36 Saudi EFL freshmen students, at the College of Languages and Translation, took a listening-spelling test in which they filled out 100 blanks in a dialogue. Results indicated that 63% of the spelling errors were phonemic and 37% were graphemic. It was also found that the subjects had more problems with whole words than problems with graphemes…

Purpose: Speech-language pathologists (SLPs) working within the pediatric field will find themselves working with school-age children and consequently collaborating with teaching staff. Knowledge of the links between language, speech, and literacy can support and inform successful collaboration between the SLP and the teacher and their shared goal…

Orthographic knowledge, the general ability to learn, store, and use information about the orthographic form of words (Stanovich & West, 1989), is a crucial skill for supporting literacy. Although the development of first language (L1) orthographic awareness is impacted by the characteristics of a learner's L1 writing system, relatively little…

This study investigated children's sensitivity to spelling consistency, and lexical and sublexical (rime) frequency, and their use of explicitly learned canonical vowel graphemes in the early stages of learning to spell. Vowel spellings produced by 78 British children at the end of reception year (mean age 5 years, 7 months) and 6 months later in…

36 Saudi EFL freshmen students took a listening-spelling test in which they filled out 100 blanks in a dialogue. Results indicated that 63% of the spelling errors were phonological and 37% were orthographic. It was also found that the subjects had more phonological problems with whole words but more orthographic problems with graphemes. Some of…

A sample of 500 misspelled words was drawn from compositions written by students in third, fourth, and fifth grade. Errors were analyzed to indicate the type of misspellings that occur in writing connected discourse, to identify phonemes that cause particular spelling problems, and to identify typical error patterns. Results indicated that most of…

In the Learning Research and Development Center (LRDC) Beginning Reading Program, vowels are color-coded so that different spellings, representing a single vowel sound, maintain some feature in common. Such color-coding imposes a structure which effectively reduces the uncertainty in associating visually different stimuli with a similar oral…

THE PHONEMIC BEHAVIOR OF ALL VOWEL-PAIR SINGLE GRAPHEMES FOUND IN 17,310 COMMON ENGLISH WORDS WAS STUDIED, AND THE PHONEMIC BEHAVIOR OF VOWEL-PAIR GRAPHEMES FREQUENTLY FOUND IN THIS SAMPLE WAS ANALYZED. THE GRAPHEME TO PHONEME RELATIONSHIP FOR EACH POSSIBLE VOWEL PAIR IN THE ENGLISH LANGUAGE WAS EXAMINED. TABLES SHOW THE FREQUENCY AND PERCENT OF…

Analyzes phoneme-grapheme relationships of vowels and reports common phonemes in accented and unaccented, open and closed syllables. Bibliography and tables. (MD)

This study was undertaken to identify: (1) phonological aspects of geminate consonants and of the vowels preceding them, (2) morphological factors related to geminate consonants, (3) the contribution of geminate consonants toward differentiating homophones, and (4) characteristics of initial spelling patterns in words beginning with a…

Discusses a research study designed to determine whether rules drawn from the Stanford spelling study, "Phoneme-Grapheme Correspondence as Cues to Spelling Improvement, are applicable across regional dialect lines. (RD)

This paper addresses itself to the question of whether the high degree of abstractness in Chomsky's and Halle's analysis of English vowels is justified. Secondarily, two related topics are discussed: (1) limitations on the tongue-height features [+low] and [+high] and (2) the role of rule features in phonological rules. Numerous examples of a more…