The Impact of Different Writing Systems on Children’s Spelling Error Profiles: Alphabetic, Akshara, and Hanzi Cases

O’Brien, Beth A.; Mohamed, Malikka Begum Habib; Arshad, Nur Artika; Lim, Nicole

doi:10.3389/fpsyg.2020.00870

Cited by 5 publications

(2 citation statements)

References 33 publications

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“…A detailed approach to spelling errors, as it may vary across grades, can provide valuable information on the development of this skill ( Magalhães et al, 2020 ; O’Brien et al, 2020 ; Afonso et al, 2022 ). These findings may improve our understanding of spelling development and provide useful hints to inform assessment and instructional spelling practices ( Cervera-Mérida and Ygual-Fernández, 2006 ) since schoolchildren cannot overcome learning to read and write just by repeating and memorizing each word, although some spelling teaching approaches are still learning in the idea of repetition learning ( Nunes and Bryant, 2014 ).…”

Section: Introductionmentioning

confidence: 99%

“…In addition, the learner needs to master the orthographic restrictions imposed by the orthographic depth of the language, which involves the complexity and unpredictability of phoneme-grapheme correspondences (Treiman and Bourassa, 2000;Schmalz et al, 2015). Orthographic depth varies along a continuum from shallow orthographies with simple and consistent phoneme-grapheme relations (e.g., Italian and Spanish) to deep orthographies with complex and inconsistent sound-letter mappings (e.g., English) (O'Brien et al, 2020). Brazilian Portuguese is more transparent in terms of decoding and opaque in terms of encoding (Santos and Navas, 2002;Cunha and Capellini, 2009).…”

Section: Introductionmentioning

confidence: 99%

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Analysis of spelling errors from the ‘dyslexic sight words’ list

Cidrim,

Batista,

Madeiro

et al. 2024

Front. Psychol.

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In this study the spelling errors of the ‘Dyslexic Sight Words - DSW’ list are analyzed according to the semiological classification. The spelling errors were made by schoolchildren with and without dyslexia. The high number of inaccuracies observed in the writing of the Group with dyslexia (GD) was often related to the complexity of syllabic structures and orthographic irregularity. The syllabic structures, in addition to the consonant-vowel (CV) pattern, often pose challenges for all students as they move through the alphabetic writing phase, early in literacy. This classification provides an understanding of the characteristics of Natural Spelling and Arbitrary Spelling, providing support for the teaching-learning of words by dyslexic students and is also relevant for the design of Portuguese language teacher training policies. In the teaching of the orthographic norm, the success and error when writing words should be followed by a reflection (metaorthographic skill) and monitoring of learning, both on the part of the teacher and on the part of the learner, reinforcing the knowledge of spelling patterns that will be triggered as the student is exposed to the explicit formal teaching of spelling.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Analysis of spelling errors from the ‘dyslexic sight words’ list

Cidrim,

Batista,

Madeiro

et al. 2024

Front. Psychol.

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Reading the Akshara Writing System

Nag¹

2022

The Science of Reading

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Typical spelling errors of Grade 1 spellers of Polish: An exploratory study adapting the POMAS classification to the Polish orthography

Łockiewicz,

Barzowska

2024

Read Writ

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This paper presents the adaptation of the POMAS classification of spelling errors (Silliman et al., Developmental Neuropsychology 29:93–123, 2006, Bahr et al., Journal of Speech, Language & Hearing Research 55:1587–1599, 2012; International Journal of Bilingual Education and Bilingualism 18:73–91, 2015) to Polish orthography. We identified the most common phonological, orthographic, and/or morphological errors committed by Polish Grade 1 spellers based on a writing-to-dictation task. Some of the error types were included in the original POMAS; some we added, following the classification rationale, to adapt the classification to the specific features of the Polish orthography. Moreover, we found that the participants made, on average, an equal number of phonological and orthographic errors, and of phonological and morphological errors. However, orthographic errors were more frequent than morphological ones. A roughly equal proportion of orthographic and phonological errors occurred in the spelling of the most difficult words. The most frequent orthographic error type was grapheme substitution, followed by final consonant devoicing, and consonant devoicing within a word errors. The most frequent phonological error type were misspellings in diacritic signs, followed by consonant deletion, vowel deletion, and epenthesis. The developed POMAS-PL version may be used by other researchers of Slavic languages, to allow for intercultural comparisons. Moreover, our analyses can be used by teachers of Polish as a first and a second language to anticipate their students’ errors and to understand what knowledge the learners need to learn to spell correctly.

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The Impact of Different Writing Systems on Children’s Spelling Error Profiles: Alphabetic, Akshara, and Hanzi Cases

Cited by 5 publications

References 33 publications

Analysis of spelling errors from the ‘dyslexic sight words’ list

Analysis of spelling errors from the ‘dyslexic sight words’ list

Reading the Akshara Writing System

Typical spelling errors of Grade 1 spellers of Polish: An exploratory study adapting the POMAS classification to the Polish orthography

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