Evolución de la escritura de palabras de ortografía arbitraria en lengua española. (Article, 2008) [WorldCat.org]
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Evolución de la escritura de palabras de ortografía arbitraria en lengua española.
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Evolución de la escritura de palabras de ortografía arbitraria en lengua española.

Author: Juan E Jiménez Affiliation: Facultad de Psicología, Universidad de La Laguna, Tenerife, Spain. ejimenez@ull.esIsabel O'ShanahanMaría de la Luz TabraueCeferino ArtilesMercedes MuñetónAll authors
Edition/Format: Article Article : Spanish
Publication:Psicothema, v20 n4 (200811): 786-94
Other Databases: WorldCat
Summary:
This study focused on spelling development in Spanish children from elementary grades. A sample of 1045 was selected from 2nd to 6th grade belonging to four schools in Tenerife Island with an age range between 7 and 12 years old (M = 113.8, SD = 17.6). We administered a standardized writing test that includes diverse subtests to assess spelling, ruled and not ruled, and various written composition tasks (i.e.,  Read more...
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Details

Document Type: Article
All Authors / Contributors: Juan E Jiménez Affiliation: Facultad de Psicología, Universidad de La Laguna, Tenerife, Spain. ejimenez@ull.es; Isabel O'Shanahan; María de la Luz Tabraue; Ceferino Artiles; Mercedes Muñetón; Remedios Guzmán; Francisco Naranjo; Estefanía Rojas
ISSN:0214-9915
Language Note: Spanish
Unique Identifier: 269304629
Awards:

Abstract:

This study focused on spelling development in Spanish children from elementary grades. A sample of 1045 was selected from 2nd to 6th grade belonging to four schools in Tenerife Island with an age range between 7 and 12 years old (M = 113.8, SD = 17.6). We administered a standardized writing test that includes diverse subtests to assess spelling, ruled and not ruled, and various written composition tasks (i.e., writing a story based on vignettes, describing a character and writing a story). We calculated the average of correct spellings in each variable and school level, and we also analyzed the type of misspellings that children made across different writing tasks. We found that spelling is acquired by 4th-grade children when it is not ruled, whereas the spelling of ruled words is acquired by 5th-grade children. When we analyzed the misspellings in a dictation task, we found that the children confused spelling of the graphemes c/s/z/x. Across different writing tasks, we found that students committed more misspellings with the graphemes b/v, h y c/s/z/x before they finished the 4th elementary grade.

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