Spelling Difficulty. A Survey of the Research

Cahen, Leonard S.; Craun, Marlys J.; Johnson, Susan K.

doi:10.2307/1169440

Cited by 5 publications

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“…As would be expected from other investigations of spelling skills (see Cahen, Craun, & Johnson, 1971), the correlations between word length and spelling errors and between word frequency and spelling errors were low to moderate. For both the base words and the derived words, the correlation of word length with spelling errors was .49 (p < .01).…”

Section: Developmental Trends In the Learning Of Derivational Morphologysupporting

confidence: 84%

Knowledge of derivational morphology and spelling ability in fourth, sixth, and eighth graders

Carlisle¹

1988

Applied Psycholinguistics

281

231

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This study investigated students' knowledge of derivational morphology and the relationship between this knowledge and their ability to spell derived words. The subjects (fourth, sixth and eighth graders) were given the Wide Range Achievement Test, Spelling subtest, and experimental tests of their ability to generate base and derived forms orally, to spell the same base and derived words, and to apply suffix addition rules. The results indicate strong developmental trends in both the mastery of derivational morphology and the spelling of derived words; however, spelling performances lagged significantly behind the ability to generate the same words. Success generating and spelling derived words depended on the complexity of transformations between base and derived forms. Further, mastery of phonological and orthographic transformations most strongly distinguished the three grades in both spelling and generating derived words. Indications that the older students were using knowledge of morphemic structure in spelling derived words were found in analysis of the spelling of base and derived word pairs and the application of suffix addition rules.

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Section: Developmental Trends In the Learning Of Derivational Morphologysupporting

confidence: 84%

Knowledge of derivational morphology and spelling ability in fourth, sixth, and eighth graders

Carlisle¹

1988

Applied Psycholinguistics

281

231

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“…We are aware that word length (in letters) has been found to be negatively associated with accuracy, both in individuals with disgraphia (Caramazza, Miceli, Villa, and Romani, 1987) and in healthy individuals (Bloomer, 1956;Cahen, Craun, and Johnson, 1971;Carlisle, 1988;Spencer, 2007). However, as noted in Spencer (2007), among others, apparent effects of word length may reflect other factors, such as the number of letters per grapheme, as well as lexical frequency.…”

Section: -Mentmentioning

confidence: 91%

Spelling errors in English derivational suffixes reflect morphological boundary strength

Gahl

Plag

2022

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To what extent do speakers decompose morphologically complex words, such assegmentable, into their morphological constituents? In this article, we argue that spelling errors in English affixes reflect morphological boundary strength and degrees of segmentability. In support of this argument, we present a case study examining the spelling of the suffixes -able/-ible, -ence/-ance, and -mentin an online resource (Tweets), in forms such as <availible>, <invisable>, <eloquance>, and <bettermint>. Based on previous research on morphological productivity and boundary strength (Hay, 2002;Hay & Baayen, 2002,2005), we hypothesized that morphological segmentability should affect the choice between <able> vs. <ible>, <ance> vs. <ence>, and <ment> vs. <-mint>. An analysis of roughly 23,000 non-standard spellings is consistent with that hypothesis, underscoring the usefulness of spelling variation as a source of evidence for morphological segmentability and for the role of morphological representations in language production and comprehension.

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“…Previous research has depended strongly on the accuracy of oral dictation spelling tests as the dependent variable (cf. Brown, 1988; Cahen, Craun, & Johnson, 1971; Mendenhall, 1930). Relying only on oral dictation accuracy is problematic when studying skilled spellers and when the aim is to generalize to a wide range of words.…”

Section: A Two-strategy Modelmentioning

confidence: 99%

Reaction time measures of spelling: Testing a two-strategy model of skilled spelling.

Kreiner¹

1992

Journal of Experimental Psychology: Learning, Memory, and Cogni

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Two strategies have been suggested to be important in skilled English spelling: a lexical strategy, which relies on word-specific graphemic information, and a rule strategy, which relies on phoneme-to-grapheme correspondences. Limitations in the usefulness of spelling accuracy as a dependent variable make it difficult to test claims about how the strategies might work together. Two experimental paradigms that measure both spelling accuracy and time are suggested to be useful. Results produced with the paradigms were consistent with the claims that skilled spellers make use of both strategies and that the lexical strategy is more useful than the rule strategy. Working memory may be important in combining products of both strategies. Results were inconsistent with the claim that the rule strategy is invoked only when the lexical strategy fails to produce a complete spelling.

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Spelling Difficulty. A Survey of the Research

Cited by 5 publications

References 0 publications

Knowledge of derivational morphology and spelling ability in fourth, sixth, and eighth graders

Knowledge of derivational morphology and spelling ability in fourth, sixth, and eighth graders

Spelling errors in English derivational suffixes reflect morphological boundary strength

Reaction time measures of spelling: Testing a two-strategy model of skilled spelling.

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