Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Concept Videos

Learning Disabilities01:25

Learning Disabilities

265
Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
Dyslexia
Dyslexia is a...
265
Comparing Experimental Results: Student's t-Test01:09

Comparing Experimental Results: Student's t-Test

1.8K
The t-test is a statistical method used to compare the sample mean with a population mean or compare two means from two data sets. The test statistic is calculated from the standard deviation, mean, and number of measurements in the data set at a selected confidence interval and then compared to a table of critical values at this confidence level. If the test statistic is smaller than the critical value, the null hypothesis is accepted. In this case, we state that the difference between the...
1.8K
Types of Errors: Detection and Minimization01:12

Types of Errors: Detection and Minimization

2.2K
Error is the deviation of the obtained result from the true, expected value or the estimated central value. Errors are expressed in absolute or relative terms.
Absolute error in a measurement is the numerical difference from the true or central value. Relative error is the ratio between absolute error and the true or central value, expressed as a percentage.
Errors can be classified by source, magnitude, and sign. There are three types of errors: systematic, random, and gross.
Systematic or...
2.2K
Language Development01:22

Language Development

440
Children master language quickly and with relative ease, supported by both biological predisposition and reinforcement. B. F. Skinner (1957) proposed that language is learned through reinforcement, while Noam Chomsky (1965) argued that language acquisition mechanisms are biologically determined.
The critical period for language acquisition suggests that the ability to acquire language is at its peak early in life. As people age, this proficiency decreases. Language development begins very...
440
Components of Language01:24

Components of Language

374
Language, whether spoken, signed, or written, consists of specific components: lexicon and grammar. The lexicon is the vocabulary of a language, comprising its words. Grammar is the set of rules used to convey meaning through the lexicon. For example, English grammar adds “-ed” to most verbs to indicate past tense. Words are formed by combining phonemes, which are the basic sound units of a language. Different languages have different sets of phonemes (e.g., “ah” vs.
374
Systematic Error: Methodological and Sampling Errors01:15

Systematic Error: Methodological and Sampling Errors

2.1K
In the case of systematic errors, the sources can be identified, and the errors can be subsequently minimized by addressing these sources. According to the source, systematic errors can be divided into sampling, instrumental, methodological, and personal errors.
Sampling errors originate from improper sampling methods or the wrong sample population. These errors can be minimized by refining the sampling strategy. Defective instruments or faulty calibrations are the sources of instrumental...
2.1K

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

Reframing Statistical Learning Through Natural Language Paradigms.

Cognitive science·2026
Same author

Capturing the Nature of the Spelling Errors in Developmental Language Disorder: A Scoping Review.

Language, speech, and hearing services in schools·2021
Same author

Linking language to sensory experience: Onomatopoeia in early language development.

Developmental science·2020
Same author

Semantic fluency difficulties in developmental dyslexia and developmental language disorder (DLD): poor semantic structure of the lexicon or slower retrieval processes?

International journal of language & communication disorders·2019
Same author

Public health approaches still have room for individualized services: response to commentaries on 'Evidence-based pathways to intervention for children with language disorders'.

International journal of language & communication disorders·2018

Related Experiment Video

Updated: Aug 31, 2025

Universal Screening for Prevention of Reading, Writing, and Math Disabilities in Spanish
14:43

Universal Screening for Prevention of Reading, Writing, and Math Disabilities in Spanish

Published on: July 18, 2020

8.1K

Spelling Errors in French Elementary School Students: A Linguistic Analysis.

Nelly Joye1, Lucie Broc2, Chloë Ruth Marshall1

  • 1Centre for Language, Literacy and Numeracy, Department of Psychology and Human Development, Institute of Education, University College London, United Kingdom.

Journal of Speech, Language, and Hearing Research : JSLHR
|August 24, 2022
PubMed
Summary

This study introduces the Phonological, Orthographic and Morphological Assessment of Spelling for French (POMAS-FR), revealing developmental shifts in French spelling errors among elementary students. Phonological errors decrease, while morphological errors increase with grade level.

More Related Videos

Assessing Dyslexia at Six Year of Age
15:00

Assessing Dyslexia at Six Year of Age

Published on: May 1, 2020

8.4K
A Tablet-Based Curriculum-Based Measurement Protocol for Kindergarten Writing
15:00

A Tablet-Based Curriculum-Based Measurement Protocol for Kindergarten Writing

Published on: February 7, 2025

739

Related Experiment Videos

Last Updated: Aug 31, 2025

Universal Screening for Prevention of Reading, Writing, and Math Disabilities in Spanish
14:43

Universal Screening for Prevention of Reading, Writing, and Math Disabilities in Spanish

Published on: July 18, 2020

8.1K
Assessing Dyslexia at Six Year of Age
15:00

Assessing Dyslexia at Six Year of Age

Published on: May 1, 2020

8.4K
A Tablet-Based Curriculum-Based Measurement Protocol for Kindergarten Writing
15:00

A Tablet-Based Curriculum-Based Measurement Protocol for Kindergarten Writing

Published on: February 7, 2025

739

Area of Science:

  • Linguistics
  • Developmental Psychology
  • Education

Background:

  • Spelling development is complex, involving phonological, orthographic, and morphological knowledge.
  • Existing assessment tools may not fully capture the nuances of spelling development in different languages.
  • The French language presents unique orthographic and morphological challenges for learners.

Purpose of the Study:

  • To describe spelling errors in French-speaking elementary school children.
  • To adapt and validate the Phonological, Orthographic and Morphological Assessment of Spelling (POMAS) for French (POMAS-FR).
  • To test the universality of POMAS and its utility in tracking French spelling development.

Main Methods:

  • 194 typically developing French children (Grades 1-5) completed written narrative and dictation tasks.
  • Productivity and accuracy were analyzed.
  • Misspellings were categorized using the POMAS-FR framework.

Main Results:

  • Spelling accuracy and productivity improved with grade level.
  • POMAS-FR effectively categorized French spelling errors.
  • Text production showed a decrease in phonological errors and an increase in morphological errors across grades.
  • Dictation tasks revealed a stable pattern of orthographic and morphological errors, with decreasing phonological errors.

Conclusions:

  • POMAS-FR provides insights into the linguistic knowledge underlying French spelling acquisition.
  • Interplay between phonological, orthographic, and morphological knowledge is crucial at all grade levels.
  • French spelling competence is significantly influenced by morphological knowledge compared to other writing systems.
  • The POMAS framework shows potential for application across diverse orthographic systems.