Multilinguistic Components of Spelling: An Overview

Barber, Angela B.

doi:10.1044/lle20.4.124

Cited by 6 publications

(2 citation statements)

References 14 publications

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“…학년과 집단 에 따른 자소-음소 1:1 불일치 자소 쓰기 정확률은 Figure 1과 같다. (Apel, Wilson-Flowler, Brimo, & Perrin, 2012;Bahr, Silliman, Berninger, & Michale, 2012;Barber, 2013;Berninger et al, 2010;Deacon, 2012;Kim, 2009;Lee, 2013;Shin et al, 2015;Yang, 2009;Yang, 2014 (Ahn, Kim, Seo, Kim, & Shin, 2006), 이는 읽기 수준이 정상인 철자 쓰기 부진 아동 에서도 드러난 바 있다 (Lee, 2013). 실제로 음운 인식 훈련으로 철 자 쓰기 개선 효과를 증명한 연구도 적지 않다 (Kim, G. S., 2008;Kwon, Kim, & Byun, 2010;National Reading Panel, 2000).…”

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The Development of Spelling for Children with/without Spelling Difficulties

Shin¹,

Soyeong²

2020

Commun Sci Disord

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This work is based on the doctor's thesis of the first author. Objectives: Korean children's spelling development with and without spelling difficulties were compared and contrasted reflecting grade groups and triple word form theory including phonological, morpho-semantic, and orthographic knowledge. Methods: One hundred and twenty children; forty in each grade group, and twenty in each spelling group, participated in a dictation task with 3 to 4 eojeol sentence writing task. Eojeol is each word that constitutes a sentence. Two hundred and fifty-four graphemes from thirty-eight eojeols were elicited and analyzed considering phoneme-grapheme correspondence and grammatical morphemes. Results: First, normally developing low grade children have reached the near mastery level for writing phoneme-grapheme correspondent (PGC) graphemes and graphemes from grammatical morphemes. In contrast; children with spelling difficulties reached the mastery level in the upper grades. Second, normally developing upper grade children mastered phoneme-grapheme non-correspondent (PGNC) graphemes while children with spelling difficulties did not reach at mastery level even by the upper grades. Middle grade children with spelling difficulties were far behind the normal children for PGNC graphemes. Conclusion: Children with spelling difficulties seemed to be in urgent need of intervention for help with phoneme-grapheme correspondence and grammatical morphemes. Focus needs to be placed on phoneme-grapheme correspondent eojeols need for lower grade children with spelling difficulties, while phonological rules including phoneme-grapheme non-correspondent eojeols need systematic intervention for middle to upper grade children with spelling difficulties.

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The Development of Spelling for Children with/without Spelling Difficulties

Shin¹,

Soyeong²

2020

Commun Sci Disord

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“…특히, 읽기부진 아동은 읽기와 쓰기의 어려움을 겪는데, 그 에 따른 요인으로 철자에 대한 인식이 느린 이유를 뽑고 있으며 (Yang & Lee, 2016), 읽기부진 아동의 시각적인 처리와 주의집중의 결함 (August & Garfinkel, 1990) (Bae & Yim, 2018). 그 중 단어유사성 정도에 따라 과제 수행력이 달라진다는 연구들이 보고되는데 (Vitevitch & Luce, 2004) (Apel et al, 2012;Barber, 2013). 음운인식과 철자인식은 유치원 혹은 초등학교 저학년 때 급속도로 발전하며 (Berninger, Abbott, Nagy, & Carlisle, 2010), 중학년에 이르렀을 때 형태인식과 어휘력의 증진을 보인다고 보고된다 (Rispens, McBride-Chang, & Reitsma, 2008 (Catts & Kamhi, 2005), 음운적인 단위가 아 닌 단어를 전체 단위로 인식하여 비음운적 철자 전략을 사용하게 된다 (Goldsworthy, 2003).…”

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Orthographic Awareness through Orthographic Fast-Mapping of Children with Low-Reading-Achievement in Lower Grades in Elementary School

Kim¹,

Kang²,

Kim

2019

Commun Sci Disord

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This study compared the orthographic awareness ability through fast mapping between children who are reading at a low-achieving level and normal children in the lower grades of elementary school. Methods: The participants of the study were 16 low reading achievers (LRA group) and 16 typically developing children (TD group), for a total of 32 children. To identify the orthographic awareness ability of the children, an orthographic fast-mapping (OFM) task was used. The OFM task was analyzed by using a two-way mixed ANOVA according to the group and degree of wordlikeness. A Pearson correlation coefficient was performed to identify any associations of the orthographic awareness ability and linguistic factors according to each group. Finally, to discover error type patterns from the OFM task, the error type was analyzed. Results: First, our results showed that orthographic awareness has a significant main effect of group. Also, the main effect of the degree of wordlikeness were only significant in the orthographic production task. Second, static correlation was found only in the writing abilities of the TD group. For the LRA group, static correlations appeared in all areas except for vocabulary. Third, the analysis of the error type pattern of the OFM task between groups showed a high error rate in the order of visual similarity, phonetic similarity, and mixing. Conclusion: This study was able to compare the characteristics of low reading achievers and normal children by evaluating their orthographic awareness ability belonging to metalinguistic awareness. So these findings could be used as basic data for the mediation of orthographic awareness abilities of low reading achievers.

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Building Social Awareness for Teens and Young Adults with Autism via Gamification

Leijdekkers

Pooley

2016

Serious Games

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Multilinguistic Components of Spelling: An Overview

Cited by 6 publications

References 14 publications

The Development of Spelling for Children with/without Spelling Difficulties

The Development of Spelling for Children with/without Spelling Difficulties

Orthographic Awareness through Orthographic Fast-Mapping of Children with Low-Reading-Achievement in Lower Grades in Elementary School

Building Social Awareness for Teens and Young Adults with Autism via Gamification

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