Learning to spell a regularly spelled language is not a trivial task – patterns of errors in Kiswahili

Learning to spell a regularly spelled language is not a trivial task – patterns of errors in... Various theories of spelling development are discussed, includingtheir relevance to regularly spelled languages. For those languagesstudied so far, models including the incorporation of a wide variety oflinguistic knowledge seem most fruitful. Data from studies of reading,however, suggest that when the language is regularly spelled children donot make many errors after the initial stages. Data are presented fromspelling errors in children learning to spell Kiswahili, a regularlyspelled, non-European language. Patterns of errors and even specificphonemes and graphemes that are problematic are shown to resembleclosely the patterns found in English and other European languages. Itis concluded that, as in other languages, children are integrating manydifferent types of linguistic knowledge in their attempt to spell wordscorrectly; dialect, orthography, and grammatical knowledge are allimportant. Unlike reading such a language, spelling a regularly spelledlanguage is a cognitively challenging task. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Reading and Writing Springer Journals

Learning to spell a regularly spelled language is not a trivial task – patterns of errors in Kiswahili

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Publisher
Kluwer Academic Publishers
Copyright
Copyright © 2003 by Kluwer Academic Publishers
Subject
Linguistics; Language and Literature; Psycholinguistics; Education, general; Neurology; Literacy
ISSN
0922-4777
eISSN
1573-0905
D.O.I.
10.1023/A:1025824314378
Publisher site
See Article on Publisher Site

Abstract

Various theories of spelling development are discussed, includingtheir relevance to regularly spelled languages. For those languagesstudied so far, models including the incorporation of a wide variety oflinguistic knowledge seem most fruitful. Data from studies of reading,however, suggest that when the language is regularly spelled children donot make many errors after the initial stages. Data are presented fromspelling errors in children learning to spell Kiswahili, a regularlyspelled, non-European language. Patterns of errors and even specificphonemes and graphemes that are problematic are shown to resembleclosely the patterns found in English and other European languages. Itis concluded that, as in other languages, children are integrating manydifferent types of linguistic knowledge in their attempt to spell wordscorrectly; dialect, orthography, and grammatical knowledge are allimportant. Unlike reading such a language, spelling a regularly spelledlanguage is a cognitively challenging task.

Journal

Reading and WritingSpringer Journals

Published: Oct 4, 2004

References

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