Spelling Error Detection-Reference-Cited by-同舟云学术

Spelling Error Detection

Published:2020-01 Issue:1-2 Volume:52 Page:25-40
ISSN:0049-8637
Container-title:Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie
language:en
Short-container-title:Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie

Author:

Endlich Darius¹^ORCID,Richter Tobias¹,Marx Peter¹,Lenhard Wolfgang¹,Moll Kristina²,Witzel Björn²,Schulte-Körne Gerd²

Affiliation:

1. Department of Psychology IV, Educational Psychology, Julius-Maximilians-Universität of Würzburg, Germany

2. Department of Child and Adolescent Psychiatry, Psychosomatics, and Psychotherapy, University of Munich, Germany

Abstract

Abstract. The ability to spell words correctly is a key competence for educational and professional achievement. Economical procedures are essential to identifying children with spelling problems as early as possible. Given the strong evidence showing that reading and spelling are based on the same orthographic knowledge, error-detection tasks (EDTs) could be considered such an economical procedure. Although EDTs are widely used in English-speaking countries, the few studies in German-speaking countries investigated only pupils in secondary school. The present study investigated N = 1,513 children in elementary school. We predicted spelling competencies (measured by dictation or gap-fill dictation) based on an EDT via linear regression. Error-detection abilities significantly predicted spelling competencies ( R² between .509 and .679), indicating a strong connection. Predictive values in identifying children with poor spelling abilities with an EDT proved to be sufficient. Error detection for the assessment of spelling skills is therefore a valid instrument for transparent languages as well.

Publisher

Hogrefe Publishing Group

Subject

Developmental and Educational Psychology,Education

Link

https://econtent.hogrefe.com/doi/pdf/10.1026/0049-8637/a000227

Reference51 articles.

1. A Factor Analytic Study of the Ability to Spell

2. Comparison of Proofreading-Type Standardized Spelling Tests and Written Spelling Test Scores

3. Comparison of Pen and Keyboard Transcription Modes in Children with and without Learning Disabilities

4. Birkel, P. (2009). Rechtschreibleistung im Diktat – eine objektiv beurteilbare Leistung? [Spelling performance in dictation – An objectively assessable performance?] Didaktik Deutsch, 27, 5 – 32.