Investigating the efficacy of using error analysis data to inform explicit teaching of spelling

Daffern, Tessa; Fleet, Robert

doi:10.1080/19404158.2021.1881574

Cited by 4 publications

(16 citation statements)

References 39 publications

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“…The study found that the students made six types of errors, being insertion, omission, doubling, substitution, transposition and unclassifiable; omission appeared to be the most frequent error followed by substitution. Daffern and Fleet (2021) also investigated the efficacy of using error analysis data to inform explicit teaching of spelling. The study revealed that before the intervention, students made diverse spelling errors such as omission, substitution and addition.…”

Section: Empirical Reviewmentioning

confidence: 99%

“…Literature suggests that for one to be successful in learning to read and write (to be literate), spelling capability is a major predictor (Daffern & Fleet, 2021;Conrad et al, 2019;Daffern et al, 2017). This implies that the foundation on which higher-level literacy tasks such as writing rests is spelling.…”

Section: Introductionmentioning

confidence: 99%

“…The inability to spell properly affects understanding and it can lead to miscommunication. Sumner et al as cited in Daffern and Fleet (2021) purport that when words are spelt poorly, it slows overall writing time and compromises vocabulary. Now that the world has gone digital and most communications are done through writing on the internet and other forms of media, it has become necessary not only to grammatically construct sentences correctly but also with correct spellings.…”

Section: Introductionmentioning

confidence: 99%

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Spelling Error Analysis of Ghanaian Languages College of Education Students’ Essay

Nketsiah¹

2022

International Journal of Literature, Language and Linguistics

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Spelling errors in students’ writing have become a burden for teachers and examiners of the Ghanaian languages. Every year, Chief Examiners of the Ghanaian languages lament bitterly in their reports about the inaccuracies students make with regard to spelling in their examinations without clearly indicating the kind of errors they make. As a result, this study investigated the frequency and types of spelling errors students of Ghanaian languages at the Foso College of Education make in their essays. Forty-five students took part in the study that utilized a descriptive qualitative approach. The data came from students’ mid-semester examinations. The findings revealed that students’ most prevalent spelling errors included sound-based substitution, writing rule-based, omission, addition, transposition, and multiple errors. Teachers are encouraged to give ample time or pay more attention to phonology and the writing rules of the language when teaching spelling because they were the most frequent errors found.

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Section: Empirical Reviewmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Spelling Error Analysis of Ghanaian Languages College of Education Students’ Essay

Nketsiah¹

2022

International Journal of Literature, Language and Linguistics

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“…The idea that spelling error analysis can inform teaching is not new. However, often spelling error analysis systems have been applied to early and/or invented spellings (Lee & Al Otaiba, 2017;Stage & Wagner, 1992;Tangel & Blachman, 1992;Treiman et al, 2019), and have not considered the breadth of linguistic knowledge children may develop as they evolve through the elementary years (but see the recent study by Daffern and Fleet (2021), using the Triple Word Form Theory to inform targeted teaching of spelling in Grades 3-6).…”

Section: Spelling Error Analysis As a Window Into Linguistic Knowledg...mentioning

confidence: 99%

Spelling Errors in French Elementary School Students: A Linguistic Analysis

Joye

Broc

Marshall

et al. 2022

J Speech Lang Hear Res

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Purpose: This study offers the first description of misspellings across elementary school using the Phonological, Orthographic and Morphological Assessment of Spelling (POMAS), a linguistic framework based on Triple Word Form theory, adapted for French (POMAS-FR). It aims to test the “universality” of POMAS and its suitability to track development in French spelling. Method: One hundred ninety-four typically developing French children (Grades 1–5) produced a written narrative and words-to-dictation. These were analyzed for productivity and accuracy. Misspellings were then analyzed using POMAS-FR. Results: Productivity and accuracy were better in the later grades. POMAS-FR provided a novel framework for tracking error types in our French sample. The data showed a linear trend for text production, whereby the proportion of phonological errors decreased rapidly in the early grades, while orthographic errors decreased and morphological errors increased throughout elementary school. Words-to-dictation showed a more stable pattern, with a steady decrease in phonological errors, and a stable proportion of orthographic and morphological errors. The specific error types found within each linguistic category are described for both tasks. Conclusions: The POMAS-FR allowed for the characterization of linguistic knowledge involved in learning to spell French across elementary school. Interplays between different types of linguistic knowledge were evident at all grades. In comparison with other writing systems, French text spelling competence relied heavily on morphological knowledge. These results suggest POMAS may be applied to other orthographic systems. It also highlights the importance of task and word selection for the qualitative evaluation of spelling. Supplemental Material: https://doi.org/10.23641/asha.20520774

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“…Researchers have declared that error analysis is crucial for differentiation in spelling and phonology (Daffern & Fleet, 2021;Hong Poay Lin & Kee Jiar, 2018;Malatesha Joshi & Wijekumar, 2019;Oakley, 2018;Roatchanaphaphong & Chusanachot, 2021). Two participants called attention to the feature's ability to provide a comprehensive view of student performance and work processes, allowing for practical observation and error analysis.…”

Section: Playback Featurementioning

confidence: 99%

Unlocking the power of co-collaboration: the impact of educator involvement in educational technology development

McCaffery Pomerleau

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The study investigated users' perspectives on My Path to Learning (MPTL), an interactive cloud technology, as a tool for differentiating instruction in phonology and spelling for K-8 students.The study aimed to enhance the digital platform by incorporating and acting upon user feedback.The researcher collected qualitative data to examine the acceptance and perceived satisfaction with using the technology in clinical and classroom settings. The researcher included two cycles of data collection and analysis. Cycle 1, completed in the fall of 2022, gathered initial user feedback on the embryonic MPTL platform in educational settings. The input informed significant platform enhancements. Cycle 2, completed in the summer of 2023, tested the improvements with original and new users to evaluate the platform's impact on teaching and learning. The results indicated that the collaboration between the users and developers generated unique features, which motivated students, encouraged instructional differentiation, provided performance indicators, and led to meaningful practice and perceived usefulness. User customization also resulted in navigational difficulties, decreasing participants' perceptions of ease of use. However, student enthusiasm significantly influenced the perceived value and utility of technology by educators. The research shifts the view of user input from a challenge to a catalyst for innovation, essential for creating dynamic and inclusive educational tools.

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Investigating the efficacy of using error analysis data to inform explicit teaching of spelling

Cited by 4 publications

References 39 publications

Spelling Error Analysis of Ghanaian Languages College of Education Students’ Essay

Spelling Error Analysis of Ghanaian Languages College of Education Students’ Essay

Spelling Errors in French Elementary School Students: A Linguistic Analysis

Unlocking the power of co-collaboration: the impact of educator involvement in educational technology development

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