Complexity and lexicality effects on the acquisition of Spanish spelling Export

@article{citeulike:3836274, abstract = {This study investigated how Spanish orthographic code complexities influence learning to spell. Word and pseudoword dictation tests were carried out by 208 first- to fourth-grade students. Items included the following orthographic code complexities: digraph, contextual effect, position effect, letter H, inconsistency, and stress mark. The results revealed effect of grade and type of complexity on spelling performance. The type of complexity also interacted with grade and lexical value of the type of items (word vs. pseudoword). It seems that children acquire spelling skills early in terms of phoneme–grapheme correspondence rules, but lexical knowledge develops more slowly. The importance of lexical knowledge is highlighted, as well as the need of prosodic knowledge for the stress mark.}, author = {Defior, S. and Jimenezfernandez, G. and Serrano, F.}, citeulike-article-id = {3836274}, citeulike-linkout-0 = {http://dx.doi.org/10.1016/j.learninstruc.2008.01.005}, citeulike-linkout-1 = {http://linkinghub.elsevier.com/retrieve/pii/S0959475208000194}, doi = {10.1016/j.learninstruc.2008.01.005}, issn = {09594752}, journal = {Learning and Instruction}, keywords = {language, orthography, production, spanish, spelling, writing}, month = {February}, number = {1}, pages = {55--65}, posted-at = {2009-07-21 20:04:12}, priority = {2}, title = {Complexity and lexicality effects on the acquisition of Spanish spelling}, url = {http://dx.doi.org/10.1016/j.learninstruc.2008.01.005}, volume = {19}, year = {2009} }

TY - JOUR ID - citeulike:3836274 L3 - citeulike-article-id:3836274 N2 - This study investigated how Spanish orthographic code complexities influence learning to spell. Word and pseudoword dictation tests were carried out by 208 first- to fourth-grade students. Items included the following orthographic code complexities: digraph, contextual effect, position effect, letter H, inconsistency, and stress mark. The results revealed effect of grade and type of complexity on spelling performance. The type of complexity also interacted with grade and lexical value of the type of items (word vs. pseudoword). It seems that children acquire spelling skills early in terms of phoneme–grapheme correspondence rules, but lexical knowledge develops more slowly. The importance of lexical knowledge is highlighted, as well as the need of prosodic knowledge for the stress mark. IS - 1 JF - Learning and Instruction SN - 09594752 EP - 65 TI - Complexity and lexicality effects on the acquisition of Spanish spelling VL - 19 SP - 55 KW - language KW - orthography KW - production KW - spanish KW - spelling KW - writing AU - Defior, S AU - Jimenezfernandez, G AU - Serrano, F PY - 2009/02// UR - http://dx.doi.org/10.1016/j.learninstruc.2008.01.005 ER -