Instruction matters: spelling of vowels by children in England and the US

Treiman, Rebecca; Stothard, Susan E.; Snowling, Margaret J.

doi:10.1007/s11145-012-9377-4

Cited by 7 publications

(3 citation statements)

References 20 publications

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“…We would expect young children from such cultures, being unfamiliar with /pi/ as a label for ‹p›, to produce spellings of similar phonological quality for words like peach and patch . Although a few studies have examined knowledge of letter names and sounds and the influence of this knowledge on spelling in children from England compared with children from the United States (Ellefson, Treiman, & Kessler, 2009; Treiman, Stothard, & Snowling, 2013), this prediction has not yet been tested.…”

Section: Discussionmentioning

confidence: 99%

Use of Letter Names Benefits Young Children’s Spelling

Treiman

Wolter

2019

Psychol Sci

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We studied how children begin to produce spellings that reflect the sounds in words. We asked 75 U.S. preschoolers (mean age = 4 years, 11 months) to participate in two sessions. In one session, the children were asked to spell words (e.g., bead) that begin with a sequence of sounds that matches the name of a letter; in another session, they were asked to spell control words (e.g., bed). The phonological plausibility of children’s spellings, particularly their spellings of the words’ first phonemes, was higher for letter-name words than for control words. When we categorized spelling performance in a session as prephonological if the child used phonologically appropriate letters no more often than would be expected by chance, we found that children were more likely to be prephonological spellers in the session with control words than in the session with letter-name words. Words with letter names can help children move from prephonological spellings to spellings that symbolize at least some of the sounds in words.

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Section: Discussionmentioning

confidence: 99%

Use of Letter Names Benefits Young Children’s Spelling

Treiman

Wolter

2019

Psychol Sci

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“…The analysis concentrated solely on children's misspellings as these offer clearer information about the types of strategies that were used by each group (Treiman et al, 2013). The analysis focused on phonemes that could offer indication of L2 transference so most phonemes that are spelled the same in English and in Portuguese were not included in the analysis (e.g., /b/).…”

Section: Qualitative Spelling Error Analysismentioning

confidence: 99%

Young Bilingual Children’s Spelling Strategies: A Comparative Study of 6- to 7-Year-Old Bilinguals and Monolinguals

Guimarães

Parkins²

2019

IJEP

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Developing literacy in two languages can be challenging for young bilingual children. This longitudinal study investigates the effects of bilingualism in the spelling strategies of English-Portuguese speaking children. A total of 88 six-to-seven-year-old bilinguals and monolinguals were followed during one academic year and data gathered on a range of verbal and written language skills and non-verbal measures while controlling for SES. For both bilinguals and monolinguals letter knowledge, phonological awareness and word concept were significant predictors of spelling. However, non-verbal reasoning played an increasing role in explaining spelling variance for bilinguals, suggesting that learning to spell in two alphabetic languages places more demands on non-verbal processing skills. Spelling error analyses further revealed that bilinguals when compared to monolinguals showed more reliance on phonological strategies, less compliance with the L1 orthographic system and at times transference from L2. The results suggest important implications for our understanding of spelling acquisition and the development of effective intervention practices for bilingual children.

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“…There is an increase in the number of studies exploring specialised areas such as English vowel soundletter relationships (Treiman, Stothard & Snowling 2013) and different patterns of spelling errors for average learners, as well as for learners with special needs.…”

Section: Literature Reviewmentioning

confidence: 99%

The patterns and prevalence of monosyllabic three-letter-word spelling errors made by South African English First Additional Language learners

Fleisch

Pather

Motilal

2017

SAJCE

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There is growing evidence of systematic underachievement of South African primary school learners in reading in English as the first additional language. There is a small but growing literature that provides insights, that is, causes, patterns and prevalence, into this phenomenon. Through a secondary analysis of a spelling component of a literacy test that was administered as an end-line assessment for a randomised control trial, this article provides new evidence for and insight into the patterns and prevalence of English language spelling errors made by Grade 4 second-language learners. The study specifically coded errors on four monosyllabic three-letter words for 2500 Grade 4 learners tested individually at the end of the second term in 2014. Three distinct linguistic error patterns were identified. The most frequent error patterns involved the incorrect use of the vowel grapheme, for example bed was spelled ‘bad’. The second pattern related to common errors associated with the transfer of linguistic, orthographic patterns from the first language (isiZulu). The final pattern suggests that between 6% and 8% of learners were struggling to make the basic phoneme–grapheme connection. This pattern, however, would need to be confirmed with oral interviews. The implications of these error patterns are discussed.

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Instruction matters: spelling of vowels by children in England and the US

Cited by 7 publications

References 20 publications

Use of Letter Names Benefits Young Children’s Spelling

Use of Letter Names Benefits Young Children’s Spelling

Young Bilingual Children’s Spelling Strategies: A Comparative Study of 6- to 7-Year-Old Bilinguals and Monolinguals

The patterns and prevalence of monosyllabic three-letter-word spelling errors made by South African English First Additional Language learners

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