The developmental pattern of spelling in Catalan from first to fifth school grade

Llauradó, Anna; Tolchinsky, Liliana

doi:10.1080/17586801.2014.1000812

Cited by 10 publications

(37 citation statements)

References 47 publications

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“…It appears, children in the early grades of primary school show capacity to analyse the word morphological, and the identification of the inflectional suffixes, here <-es>, expressing number, in <persones>, and <-er>, expressing the infinitive mode, in <haver>, provides the child with a helpful basis on which to produce the necessary spelling. These results are consistent with previous studies showing that the typological characteristic of the language affect the rate and path of development of an orthographic lexicon (Ravid and Gillis, 2006;Defior et al, 2008;Llaurado and Tolchinsky, 2016).…”

Section: Discussionsupporting

confidence: 93%

“…Ravid and Gillis (2006) showed that young children speaking Hebrew, a language with a highly synthetic morphology, used morphological cues to a greater extent than children of the same age who speak Dutch, a language with a much sparser morphology. A similar effect of a salient morphology was shown for children learning to spell in Spanish (Defior et al, 2009) and Catalan (Llaurado and Tolchinsky, 2016). These studies used a single word spelling task, so whether children use morphological cues to support their text based spelling and improve text quality needs elucidation.…”

Section: Language Typologiesmentioning

confidence: 74%

“…Each participant had to spell a total of 40 words; four sets of words divided for frequency (high and low) and orthographic difficulty (high and low). Spanish: The same task that was used in Catalan but adapted for Spanish (Llaurado and Tolchinsky, 2016).…”

Section: Dictated Spellingmentioning

confidence: 99%

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The Impact of Orthography on Text Production in Three Languages: Catalan, English, and Spanish

Llauradó

Dockrell

2020

Front. Psychol.

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Learning to write effectively is key for learning and participation in social communities. In English, transcription skills (handwriting and spelling) constrain written production at the early stages of learning to write. The effect of transcription diminishes with age, when reading skills enhance text production. Less is known about how transcription and reading interact with writing in other languages. In this study, we explore the relationships between spelling, reading and the length and quality of written text produced by primary school children speaking three different languages: Catalan, English, and Spanish. These languages are good test cases for models of writing development as they contrast orthographically and morphologically. Participants produced a written narrative text and completed standardized assessments of handwriting, spelling, reading decoding, and reading comprehension. Language had a significant effect on text production measures: young Spanish children produced longer texts which were of higher quality than the other two cohorts. They also produced the lowest number of spelling errors both at the root and for affixed morphemes. By contrast, the English children produced the highest number of both types of errors. The Catalan children did not differ significantly from their English peers for root level spelling but produced significantly fewer spelling errors at the affixed morpheme level. To test how transcription and reading skills impact on text production skills, we conducted regression analysis for each language. Different patterns of relationships between transcription, reading and text production emerged. In Catalan only handwriting fluency accounted for significant variance in text productivity and quality. By contrast, for the English children significant variance in productivity was accounted for by reading and handwriting fluency and for text quality by handwriting fluency and spelling. For the Spanish children reading skills were the significant factor for text quality. No other models were significant. Implications for developmental models of writing development are discussed.

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Section: Discussionsupporting

confidence: 93%

Section: Language Typologiesmentioning

confidence: 74%

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The Impact of Orthography on Text Production in Three Languages: Catalan, English, and Spanish

Llauradó

Dockrell

2020

Front. Psychol.

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“…For example, /hi:l/ associated with the meaning, "to become healthy, " is spelled <heal>, while associated with the meaning "back part of the human foot" is spelled <heel>. A similar distinction was used in another study, also on Catalan (Llauradó and Tolchinsky, 2016). In short, our adaptation entails that the "orthographic" category in POMAS is subdivided into "orthographic" and "lexical" strategies, where the former are characterized by context-dependent rules and knowledge of legal sequences of letters, whereas the latter require rote memorization of words or parts of words, with or without association to a semantic representation.…”

Section: Adapting Pomas To Assess Catalan Spellingmentioning

confidence: 94%

“…Moreover, a majority of studies on the use of non-phonological spelling strategies has been conducted in English or French, both languages with highly inconsistent phonographic mappings (Borgwaldt et al, 2004;Caravolas et al, 2012), which could arguably make such strategies indispensable, in contrast to more consistent orthographies that could rely on phonological representations to a much larger degree. In this study, we examined the use of non-phonological spelling strategies in early-(grade 2) and intermediate-level (grade 4) speakers of Catalan, a Romance language spoken in Barcelona (Spain), with a semi-transparent orthography (Llauradó and Tolchinsky, 2016).…”

Section: Introductionmentioning

confidence: 99%

Non-phonological Strategies in Spelling Development

Salas

2020

Front. Psychol.

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This paper investigated the role that types of knowledge beyond phonology have on spelling development, such as knowledge of morpheme-to-grapheme mappings, of orthographic patterns, and of word-specific orthographic patterns. It is based on the modern view that children do not learn spelling in discrete stages but, rather, they apply different types of strategies from early on. The goals of the paper were threefold: (1) to determine the relative difficulty of different types of non-phonological spelling strategies, (2) to examine the contribution of non-phonological strategies (specifically, morphological, morphophonological, orthographic, and lexical) to conventional spelling scores, and (3) to determine the role of children's educational level and population type (first-vs. second-language learners) on spelling strategy use. A large sample of 982 children (497 boys), speakers of Catalan (a Romance language similar to Spanish but with a less consistent orthography), participated in the study. They were administered a bespoke dictation task aimed to test their conventional and phonographic accuracy skill, as well as to determine their ability to use different types of non-phonological strategies for the spelling of ambiguous phonemes. Data were analyzed with a series of multigroup, multilevel SEMs. Results showed that (1) children across groups found morphological and lexical strategies harder to apply than orthographic and morphophonological strategies and (2) all types of non-phonological strategies contributed greatly to spelling accuracy scores, even after controlling for children's phonographic skills. Efficient strategy use increased as a function of schooling level, while second-language learners had a worse performance throughout, but no group showed a specific pattern of results. In conclusion, the paper offers substantial evidence that non-phonological strategies are paramount to learning to spell at least during the early and intermediate elementary school years. It is suggested that the teaching of writing should therefore be multidimensional in nature and target particularly the strategies with which children struggle the most: knowledge of morpho-graphemic mappings and word-specific lexical representations. Theoretical implications are also discussed.

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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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The developmental pattern of spelling in Catalan from first to fifth school grade

Cited by 10 publications

References 47 publications

The Impact of Orthography on Text Production in Three Languages: Catalan, English, and Spanish

The Impact of Orthography on Text Production in Three Languages: Catalan, English, and Spanish

Non-phonological Strategies in Spelling Development

Spelling Errors in French Elementary School Students: A Linguistic Analysis

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