DIFFERENCES IN RESPONSE TO A SPELLING PROGRAM
DOI:
https://doi.org/10.22235/cp.v10i2.1153Keywords:
spelling, orthographic representations, sub lexical unitsAbstract
The study aimed at comparing the response of 3rd. grade children to an intervention designed to promote the acquisition of orthographic representations of words children knew but could not spell. These training words contained syllables or morphemes which were orthographically complex, that is, which have two or more accepted spellings in Spanish. After the intervention, children were asked to spell the trained as well as pseudowords not presented during the intervention but which included syllables or morphemes present in the trained words, so as to explore children´s ability to acquire and transfer sub-lexical knowledge. Children´s response to intervention was calculated as the difference between their performance in spelling the trained words in the pre- and post-tests. High and low responders were compared in the spelling of the pseudowords. Results showed that the children from the high-response group performed significantly better than low-responders in the spelling of pseudowords.Downloads
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