Complexity and lexicality effects on the acquisition of Spanish spelling

Defior, Sylvia; Jiménez-Fernández, Gracia; Serrano, Francisca

doi:10.1016/j.learninstruc.2008.01.005

Cited by 50 publications

(73 citation statements)

References 27 publications

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“…Transparent orthographic systems are characterised by high degree of consistency in the translation of phonemes into graphemes and are mainly governed by bi-univocal phoneme-to-grapheme correspondence (PGC) rules (Defior et al 2009); in the bi-univocal rule there is one-to-one grapheme-to-phoneme correspondence. In contrast, opaque or deep orthographic systems, such as English, have graphemes with various corresponding phonemes and vice versa, with a large number of irregular, orthographically exceptional and inconsistent words (Verhoeven et al, 2006).…”

Section: Spelling and Spelling Errorsmentioning

confidence: 99%

“…In contrast, opaque or deep orthographic systems, such as English, have graphemes with various corresponding phonemes and vice versa, with a large number of irregular, orthographically exceptional and inconsistent words (Verhoeven et al, 2006). French, Portuguese, and Danish are also orthographically deep languages (Verhoeven et al, 2006), whereas the Spanish orthographic code is characterised by high level of consistency (Defior et al, 2009). Spelling words that have regular phoneme-grapheme correspondences is influenced by phonological skills (Gentry, 1982;Henderson & Beers, 1980) in addition to orthographic knowledge (Templeton & Morris, 2000).…”

Section: Spelling and Spelling Errorsmentioning

confidence: 99%

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Metacognition and Spelling Performance in College Students

Vanderswalmen

Vrijders²,

Desoete³

2010

Trends and Prospects in Metacognition Research

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Metacognitive knowledge (MK), skills (MS) and experiences (ME) and spelling skills were assessed in 2,095 first year bachelor students. Two questionnaires were created for the present study, namely a prospective and a retrospective metacognition questionnaire. The Prospective Metacognition Questionnaire (PMQ) assessed student"s MK of the self as speller and student"s use of MS in spelling, namely checking of spelling. The Retrospective Metacognition Questionnaire (RMQ). The RMQ assessed metacognitive experiences, namely feeling of confidence (FOC; metacognitive feeling) and estimate of the number of spelling errors (EOSE; metacognitive judgment). Also, a score showing the correspondence between the ratings of FOC and actual performance was calculated as well as a calibration index using the EOSE. At the performance level the type of spelling errors were analysed. Moreover the relationship between spelling performance and MK, ME, and MS was studied to investigate if incompetent spellers had poor MK and MS, and less accurate ME. In addition, the "above-average effect" or the tendency of the average person to believe he or she is above average was looked for. Finally the type of metacognitive measures (MK, MS, ME) that predicted most adequately predict proficient spelling was studied.

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Section: Spelling and Spelling Errorsmentioning

confidence: 99%

Section: Spelling and Spelling Errorsmentioning

confidence: 99%

Metacognition and Spelling Performance in College Students

Vanderswalmen

Vrijders²,

Desoete³

2010

Trends and Prospects in Metacognition Research

View full text Add to dashboard Cite

show abstract

“…While many of the grapheme-phoneme relationships in Spanish are one-to-one or rule-based, depending on phonological context, in some cases there are no phonological rules that explain a word's spelling, often because the orthography in these particular cases is determined by etymological origin rather than phonology (Defior, Jiménez-Fernández, & Serrano, 2009). HL users often have difficulty spelling Spanish phonemes that have more than one possible graphemic representation, such as the case of <b>/<v> described in the previous section.…”

Section: Pedagogical and Curricular Implications VImentioning

confidence: 99%

Research on Heritage Spanish Phonetics and Phonology: Pedagogical and Curricular Implications

Rao

Kuder

2016

J. New Approaches Educ. Res.

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This paper creates a novel link between research on linguistics and education by discussing what we know about the sound system of heritage language users of Spanish and how these findings can inform practices implemented in heritage Spanish courses in the USA. First, we provide an overview of terminology associated with heritage language research, situating heritage Spanish programs within the educational context of the USA, and explaining why heritage Spanish phonetics and phonology remain relatively unexplored. Next, we delve into previous linguistic research on the heritage Spanish sound system in terms of individual vowels and consonants, as well as at the level of intonation, rhythm, and stress, while highlighting any observed differences between the system of heritage Spanish and those of Spanish speakers of other backgrounds. Finally, motivated by the phonetic/phonological insight of previous work, in addition to existing pedagogical and curricular research on heritage Spanish, we consider how and why the inclusion of specific types of soundsystem-based commentary and practice in the educational experience of heritage users of Spanish could be beneficial.

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“…Este sesgo inicial hacia la fonología sería producto de la estructura fonética simple de la lengua española y de la transparencia de su sistema ortográfico (Anthony et al, 2011;Borzone & Signorini, 2003;Herrera et al, 2000;Defior, Jiménez-Fernández & Serrano, 2009;Diuk, 2007;Duncan et al, 2013;Signorini, 1997;Signorini & Piacente, 2001). …”

Section: Recodificación Fonológica En Españolunclassified

“…En un extremo se encuentran las ortografías transparentes, como el español, en las cuales las correspondencias entre fonemas y grafemas poseen un alto grado de consistencia, hecho que permite, generalmente, determinar sin ambigüedad qué sonido corresponde a cada letra que se recodifica (Borzone & Signorini, 2003;Defior et al, 2009;Diuk et al, 2009;Herrera et al, 2000;Signorini & Piacente, 2001). En el otro extremo se encuentran las ortografías opacas, en las cuales existe un alto número de palabras irregulares que no se ajustan a las reglas de correspondencia grafema-fonema.…”

Section: Recodificación Fonológica En Españolunclassified

Recodificación Fonológica y Formación de Representaciones Ortográficas en Español

Ferroni¹,

Diuk²

2014

Psykhe (Santiago)

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Complexity and lexicality effects on the acquisition of Spanish spelling

Cited by 50 publications

References 27 publications

Metacognition and Spelling Performance in College Students

Metacognition and Spelling Performance in College Students

Research on Heritage Spanish Phonetics and Phonology: Pedagogical and Curricular Implications

Recodificación Fonológica y Formación de Representaciones Ortográficas en Español

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