Niolaki, GZ;
Negoita, A;
Vousden, JI;
Terzopoulos, AR;
Taylor, L;
Masterson, J;
(2023)
What spelling errors can tell us about the development of processes involved in children’s spelling.
Frontiers in Psychology
, 14
, Article 1178427. 10.3389/fpsyg.2023.1178427.
Preview |
PDF
fpsyg-14-1178427.pdf - Published Version Download (486kB) | Preview |
Abstract
Introduction: Spelling is an essential foundation for reading and writing. However, many children leave school with spelling difficulties. By understanding the processes children use when they spell, we can intervene with appropriate instruction tailored to their needs. Methods: Our study aimed to identify key processes (lexical-semantic and phonological) by using a spelling assessment that distinguishes different printed letter strings/word types (regular and irregular words, and pseudowords). Misspellings in the test from 641 pupils in Reception Year to Year 6 were scored using alternatives to binary correct versus incorrect scoring systems. The measures looked at phonological plausibility, phoneme representations and letter distance. These have been used successfully in the past but not with a spelling test that distinguishes irregularly spelled words from regular words and pseudowords. Results: The findings suggest that children in primary school rely on both lexical-semantic and phonological processes to spell all types of letter string, but this varies depending on the level of spelling experience (younger Foundation/Key stage 1 and older Key stage 2). Although children in younger year groups seemed to rely more on phonics, based on the strongest correlation coefficients for all word types, with further spelling experience, lexical processes seemed to be more evident, depending on the type of word examined. Discussion: The findings have implications for the way we teach and assess spelling and could prove to be valuable for educators.
| Type: | Article |
|---|---|
| Title: | What spelling errors can tell us about the development of processes involved in children’s spelling |
| Location: | Switzerland |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.3389/fpsyg.2023.1178427 |
| Publisher version: | https://doi.org/10.3389/fpsyg.2023.1178427 |
| Language: | English |
| Additional information: | This work is licensed under a Creative Commons Attribution 4.0 International License. The images or other third-party material in this article are included in the Creative Commons license, unless indicated otherwise in the credit line; if the material is not included under the Creative Commons license, users will need to obtain permission from the license holder to reproduce the material. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/ |
| Keywords: | Automated measures of phonemes representations, letter distance, phonological plausibility, primary age students, spelling |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Psychology and Human Development |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10171642 |
Archive Staff Only
 |
View Item |
