ArticlePloS one
Spelling across Tasks and Levels of Language in a Transparent Orthography.
Article in PloS one. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 5 papers.
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Who cites it
5 citing papers in PubMed.
- Measurement method research of Chinese texts' difficulty based on two-characters continuations.PloS one · 2024Article
- Word or pseudoword? The lexicality effect in naming and lexical decision tasks during advanced aging.PloS one · 2024Article
- Contribution of oral narrative textual competence and spelling skills to written narrative textual competence in bilingual language-minority children and monolingual peers.Frontiers in psychology · 2022Article
- DUAL-tDCS Treatment over the Temporo-Parietal Cortex Enhances Writing Skills: First Evidence from Chronic Post-Stroke Aphasia.Life (Basel, Switzerland) · 2021Article
- Language distance in orthographic transparency affects cross-language pattern similarity between native and non-native languages.Human brain mapping · 2021Article
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Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
The paper reports the results of two studies on the spelling performance of 1st graders in a transparent writing system. The spelling performance of Italian children was assessed to determine the cross-task relationship between spelling to dictation and spontaneous spelling at the single word level (Study 1) and at the text level (Study 2), respectively. In study 1, 132 Italian children's spelling performance was assessed in 1st grade through two standardized tasks, i.e., word dictation, and spontaneous word spelling. In study 2, spelling performance of 81 Italian children was assessed in 1st grade through two tasks, i.e., text dictation, and spontaneous text spelling. In Study 1, spelling words and pseudo-words to dictation was found to be more difficult than spontaneous spelling of words. This effect was verified for all children (including low achievers and spelling impaired). The moderate correlation found between spelling to dictation and spontaneous spelling indicated that the two tasks are supported by partially different spelling processes and confirmed suggestions for including both types of spelling assessments in the school. In Study 2, children's spelling performances were not dependent across the two tasks (i.e., spelling a text under dictation or spontaneously). The two tasks shared the level of difficulty but performance in one task was not predictive of performance in the second task. Strong individual differences between children were found at the text level as a function of task. Similar to Study 1, the moderate correlation between spelling text to dictation and spontaneous spelling confirmed the usefulness of adopting both spelling assessments at school.
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Registered trials
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