Developmental stability and changes in the impact of root consistency on children’s spelling

Developmental stability and changes in the impact of root consistency on children’s spelling The study reported here examined grade 2–4 children’s sensitivity to the consistency in the spelling of roots in related words. We build on earlier research by attempting to quantify the extent that children’s spellings of both inflected and derived forms accord with this principle. We contrasted children’s accuracy and consistency in spelling the root form (e.g., rock) with that of its spelling in related inflected and derived forms (e.g., rocks and rocky), as well as unrelated control forms (e.g., rocket). Across grades 2–4, children’s spellings accorded with the root consistency principle to the same extent for inflected and derived forms. Nevertheless, it was not until grade 4 that spellings maximally reflected the principle. These results are discussed in terms of how children’s spelling might come to reflect the root consistency principle that guides spelling in English. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Reading and Writing Springer Journals

Developmental stability and changes in the impact of root consistency on children’s spelling

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Publisher
Springer Netherlands
Copyright
Copyright © 2009 by Springer Science+Business Media B.V.
Subject
Linguistics; Language and Literature; Psycholinguistics; Education, general; Neurology; Literacy
ISSN
0922-4777
eISSN
1573-0905
D.O.I.
10.1007/s11145-009-9195-5
Publisher site
See Article on Publisher Site

Abstract

The study reported here examined grade 2–4 children’s sensitivity to the consistency in the spelling of roots in related words. We build on earlier research by attempting to quantify the extent that children’s spellings of both inflected and derived forms accord with this principle. We contrasted children’s accuracy and consistency in spelling the root form (e.g., rock) with that of its spelling in related inflected and derived forms (e.g., rocks and rocky), as well as unrelated control forms (e.g., rocket). Across grades 2–4, children’s spellings accorded with the root consistency principle to the same extent for inflected and derived forms. Nevertheless, it was not until grade 4 that spellings maximally reflected the principle. These results are discussed in terms of how children’s spelling might come to reflect the root consistency principle that guides spelling in English.

Journal

Reading and WritingSpringer Journals

Published: Aug 5, 2009

References

  • What children do and do not know about the spelling of inflections and derivations
    Deacon, SH; Bryant, P

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