Spelling as Part of the Writing Process in Intermediate-Grade Students

IF 1.8 4区医学 Q1 LINGUISTICS

Topics in Language Disorders Pub Date : 2020-10-01 DOI:10.1097/TLD.0000000000000231

Anthony D. Koutsoftas, Pradyumn Srivastava, Sarah B. Harris

{"title":"Spelling as Part of the Writing Process in Intermediate-Grade Students","authors":"Anthony D. Koutsoftas, Pradyumn Srivastava, Sarah B. Harris","doi":"10.1097/TLD.0000000000000231","DOIUrl":null,"url":null,"abstract":"Supplemental Digital Content is Available in the Text. Spelling is an important skill that requires knowledge of phonology, morphology, and orthography, as well as strong visual memory. In this study, we introduce a spelling coding rubric that accounts for different knowledge types needed for spelling and can be used to describe error patterns for both encoding and decoding as part of the writing process. Eighty participants wrote a first draft and final copy of a narrative generated with extended time over 3 days. Spelling error patterns from these samples were coded using the spelling coding rubric, which was informed by prior research. Approximately 2% of words were misspelled, and the frequency of error types across error codes was similar on first drafts and final copies and required that all 15 error codes be applied to writing samples. Interrater agreement for coding errors was acceptable. The spelling coding rubric described the spelling error patterns in the writing samples while accounting for spelling knowledge in a usable way for educators. Clinical implications and future directions of this research are discussed.","PeriodicalId":51604,"journal":{"name":"Topics in Language Disorders","volume":null,"pages":null},"PeriodicalIF":1.8000,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Topics in Language Disorders","FirstCategoryId":"3","ListUrlMain":"https://doi.org/10.1097/TLD.0000000000000231","RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"LINGUISTICS","Score":null,"Total":0}

引用次数: 0

Abstract

Supplemental Digital Content is Available in the Text. Spelling is an important skill that requires knowledge of phonology, morphology, and orthography, as well as strong visual memory. In this study, we introduce a spelling coding rubric that accounts for different knowledge types needed for spelling and can be used to describe error patterns for both encoding and decoding as part of the writing process. Eighty participants wrote a first draft and final copy of a narrative generated with extended time over 3 days. Spelling error patterns from these samples were coded using the spelling coding rubric, which was informed by prior research. Approximately 2% of words were misspelled, and the frequency of error types across error codes was similar on first drafts and final copies and required that all 15 error codes be applied to writing samples. Interrater agreement for coding errors was acceptable. The spelling coding rubric described the spelling error patterns in the writing samples while accounting for spelling knowledge in a usable way for educators. Clinical implications and future directions of this research are discussed.

查看原文本刊更多论文

初中生写作过程中的拼写问题

文本中提供了补充数字内容。拼写是一项重要的技能，需要音韵学、形态学和正字法知识，以及强大的视觉记忆。在这项研究中，我们介绍了一种拼写编码准则，该准则解释了拼写所需的不同知识类型，并可用于描述编码和解码的错误模式，作为写作过程的一部分。80名参与者撰写了一份经过3天以上延长时间生成的叙述的初稿和定稿。这些样本的拼写错误模式使用拼写编码准则进行编码，这是根据先前的研究得出的。大约2%的单词拼写错误，初稿和定稿中错误代码的错误类型频率相似，要求将所有15个错误代码应用于写作样本。编码错误的询问者同意是可以接受的。拼写编码准则描述了写作样本中的拼写错误模式，同时以教育工作者可用的方式说明了拼写知识。讨论了该研究的临床意义和未来方向。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Topics in Language Disorders Multiple-

CiteScore

3.50

自引率

0.00%

发文量

期刊介绍： Topics in Language Disorders (TLD) is a double-blind peer-reviewed topical journal that has dual purposes: (1) to serve as a scholarly resource for researchers and clinicians who share an interest in spoken and written language development and disorders across the lifespan, with a focus on interdisciplinary and international concerns; and (2) to provide relevant information to support theoretically sound, culturally sensitive, research-based clinical practices.