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…

Many students learn Turkish as a second language in Turkey. These students, whose first language is Kurdish, learn Turkish at a certain level before starting school. As a result, these students become emergent bilinguals along with school life. On the other hand, some of these students almost do not use Kurdish in their lives and wholly turn to…

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.…

There is growing evidence that dyslexia may involve difficulty with implicit learning, which may hinder learners with dyslexia to acquire spelling skills in a foreign language through implicit instruction. Paradoxically, this is exactly how Dutch students with dyslexia learn English spelling at school. This research aims to determine if…

The development of spelling skill is an intricate process for children with or at risk of Specific Learning Disabilities and requires targeted interventions. This problem exacerbates in the Greek orthographic system owning to its high complexity. The current study presents a novel spelling intervention program for Greek 3rd graders at risk of…

According to the Integration of Multiple Patterns hypothesis (IMP; Treiman & Kessler, 2014), the spelling difficulty of a word is affected by the number of cues converging on the correct answer. We tested this hypothesis in children's regular past tense formation in Dutch. Past tenses are formed by adding either-"de"…

To have a clearer idea of the problems students with dyslexia may face during their studies, we compared writings of 100 students with dyslexia and 100 age matched control students in higher education. The aim of this study was to compare the writing of young adults with dyslexia and young adults without dyslexia. The study was carried out in…

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…

In this study we focused on the spelling of high-functioning students with dyslexia. We made a detailed classification of the errors in a word and sentence dictation task made by 100 students with dyslexia and 100 matched control students. All participants were in the first year of their bachelor's studies and had Dutch as mother tongue. Three…

Effects of orthographic transparency were examined by comparing children learning to read in Albanian, Welsh, and English. Twenty Year 1 Albanian children were given a reading test consisting of a 100-word stratified sample of decreasing written frequency. They were able to read accurately 80% of the words; reading latency was a direct effect of…

The phonologically transparent Persian orthography is normally transcribed with two distinct spellings; words spelled with vowels (letters) transcribed as a fixed part of the spelling (transparent) and words spelled with vowels (diacritics) omitted (opaque). Three groups of Persian readers, namely developmental dyslexics (n = 29, mean age = 9.4,…