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Direct linkMadelon van den Boer; Elise H. de Bree – Scientific Studies of Reading, 2024
Purpose: Children make spelling errors despite classroom instruction on phoneme-grapheme connections and spelling rules. We examined whether additional practice helps to decrease the number of spelling errors for a morphological spelling rule. We distinguished explicit practice in applying a spelling rule from implicit exposure to correct word…
Descriptors: Spelling, Grade 2, Elementary School Students, Task Analysis
Rahbari, Noriyeh – Reading and Writing: An Interdisciplinary Journal, 2019
The objective of the present study is to examine the error patterns for Persian reading and spelling when controlling for the complexity level of words. A sample of 140 children attending Grades 1-4 in Iran read and spelled the same words that differed in reading transparency (transparent vs. opaque) and spelling consistency (monographic vs.…
Descriptors: Foreign Countries, Indo European Languages, Error Patterns, Reading Skills
Steenbeek-Planting, Esther G.; van Bon, Wim H. J.; Schreuder, Robert – Learning and Instruction, 2013
We examined the instability of reading errors, that is whether a child reads the same word sometimes correctly and sometimes incorrectly, as a function of the complexity of context-sensitive spelling rules (vowel degemination and consonant gemination). Dutch bisyllabic words were read twice by typical readers in Grades 2 and 3, and reading-level…
Descriptors: Spelling, Vowels, Reading Difficulties, Word Frequency
