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ERIC Number: EJ1174683
Record Type: Journal
Publication Date: 2018-May
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0922-4777
EISSN: N/A
The Effect of Orthographic Complexity on Spanish Spelling in Grades 1-3
Ford, Karen; Invernizzi, Marcia; Huang, Francis
Reading and Writing: An Interdisciplinary Journal, v31 n5 p1063-1081 May 2018
This study was designed to identify a continuum of orthographic features that characterize Spanish spelling development in Grades 1-3. Two research questions guided this work: (1) Is there a hierarchy of orthographic features that affect students' spelling accuracy in Spanish over and above other school-level, student-level, and word-level factors? and (2) If there is such a hierarchy, do students master these orthographic features in a knowledge-based continuum that supersedes grade placement? The authors used logistic regression modeling to demonstrate that the orthographic features tested in this study represent a developmental hierarchy, moving from sound-based features to context-dependent pattern-based features and finally to meaning-based, or morphological, features. Results showed that the probability of correctly representing specific spelling features decreases as a student moves along the continuum of orthographic knowledge, regardless of the student's spelling ability, although the probability of spelling any given feature correctly is greater for students with higher levels of overall spelling development. The authors controlled for school-, student- and word-level factors other than orthographic features that might affect students' spelling in Spanish (i.e., school placement, student grade level, student gender, word frequency, and word length).
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R305A090015