NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ823154
Record Type: Journal
Publication Date: 2009-Feb
Pages: 11
Abstractor: As Provided
Reference Count: 0
ISSN: ISSN-0959-4752
Complexity and Lexicality Effects on the Acquisition of Spanish Spelling
Defior, Sylvia; Jimenez-Fernandez, Gracia; Serrano, Francisca
Learning and Instruction, v19 n1 p55-65 Feb 2009
This study investigated how Spanish orthographic code complexities influence learning to spell. Word and pseudoword dictation tests were carried out by 208 first- to fourth-grade students. Items included the following orthographic code complexities: digraph, contextual effect, position effect, letter H, inconsistency, and stress mark. The results revealed effect of grade and type of complexity on spelling performance. The type of complexity also interacted with grade and lexical value of the type of items (word vs. pseudoword). It seems that children acquire spelling skills early in terms of phoneme-grapheme correspondence rules, but lexical knowledge develops more slowly. The importance of lexical knowledge is highlighted, as well as the need of prosodic knowledge for the stress mark. (Contains 3 tables.)
Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 1; Grade 2; Grade 3; Grade 4
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A