Spelling errors in Spanish
Abstract The main purpose of this paper was to see whether dual-route models of spelling, developed within the context of opaque languages and supported mainly by the spelling patterns of acquired dysgraphics, could account for the misspellings of Spanish children of different educational levels. Si...
Ausführliche Beschreibung
Gespeichert in:
| Autor*in: |
Valle-Arroyo, Francisco [verfasserIn] |
|---|
| Format: |
Artikel |
|---|---|
| Sprache: |
Englisch |
| Erschienen: |
1990 |
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| Schlagwörter: |
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| Anmerkung: |
© Kluwer Academic Publishers 1990 |
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| Übergeordnetes Werk: |
Enthalten in: Reading and writing - Kluwer Academic Publishers, 1989, 2(1990), 1 vom: März, Seite 83-98 |
|---|---|
| Übergeordnetes Werk: |
volume:2 ; year:1990 ; number:1 ; month:03 ; pages:83-98 |
| Links: |
|---|
| DOI / URN: |
10.1007/BF00383375 |
|---|
| Katalog-ID: |
OLC2070934705 |
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| 520 | |a Abstract The main purpose of this paper was to see whether dual-route models of spelling, developed within the context of opaque languages and supported mainly by the spelling patterns of acquired dysgraphics, could account for the misspellings of Spanish children of different educational levels. Sixty children (20 second, 20 fourth and 20 eighth graders) were dictated 216 verbal stimuli. Half of these stimuli were words and the other half were matched nonwords. The dependent variable was the number of errors made. Words were controlled for frequency, length and regularity. Results show that second graders rely heavily on phonological mediation with:a significantly higher number of errors committed in words than in nonwords;length affects accuracy, with more errors produced on longer words (or nonwords); andregular words are spelled significantly better than irregular words. Eighth graders, on the other hand, show the complementary pattern of results and, consequently, seem to use a lexical strategy (via the graphemic output lexicon). The only deviant result in this group is a significant regularity effect, although the degree of this effect is smaller than in second graders. Fourth grade children show an intermediate pattern. A qualitative analysis (error types) also supports predictions made by the dual-route models. Some final considerations are proposed to explain the regularity effect in eighth graders and, based on the pattern of phonological errors, the possibility of a functional interdependence of both strategies of spelling. | ||
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10.1007/BF00383375 doi (DE-627)OLC2070934705 (DE-He213)BF00383375-p DE-627 ger DE-627 rakwb eng 150 400 VZ 24,1 5,3 7,11 ssgn LING DE-30 fid Valle-Arroyo, Francisco verfasserin aut Spelling errors in Spanish 1990 Text txt rdacontent ohne Hilfsmittel zu benutzen n rdamedia Band nc rdacarrier © Kluwer Academic Publishers 1990 Abstract The main purpose of this paper was to see whether dual-route models of spelling, developed within the context of opaque languages and supported mainly by the spelling patterns of acquired dysgraphics, could account for the misspellings of Spanish children of different educational levels. Sixty children (20 second, 20 fourth and 20 eighth graders) were dictated 216 verbal stimuli. Half of these stimuli were words and the other half were matched nonwords. The dependent variable was the number of errors made. Words were controlled for frequency, length and regularity. Results show that second graders rely heavily on phonological mediation with:a significantly higher number of errors committed in words than in nonwords;length affects accuracy, with more errors produced on longer words (or nonwords); andregular words are spelled significantly better than irregular words. Eighth graders, on the other hand, show the complementary pattern of results and, consequently, seem to use a lexical strategy (via the graphemic output lexicon). The only deviant result in this group is a significant regularity effect, although the degree of this effect is smaller than in second graders. Fourth grade children show an intermediate pattern. A qualitative analysis (error types) also supports predictions made by the dual-route models. Some final considerations are proposed to explain the regularity effect in eighth graders and, based on the pattern of phonological errors, the possibility of a functional interdependence of both strategies of spelling. Spelling models Spelling dual-route models Spelling errors Orthographic errors Phonological errors Enthalten in Reading and writing Kluwer Academic Publishers, 1989 2(1990), 1 vom: März, Seite 83-98 (DE-627)182284557 (DE-600)1193661-7 (DE-576)515052175 0922-4777 nnns volume:2 year:1990 number:1 month:03 pages:83-98 https://doi.org/10.1007/BF00383375 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_OLC FID-LING SSG-OLC-BUB SSG-OPC-BBI GBV_ILN_40 GBV_ILN_70 GBV_ILN_4012 GBV_ILN_4112 GBV_ILN_4310 AR 2 1990 1 03 83-98 |
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10.1007/BF00383375 doi (DE-627)OLC2070934705 (DE-He213)BF00383375-p DE-627 ger DE-627 rakwb eng 150 400 VZ 24,1 5,3 7,11 ssgn LING DE-30 fid Valle-Arroyo, Francisco verfasserin aut Spelling errors in Spanish 1990 Text txt rdacontent ohne Hilfsmittel zu benutzen n rdamedia Band nc rdacarrier © Kluwer Academic Publishers 1990 Abstract The main purpose of this paper was to see whether dual-route models of spelling, developed within the context of opaque languages and supported mainly by the spelling patterns of acquired dysgraphics, could account for the misspellings of Spanish children of different educational levels. Sixty children (20 second, 20 fourth and 20 eighth graders) were dictated 216 verbal stimuli. Half of these stimuli were words and the other half were matched nonwords. The dependent variable was the number of errors made. Words were controlled for frequency, length and regularity. Results show that second graders rely heavily on phonological mediation with:a significantly higher number of errors committed in words than in nonwords;length affects accuracy, with more errors produced on longer words (or nonwords); andregular words are spelled significantly better than irregular words. Eighth graders, on the other hand, show the complementary pattern of results and, consequently, seem to use a lexical strategy (via the graphemic output lexicon). The only deviant result in this group is a significant regularity effect, although the degree of this effect is smaller than in second graders. Fourth grade children show an intermediate pattern. A qualitative analysis (error types) also supports predictions made by the dual-route models. Some final considerations are proposed to explain the regularity effect in eighth graders and, based on the pattern of phonological errors, the possibility of a functional interdependence of both strategies of spelling. Spelling models Spelling dual-route models Spelling errors Orthographic errors Phonological errors Enthalten in Reading and writing Kluwer Academic Publishers, 1989 2(1990), 1 vom: März, Seite 83-98 (DE-627)182284557 (DE-600)1193661-7 (DE-576)515052175 0922-4777 nnns volume:2 year:1990 number:1 month:03 pages:83-98 https://doi.org/10.1007/BF00383375 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_OLC FID-LING SSG-OLC-BUB SSG-OPC-BBI GBV_ILN_40 GBV_ILN_70 GBV_ILN_4012 GBV_ILN_4112 GBV_ILN_4310 AR 2 1990 1 03 83-98 |
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10.1007/BF00383375 doi (DE-627)OLC2070934705 (DE-He213)BF00383375-p DE-627 ger DE-627 rakwb eng 150 400 VZ 24,1 5,3 7,11 ssgn LING DE-30 fid Valle-Arroyo, Francisco verfasserin aut Spelling errors in Spanish 1990 Text txt rdacontent ohne Hilfsmittel zu benutzen n rdamedia Band nc rdacarrier © Kluwer Academic Publishers 1990 Abstract The main purpose of this paper was to see whether dual-route models of spelling, developed within the context of opaque languages and supported mainly by the spelling patterns of acquired dysgraphics, could account for the misspellings of Spanish children of different educational levels. Sixty children (20 second, 20 fourth and 20 eighth graders) were dictated 216 verbal stimuli. Half of these stimuli were words and the other half were matched nonwords. The dependent variable was the number of errors made. Words were controlled for frequency, length and regularity. Results show that second graders rely heavily on phonological mediation with:a significantly higher number of errors committed in words than in nonwords;length affects accuracy, with more errors produced on longer words (or nonwords); andregular words are spelled significantly better than irregular words. Eighth graders, on the other hand, show the complementary pattern of results and, consequently, seem to use a lexical strategy (via the graphemic output lexicon). The only deviant result in this group is a significant regularity effect, although the degree of this effect is smaller than in second graders. Fourth grade children show an intermediate pattern. A qualitative analysis (error types) also supports predictions made by the dual-route models. Some final considerations are proposed to explain the regularity effect in eighth graders and, based on the pattern of phonological errors, the possibility of a functional interdependence of both strategies of spelling. Spelling models Spelling dual-route models Spelling errors Orthographic errors Phonological errors Enthalten in Reading and writing Kluwer Academic Publishers, 1989 2(1990), 1 vom: März, Seite 83-98 (DE-627)182284557 (DE-600)1193661-7 (DE-576)515052175 0922-4777 nnns volume:2 year:1990 number:1 month:03 pages:83-98 https://doi.org/10.1007/BF00383375 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_OLC FID-LING SSG-OLC-BUB SSG-OPC-BBI GBV_ILN_40 GBV_ILN_70 GBV_ILN_4012 GBV_ILN_4112 GBV_ILN_4310 AR 2 1990 1 03 83-98 |
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10.1007/BF00383375 doi (DE-627)OLC2070934705 (DE-He213)BF00383375-p DE-627 ger DE-627 rakwb eng 150 400 VZ 24,1 5,3 7,11 ssgn LING DE-30 fid Valle-Arroyo, Francisco verfasserin aut Spelling errors in Spanish 1990 Text txt rdacontent ohne Hilfsmittel zu benutzen n rdamedia Band nc rdacarrier © Kluwer Academic Publishers 1990 Abstract The main purpose of this paper was to see whether dual-route models of spelling, developed within the context of opaque languages and supported mainly by the spelling patterns of acquired dysgraphics, could account for the misspellings of Spanish children of different educational levels. Sixty children (20 second, 20 fourth and 20 eighth graders) were dictated 216 verbal stimuli. Half of these stimuli were words and the other half were matched nonwords. The dependent variable was the number of errors made. Words were controlled for frequency, length and regularity. Results show that second graders rely heavily on phonological mediation with:a significantly higher number of errors committed in words than in nonwords;length affects accuracy, with more errors produced on longer words (or nonwords); andregular words are spelled significantly better than irregular words. Eighth graders, on the other hand, show the complementary pattern of results and, consequently, seem to use a lexical strategy (via the graphemic output lexicon). The only deviant result in this group is a significant regularity effect, although the degree of this effect is smaller than in second graders. Fourth grade children show an intermediate pattern. A qualitative analysis (error types) also supports predictions made by the dual-route models. Some final considerations are proposed to explain the regularity effect in eighth graders and, based on the pattern of phonological errors, the possibility of a functional interdependence of both strategies of spelling. Spelling models Spelling dual-route models Spelling errors Orthographic errors Phonological errors Enthalten in Reading and writing Kluwer Academic Publishers, 1989 2(1990), 1 vom: März, Seite 83-98 (DE-627)182284557 (DE-600)1193661-7 (DE-576)515052175 0922-4777 nnns volume:2 year:1990 number:1 month:03 pages:83-98 https://doi.org/10.1007/BF00383375 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_OLC FID-LING SSG-OLC-BUB SSG-OPC-BBI GBV_ILN_40 GBV_ILN_70 GBV_ILN_4012 GBV_ILN_4112 GBV_ILN_4310 AR 2 1990 1 03 83-98 |
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10.1007/BF00383375 doi (DE-627)OLC2070934705 (DE-He213)BF00383375-p DE-627 ger DE-627 rakwb eng 150 400 VZ 24,1 5,3 7,11 ssgn LING DE-30 fid Valle-Arroyo, Francisco verfasserin aut Spelling errors in Spanish 1990 Text txt rdacontent ohne Hilfsmittel zu benutzen n rdamedia Band nc rdacarrier © Kluwer Academic Publishers 1990 Abstract The main purpose of this paper was to see whether dual-route models of spelling, developed within the context of opaque languages and supported mainly by the spelling patterns of acquired dysgraphics, could account for the misspellings of Spanish children of different educational levels. Sixty children (20 second, 20 fourth and 20 eighth graders) were dictated 216 verbal stimuli. Half of these stimuli were words and the other half were matched nonwords. The dependent variable was the number of errors made. Words were controlled for frequency, length and regularity. Results show that second graders rely heavily on phonological mediation with:a significantly higher number of errors committed in words than in nonwords;length affects accuracy, with more errors produced on longer words (or nonwords); andregular words are spelled significantly better than irregular words. Eighth graders, on the other hand, show the complementary pattern of results and, consequently, seem to use a lexical strategy (via the graphemic output lexicon). The only deviant result in this group is a significant regularity effect, although the degree of this effect is smaller than in second graders. Fourth grade children show an intermediate pattern. A qualitative analysis (error types) also supports predictions made by the dual-route models. Some final considerations are proposed to explain the regularity effect in eighth graders and, based on the pattern of phonological errors, the possibility of a functional interdependence of both strategies of spelling. Spelling models Spelling dual-route models Spelling errors Orthographic errors Phonological errors Enthalten in Reading and writing Kluwer Academic Publishers, 1989 2(1990), 1 vom: März, Seite 83-98 (DE-627)182284557 (DE-600)1193661-7 (DE-576)515052175 0922-4777 nnns volume:2 year:1990 number:1 month:03 pages:83-98 https://doi.org/10.1007/BF00383375 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_OLC FID-LING SSG-OLC-BUB SSG-OPC-BBI GBV_ILN_40 GBV_ILN_70 GBV_ILN_4012 GBV_ILN_4112 GBV_ILN_4310 AR 2 1990 1 03 83-98 |
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Spelling errors in Spanish |
| abstract |
Abstract The main purpose of this paper was to see whether dual-route models of spelling, developed within the context of opaque languages and supported mainly by the spelling patterns of acquired dysgraphics, could account for the misspellings of Spanish children of different educational levels. Sixty children (20 second, 20 fourth and 20 eighth graders) were dictated 216 verbal stimuli. Half of these stimuli were words and the other half were matched nonwords. The dependent variable was the number of errors made. Words were controlled for frequency, length and regularity. Results show that second graders rely heavily on phonological mediation with:a significantly higher number of errors committed in words than in nonwords;length affects accuracy, with more errors produced on longer words (or nonwords); andregular words are spelled significantly better than irregular words. Eighth graders, on the other hand, show the complementary pattern of results and, consequently, seem to use a lexical strategy (via the graphemic output lexicon). The only deviant result in this group is a significant regularity effect, although the degree of this effect is smaller than in second graders. Fourth grade children show an intermediate pattern. A qualitative analysis (error types) also supports predictions made by the dual-route models. Some final considerations are proposed to explain the regularity effect in eighth graders and, based on the pattern of phonological errors, the possibility of a functional interdependence of both strategies of spelling. © Kluwer Academic Publishers 1990 |
| abstractGer |
Abstract The main purpose of this paper was to see whether dual-route models of spelling, developed within the context of opaque languages and supported mainly by the spelling patterns of acquired dysgraphics, could account for the misspellings of Spanish children of different educational levels. Sixty children (20 second, 20 fourth and 20 eighth graders) were dictated 216 verbal stimuli. Half of these stimuli were words and the other half were matched nonwords. The dependent variable was the number of errors made. Words were controlled for frequency, length and regularity. Results show that second graders rely heavily on phonological mediation with:a significantly higher number of errors committed in words than in nonwords;length affects accuracy, with more errors produced on longer words (or nonwords); andregular words are spelled significantly better than irregular words. Eighth graders, on the other hand, show the complementary pattern of results and, consequently, seem to use a lexical strategy (via the graphemic output lexicon). The only deviant result in this group is a significant regularity effect, although the degree of this effect is smaller than in second graders. Fourth grade children show an intermediate pattern. A qualitative analysis (error types) also supports predictions made by the dual-route models. Some final considerations are proposed to explain the regularity effect in eighth graders and, based on the pattern of phonological errors, the possibility of a functional interdependence of both strategies of spelling. © Kluwer Academic Publishers 1990 |
| abstract_unstemmed |
Abstract The main purpose of this paper was to see whether dual-route models of spelling, developed within the context of opaque languages and supported mainly by the spelling patterns of acquired dysgraphics, could account for the misspellings of Spanish children of different educational levels. Sixty children (20 second, 20 fourth and 20 eighth graders) were dictated 216 verbal stimuli. Half of these stimuli were words and the other half were matched nonwords. The dependent variable was the number of errors made. Words were controlled for frequency, length and regularity. Results show that second graders rely heavily on phonological mediation with:a significantly higher number of errors committed in words than in nonwords;length affects accuracy, with more errors produced on longer words (or nonwords); andregular words are spelled significantly better than irregular words. Eighth graders, on the other hand, show the complementary pattern of results and, consequently, seem to use a lexical strategy (via the graphemic output lexicon). The only deviant result in this group is a significant regularity effect, although the degree of this effect is smaller than in second graders. Fourth grade children show an intermediate pattern. A qualitative analysis (error types) also supports predictions made by the dual-route models. Some final considerations are proposed to explain the regularity effect in eighth graders and, based on the pattern of phonological errors, the possibility of a functional interdependence of both strategies of spelling. © Kluwer Academic Publishers 1990 |
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| title_short |
Spelling errors in Spanish |
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https://doi.org/10.1007/BF00383375 |
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| up_date |
2024-07-04T02:36:29.317Z |
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7.400079 |