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Spelling Performance of Portuguese Children: Comparison Between Grade Level, Misspelling Type, and Assessment Task

There is consensus among researchers that misspellings are something to avoid. However, misspellings also convey relevant information for researchers and educators. The present study is a first effort toward the analysis of misspellings produced by Portuguese children. Specifically, we aimed to exam...

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Autores principales: Magalhães, Sofia, Mesquita, Ana, Filipe, Marisa, Veloso, Andreia, Castro, São Luís, Limpo, Teresa
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Frontiers Media S.A. 2020
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7120319/
https://www.ncbi.nlm.nih.gov/pubmed/32292373
http://dx.doi.org/10.3389/fpsyg.2020.00547
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author Magalhães, Sofia
Mesquita, Ana
Filipe, Marisa
Veloso, Andreia
Castro, São Luís
Limpo, Teresa
author_facet Magalhães, Sofia
Mesquita, Ana
Filipe, Marisa
Veloso, Andreia
Castro, São Luís
Limpo, Teresa
author_sort Magalhães, Sofia
collection PubMed
description There is consensus among researchers that misspellings are something to avoid. However, misspellings also convey relevant information for researchers and educators. The present study is a first effort toward the analysis of misspellings produced by Portuguese children. Specifically, we aimed to examine the association between misspellings in dictation and composing tasks; compare misspellings across grade, type, and task; and test the contribution of different misspellings produced in dictation and in composition to text quality. For that, 933 Portuguese pupils in Grade 2 (n = 297), Grade 4 (n = 302), and Grade 6 (n = 334) performed a spelling-to-dictation task and wrote an opinion essay. Misspellings were categorized into phonetically inaccurate, phonetically accurate, and stress mark errors. Results showed correlations between the same type of misspellings across tasks for phonetically inaccurate errors in Grades 2 and 4, and phonetically accurate errors in Grade 2. Moreover, pupils produced more misspellings in dictation than composing tasks, and there was a progressive decrease in phonetically inaccurate and phonetically accurate misspellings across schooling, though stress mark errors were more frequent in Grade 4 than in other grades. Finally, spelling errors predicted text quality, particularly in younger children. Overall, these findings are aligned with extant results on spelling development and support current voices claiming for fine-grained analyses of misspellings. As they may vary across grade and task, and impact text quality differently, a detailed approach to spelling errors can provide valuable information on the development of this skill.
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spelling pubmed-71203192020-04-14 Spelling Performance of Portuguese Children: Comparison Between Grade Level, Misspelling Type, and Assessment Task Magalhães, Sofia Mesquita, Ana Filipe, Marisa Veloso, Andreia Castro, São Luís Limpo, Teresa Front Psychol Psychology There is consensus among researchers that misspellings are something to avoid. However, misspellings also convey relevant information for researchers and educators. The present study is a first effort toward the analysis of misspellings produced by Portuguese children. Specifically, we aimed to examine the association between misspellings in dictation and composing tasks; compare misspellings across grade, type, and task; and test the contribution of different misspellings produced in dictation and in composition to text quality. For that, 933 Portuguese pupils in Grade 2 (n = 297), Grade 4 (n = 302), and Grade 6 (n = 334) performed a spelling-to-dictation task and wrote an opinion essay. Misspellings were categorized into phonetically inaccurate, phonetically accurate, and stress mark errors. Results showed correlations between the same type of misspellings across tasks for phonetically inaccurate errors in Grades 2 and 4, and phonetically accurate errors in Grade 2. Moreover, pupils produced more misspellings in dictation than composing tasks, and there was a progressive decrease in phonetically inaccurate and phonetically accurate misspellings across schooling, though stress mark errors were more frequent in Grade 4 than in other grades. Finally, spelling errors predicted text quality, particularly in younger children. Overall, these findings are aligned with extant results on spelling development and support current voices claiming for fine-grained analyses of misspellings. As they may vary across grade and task, and impact text quality differently, a detailed approach to spelling errors can provide valuable information on the development of this skill. Frontiers Media S.A. 2020-03-27 /pmc/articles/PMC7120319/ /pubmed/32292373 http://dx.doi.org/10.3389/fpsyg.2020.00547 Text en Copyright © 2020 Magalhães, Mesquita, Filipe, Veloso, Castro and Limpo. http://creativecommons.org/licenses/by/4.0/ This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
spellingShingle Psychology
Magalhães, Sofia
Mesquita, Ana
Filipe, Marisa
Veloso, Andreia
Castro, São Luís
Limpo, Teresa
Spelling Performance of Portuguese Children: Comparison Between Grade Level, Misspelling Type, and Assessment Task
title Spelling Performance of Portuguese Children: Comparison Between Grade Level, Misspelling Type, and Assessment Task
title_full Spelling Performance of Portuguese Children: Comparison Between Grade Level, Misspelling Type, and Assessment Task
title_fullStr Spelling Performance of Portuguese Children: Comparison Between Grade Level, Misspelling Type, and Assessment Task
title_full_unstemmed Spelling Performance of Portuguese Children: Comparison Between Grade Level, Misspelling Type, and Assessment Task
title_short Spelling Performance of Portuguese Children: Comparison Between Grade Level, Misspelling Type, and Assessment Task
title_sort spelling performance of portuguese children: comparison between grade level, misspelling type, and assessment task
topic Psychology
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7120319/
https://www.ncbi.nlm.nih.gov/pubmed/32292373
http://dx.doi.org/10.3389/fpsyg.2020.00547
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