Linguistic Skills Involved in Learning to Spell: An Australian Study

Autor/in	Daffern, Tessa
Titel	Linguistic Skills Involved in Learning to Spell: An Australian Study
Quelle	In: Language and Education, 31 (2017) 4, S.307-329 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0782
DOI	10.1080/09500782.2017.1296855
Schlagwörter	Language Skills; Spelling; Elementary School Students; Morphology (Languages); Scores; Gender Differences; Spelling Instruction; Multivariate Analysis; Foreign Countries; Accuracy; English; Standard Spoken Usage; Factor Analysis; Developmental Stages; Phonological Awareness; Language Acquisition; Case Studies; Tests; Australia + Suchen Sie Ihr Suchwort? Language skill; Sprachkompetenz; Schreibweise; Morphology; Morphologie; Geschlechterkonflikt; Orthographieunterricht; Rechtschreibunterricht; Multivariate Analyse; Ausland; English language; Englisch; Gesprochene Sprache; Umgangssprache; Faktorenanalyse; Sprachaneignung; Spracherwerb; Case study; Fallstudie; Case Study; Examination; Prüfung; Examen; Australien
Abstract	Being able to accurately spell in Standard English requires efficient coordination of multiple knowledge sources. Therefore, spelling is a word-formation problem-solving process that can be difficult to learn. The present study uses Triple Word Form Theory as a conceptual framework to analyse Standard English spelling performance levels of Australian primary school students (N = 1198) in Years 3-6. Systematic linguistic error analysis and testing using a factorial multivariate analysis of variance (MANOVA) revealed significant year-level differences in phonological, orthographic and morphological scores; however, the effects for gender and the interaction of year level and gender were non-significant. The results suggest that learning to spell may not proceed in developmental stages or phases and that explicit instruction in phonological, orthographic and morphological components of the language is needed in the middle and upper primary school years, and potentially beyond. The findings highlight a need for teachers to be informed of the specific linguistic skills that individual students bring to the classroom and to be able to identify instructional priorities among phonology, orthography and morphology. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01