Linguistic Pattern Analysis of Misspellings of Typically Developing Writers in Grades 1-9.
Purpose: A mixed-methods approach, evaluating triple word-form theory, was used to describe linguistic patterns of misspellings. Method: Spelling errors were taken from narrative and expository writing samples provided by 888 typically developing students in Grades 1-9. Errors were coded by category...
| Publicado en: | Journal of Speech, Language & Hearing Research Vol. 55; no. 6; pp. 1587 - 1600 |
|---|---|
| Autores principales: | , , , , , |
| Formato: | Artículo |
| Publicado: |
American Speech-Language-Hearing Association
Dec2012
|
| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=84534601&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 84534601 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 10924388 1SM jtl: Journal of Speech, Language & Hearing Research issn: 10924388 maglogo: N pubinfo: dt: Dec2012 vid: 55 iid: 6 pid: 42 pub: American Speech-Language-Hearing Association artinfo: ui: 84534601 10.1044/1092-4388(2012/10-0335) ppf: 1587 ppct: 13 formats: fmt: @attributes: type: P size: 255KB tig: atl: Linguistic Pattern Analysis of Misspellings of Typically Developing Writers in Grades 1-9. aug: au: Bahr, Ruth Huntley Silliman, Elaine R. Berninger, Virginia W. Dowa, Michael Oetting, Janna Dockrell, Julie affil: University of South Florida University of Washington su: Washington (State) Analysis of variance Comparative grammar Language acquisition Linguistics Phonetics Race Grounded theory Orthography & spelling Research methodology Research funding Inter-observer reliability Descriptive statistics sug: subj: Analysis of variance Comparative grammar Language acquisition Linguistics Phonetics Race Washington (State) Grounded theory Orthography & spelling Research methodology Research funding Inter-observer reliability Descriptive statistics keyword: nonlinear development spelling spelling errors triple word-form theory nonlinear development spelling spelling errors triple word-form theory ab: Purpose: A mixed-methods approach, evaluating triple word-form theory, was used to describe linguistic patterns of misspellings. Method: Spelling errors were taken from narrative and expository writing samples provided by 888 typically developing students in Grades 1-9. Errors were coded by category (phonological, orthographic, and morphological) and specific linguistic feature affected. Grade-level effects were analyzed with trend analysis. Qualitative analyses determined frequent error types and how use of specific linguistic features varied across grades. Results: Phonological, orthographic, and morphological errors were noted across all grades, but orthographic errors predominated. Linear trends revealed developmental shifts in error proportions for the orthographic and morphological categories between Grades 4 and 5. Similar error types were noted across age groups, but the nature of linguistic feature error changed with age. Conclusions: Triple word-form theory was supported. By Grade 1, orthographic errors predominated, and phonological and morphological error patterns were evident. Morphological errors increased in relative frequency in older students, probably due to a combination of word-formation issues and vocabulary growth. These patterns suggest that normal spelling development reflects nonlinear growth and that it takes a long time to develop a robust orthographic lexicon that coordinates phonology, orthography, and morphology and supports word-specific, conventional spelling. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
|---|