The Relation of Spelling Errors to Cognitive Variables and Word Type

Goyen, Judith D.; Martin, Meredith

doi:10.1111/j.2044-8279.1977.tb02355.x

Cited by 14 publications

(2 citation statements)

References 6 publications

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“…studies of tasks which discriminated between good and poor spellers fell into two general categories-auditory and visual strategy tasks. studies which tried to correlate auditory memory tasks with spelling ability were on the whole unsuccessful (Day and Wedell, 1972;Goyen and Martin, 1977;Lesiak and Lesiak, 1979), though Marsh et al (1980) found that children begin spelling using a phonemic strategy, to be replaced as they become more experienced.…”

Section: Spelling Strategiesmentioning

confidence: 99%

The effect of visual memory training on spelling achievement in the classroom

Baker¹

2000

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Section: Spelling Strategiesmentioning

confidence: 99%

The effect of visual memory training on spelling achievement in the classroom

Baker¹

2000

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“…Word frequency has been taken as an index of familiarity of written words (Coltheart, Davelaar, Jonasson, & Besner, 1977) and further, it has been shown that frequency is a determinant of spelling accuracy (Brown, 1970;Goyen & Martin, 1977). Nelson (1980) has suggested that spelling strategies vary with subjects' familiarity with words.…”

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Spelling strategies in good and poor readers

Perin¹

1982

Applied Psycholinguistics

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This study investigates the use of phoneme-grapheme correspondence rules assumed to underlie phonetic spelling errors. Fifteen- and sixteen-year-olds and adult literacy students did two spelling tasks employing real words and nonwords respectively. Good and poor readers were compared in their ability to produce graphemic representations for four specific phonemes. Two of these were relatively “ambiguous” and the real-word task investigated the effect of ambiguity as a function of reading skill. While good readers were significantly better than poor readers at representing the critical phonemes, ambiguity had a similar effect on good and poor readers. Nonword results indicate that poor readers can employ phoneme-grapheme correspondences more than is expected from their real-word spelling error patterns.

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The use of morphological knowledge in spelling derived forms by learning-disabled and normal students

1987

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Currently popular systems for classification of spelling words or errors emphasize the learning of phoneme-grapheme correspondences and memorization of irregular words, but do not take into account the morphophonemic nature of the English language. This study is based on the premise that knowledge of the morphological rules of derivational morphology is acquired developmentally and is related to the spelling abilities of both normal and learning-disabled (LD) students. It addresses three issues: 1) how the learning of derivational morphology and the spelling of derived words by LD students compares to that of normal students; 2) whether LD students learn derived forms rulefully; and 3) the extent to which LD and normal students use knowledge of relationships between base and derived forms to spell derived words (e.g. "magic" and "magician"). The results showed that LD ninth graders' knowledge of derivational morphology was equivalent to that of normal sixth graders, following similar patterns of mastery of orthographic and phonological rules, but that their spelling of derived forms was equivalent to that of the fourth graders. Thus, they know more about derivational morphology than they use in spelling. In addition, they were significantly more apt to spell derived words as whole words, without regard for morphemic structure, than even the fourth graders. Nonetheless, most of the LD spelling errors were phonetically acceptable, suggesting that their misspellings cannot be attributed primarily to poor knowledge of phoneme-grapheme correspondences.

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The Relation of Spelling Errors to Cognitive Variables and Word Type

Cited by 14 publications

References 6 publications

The effect of visual memory training on spelling achievement in the classroom

The effect of visual memory training on spelling achievement in the classroom

Spelling strategies in good and poor readers

The use of morphological knowledge in spelling derived forms by learning-disabled and normal students

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