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Spelling errors in context
British Journal of Psychology (London, England : 1953)
|August 1, 1983
Summary
This study examines spelling errors in 12-year-old children, revealing insights beyond conventional methods. Psychological context and linguistic factors like articulation and morphology significantly influence these writing errors.
Area of Science:
- Developmental Psychology
- Linguistics
- Educational Psychology
Background:
- Conventional spelling instruction often overlooks specific error types.
- Understanding children's spelling development requires considering cognitive and linguistic factors.
Purpose of the Study:
- To analyze spelling errors in spontaneous writing of 12-year-old children.
- To identify error patterns not explained by traditional spelling approaches.
- To explore the psychological and linguistic underpinnings of these errors.
Main Methods:
- Analysis of spontaneous written work from 12-year-old children.
- Categorization of spelling errors based on observed patterns.
- Qualitative examination of error types in relation to psychological and linguistic factors.
Main Results:
- Identified spelling errors linked to articulation rather than phonological decoding.
- Observed the influence of morphemic structure on spelling of inflected words.
- Detected lexical substitutions and word segmentation errors suggesting an identity monitoring mechanism.
Conclusions:
- Spelling errors in children are complex and influenced by articulation and morphology.
- Psychological context is crucial for understanding non-conventional spelling mistakes.
- Evidence suggests an internal monitoring system for written word identity.