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| Abstract |
Spelling tests have begun to be used as a factor to assess reading skill and literacy. Examining spelling errors from these tests can provide insight about the components of the long-term memory representations of word spellings and overall lexical expertise. This study investigates spelling errors to analyze sound-letter mappings during spelling to find patterns of error. These patterns of sound-letter mapping errors identify mappings that are difficult to learn and spell. Participants were given a spelling recall test, where they were asked to write the correct spelling of a spoken word. We analyzed the misspelled words and determined if they were phonologically plausible or not and whether errors follow the orthographic rules of English. We further characterized four types of letter errors: additions, deletions, transpositions, and substitutions. Substitutions were further categorized into four categories, identifying what had been substituted and for what: vowel substitution for another vowel, vowel substituted for consonant, consonant substituted for vowel, or consonant substituted for another consonant. We evaluated the error patterns in terms of the nature of spelling representations, and what parts of the words are easier to learn than others. The idea that some parts of a spelling representation may be more easily learned or remembered than others is referred to as orthographic texture (Canda & Folk, 2019; Jones, Folk, & Rapp, 2009). The error patterns provide insight into how spellers learn sound-letter associations.
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Faculty Mentor
Jocelyn Folk |
| Modified Abstract |
Examining spelling errors can allow insight about the components of spelling representations. We investigated spelling errors to analyze sound-letter mappings and patterns of errors. These errors identify mappings that are difficult to learn. Participants completed a spelling recall test, where they were asked to write the correct spelling of a spoken word. We analyzed the misspelled words and determined phonological plausibility and whether errors follow orthographic rules of English. We evaluated the error patterns to investigate what parts of words are more easily learned. The idea that some parts of a spelling representation may be more easily learned than others is called orthographic texture (Canda & Folk, 2019; Jones, Folk, & Rapp, 2009). The error patterns provide insight into how spellers learn sound-letter associations. |
| Permalink | https://oaks.kent.edu/ugresearch/2020/psychology/spelling-errors-types-and-frequency |
Spelling Errors; Types and Frequency
Chickos, S., Long, S., & Deibel, M. (n.d.). Spelling Errors; Types and Frequency (1–). https://oaks.kent.edu/node/10338
Chickos, Sydney, Shauna Long, and Megan Deibel. n.d. “Spelling Errors; Types and Frequency ”. https://oaks.kent.edu/node/10338.
Chickos, Sydney, et al. Spelling Errors; Types and Frequency . https://oaks.kent.edu/node/10338.