Linguistic Pattern Analysis of Misspellings of Typically Developing Writers in Grades 1-9

Autor/inn/en	Bahr, Ruth Huntley; Silliman, Elaine R.; Berninger, Virginia W.; Dow, Michael
Titel	Linguistic Pattern Analysis of Misspellings of Typically Developing Writers in Grades 1-9
Quelle	In: Journal of Speech, Language, and Hearing Research, 55 (2012) 6, S.1587-1599 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1092-4388
DOI	10.1044/1092-4388(2012/10-0335)
Schlagwörter	Language Patterns; Spelling; Mixed Methods Research; Expository Writing; Trend Analysis; Grade 1; Grade 2; Grade 3; Grade 4; Grade 5; Grade 6; Grade 7; Grade 8; Grade 9; Phonology; Orthographic Symbols; Morphology (Languages); Error Patterns; Age Differences + Suchen Sie Ihr Suchwort? Sprachmodell; Sprachstruktur; Schreibweise; Trendanalyse; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; Fonologie; Morphology; Morphologie; Fehlertyp; Age; Difference; Age difference; Altersunterschied
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10