Development of phonological, morphological, and orthographic knowledge in young spellers: The case of inflected verbs

Abstract

This study was designed to simultaneously investigate the influence of phonological, morphological, and orthographic awareness skills on the ability to spell inflected verbs in structured spelling tasks. Children in grades 1, 2, and 3 (n=103) spelled inflected past and progressive tense verbs and completed awareness tasks. Developmental changes occurred in the ability to include the inflected ending, to spell the ending consistently reflecting the correct morphological unit, and to affix the ending using the correct orthographic pattern. The contributions of phonological, morphological, and orthographic awareness to spelling development varied across the three grades but were similar for each sub-component, suggesting a developmental relationship between the ability to spell inflected verbs and linguistic and orthographic awareness.

The Relation of Linguistic Awareness and Vocabulary to Word Reading and Spelling for First-Grade Students Participating in Response to Intervention

“…Phonological awareness was found to be uniquely related to word reading for first graders (Ortiz et al, 2012) and struggling second graders (Nagy, Berninger, Abbott, Vaughan, & Vermeulen, 2003), and to nonword reading for struggling second graders (Nagy et al, 2003) and for more advanced readers (i.e., 4 th , 6 th , and 8 th grade; Roman et al, 2009). In contrast, phonological awareness was not uniquely related to word reading for students in the primary grades (Apel, Wilson-Fowler, Brimo, & Perrin, 2012) and in middle school (Roman et al, 2009), or to spelling for students in the primary grades (Apel et al, 2012; Walker & Hauerwas, 2006). …”

“…In contrast, morphological awareness was not uniquely related to word reading for struggling second and fourth grade students (Nagy et al, 2003) or among typically developing fourth, sixth, and eighth grade students (Roman et al, 2009); or to spelling for first and second grade students (Walker & Hauerwas, 2006) or for struggling second and fourth grade students (Nagy et al, 2003). However, orthographic awareness does appear to be somewhat more consistently related to word reading and spelling, as it has been found to be uniquely related to spelling for primary grade students (Apel et al, 2012; Walker & Hauerwas, 2006), and to word reading for typically developing (Apel et al, 2012) and struggling primary grade students (Nagy et al, 2003), and for typically developing fourth, sixth, and eighth grade students (Roman et al, 2009). To our knowledge, no study has examined a unique role of vocabulary to word reading and spelling in English after accounting for the three linguistic awareness skills.…”

“…Morphological awareness in kindergarten was uniquely related to reading (word reading and reading comprehension combined) in first grade students (Ortiz et al, 2012), to word reading for second and third grade students (Apel et al, 2012), and to spelling for second (Apel et al, 2012) and third grade students (Apel et al, 2012; Walker & Hauerwas, 2006). In contrast, morphological awareness was not uniquely related to word reading for struggling second and fourth grade students (Nagy et al, 2003) or among typically developing fourth, sixth, and eighth grade students (Roman et al, 2009); or to spelling for first and second grade students (Walker & Hauerwas, 2006) or for struggling second and fourth grade students (Nagy et al, 2003).…”

“…Morphological awareness in kindergarten was uniquely related to reading (word reading and reading comprehension combined) in first grade students (Ortiz et al, 2012), to word reading for second and third grade students (Apel et al, 2012), and to spelling for second (Apel et al, 2012) and third grade students (Apel et al, 2012; Walker & Hauerwas, 2006). In contrast, morphological awareness was not uniquely related to word reading for struggling second and fourth grade students (Nagy et al, 2003) or among typically developing fourth, sixth, and eighth grade students (Roman et al, 2009); or to spelling for first and second grade students (Walker & Hauerwas, 2006) or for struggling second and fourth grade students (Nagy et al, 2003). However, orthographic awareness does appear to be somewhat more consistently related to word reading and spelling, as it has been found to be uniquely related to spelling for primary grade students (Apel et al, 2012; Walker & Hauerwas, 2006), and to word reading for typically developing (Apel et al, 2012) and struggling primary grade students (Nagy et al, 2003), and for typically developing fourth, sixth, and eighth grade students (Roman et al, 2009).…”

Apprendre à inhiber : une pédagogie innovante au service des apprentissages scolaires fondamentaux (mathématiques et orthographe) chez des élèves de 6 à 11 ans

“…Repérer et manipuler le piège permet, en effet à l'élève d'exercer sa conscience morphosyntaxique afin d'inhiber la stratégie erronée inférée par la proximité spatiale (« comme je ne vérifie pas, j'accorde avec le mot placé devant ») lui permettant d'éviter de tomber dans le piège. Nos résultats corroborent ainsi les liens qui existent entre la conscience morphosyntaxique et l'apprentissage de l'orthographe grammaticale (Nunes, Bryant et Bindman, 2006;Walker et Hauerwas, 2006).…”