUMO -Examina-se o emprego do conhecimento morfológico por crianças do 3º. ao 5º. ano do ensino fundamental, analisando a grafia de terminações (morfemas) pronunciadas da mesma maneira, mas escritas diferentemente. Quatro grupos foram formados: (a) uso indiscriminado das formas de grafar as respectivas terminações, sugerindo o reconhecimento das diversas formas de escrevê-las, sem decidir convenientemente entre as mesmas; (b) preferência por uma das formas de grafar a terminação; (c) uso preferencial de outra forma de grafar a terminação; d) grafia convencional dos morfemas e o uso de informação morfológica. Embora progrida com a escolaridade, o uso da informação morfológica para a escrita de morfemas homófonos mostrou-se tardio, não estando concluído ao término da escola primária. Palavras-chave: morfologia (linguística), ortografia, linguagem escrita Children´s Knowledge of Written Morphology in Brazilian PortugueseABSTRACT -Brazilian 3rd to 5th grade children´s use of morphological knowledge in spelling word endings which are pronounced the same (morphemes), but spelled differently, was analyzed. Four groups were formed: (a) spelling patterns used indiscriminately, suggesting children knew the morphemes had different representations, but were unable to decide between alternative spellings; (b) higher average score on one spelling form; c) higher average score on the alternative spelling form; (d) appropriately spelling of the word endings, indicating the use of written morphology. Although spelling improved with schooling, the use of morphological knowledge to disambiguate alternative spellings of similar sounding word endings is a late acquisition, which is not even completed by the end of primary school. Escrever de acordo com a norma consiste em compreender o princípio alfabético como as convenções da escrita ortográfica. Renunciando à ideia de que um grafema representa um e somente um fonema e à de que um fonema é somente representado por um determinado grafema, a criança necessita, então, integrar diversos saberes, habilidades e estratégias para poder escrever convencionalmente (Abbott & Berninger, 1993;Correa & Dockrell, 2007;Sénéchal, LeFevre, Smith-Chant, & Colton, 2001). KeywordsPara escrever de acordo com a norma ortográfica no Português Brasileiro (Lemle, 1986;Morais, 2005), a criança deve notar que há grafias que: (a) variam em função da posição do fonema ou do grafema na palavra -exemplo: letra r em rato e caro; (b) são determinadas em nível morfossintático, como, por exemplo, o emprego da letra r para marcar o infinitivo dos verbos em expressões que são omitidas na fala; (c) são irregulares, ou seja, não há regularidades em níveis fonológico ou morfológico que possam determinar a grafia de uma palavra, quando, por exemplo, as letras x e ch concorrem para a representação do fonema /ʃ/ em um mesmo contexto (xale e chave).O entendimento do princípio alfabético e o domínio das correspondências regulares entre fonema e grafema e viceversa estão relacionados ao desenvolvimento das habilidades de con...

show abstract

Spelling errors in context

Cited by 35 publications

References 1 publication

Analysis of Spelling Errors of Beginner Learners of English in the English Foreign Language Context in Saudi Arabia

Analysis of Spelling Errors of Beginner Learners of English in the English Foreign Language Context in Saudi Arabia

Use of morphology in spelling by children with dyslexia and typically developing children

O Conhecimento Morfológico da Criança na Escrita do Português Brasileiro

Contact Info

Product

Resources

About