ArticleFrontiers in psychology2024
Analysis of spelling errors from the 'dyslexic sight words' list.
Article in Frontiers in psychology, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
4 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
In this study the spelling errors of the 'Dyslexic Sight Words - DSW' list are analyzed according to the semiological classification. The spelling errors were made by schoolchildren with and without dyslexia. The high number of inaccuracies observed in the writing of the Group with dyslexia (GD) was often related to the complexity of syllabic structures and orthographic irregularity. The syllabic structures, in addition to the consonant-vowel (CV) pattern, often pose challenges for all students as they move through the alphabetic writing phase, early in literacy. This classification provides an understanding of the characteristics of Natural Spelling and Arbitrary Spelling, providing support for the teaching-learning of words by dyslexic students and is also relevant for the design of Portuguese language teacher training policies. In the teaching of the orthographic norm, the success and error when writing words should be followed by a reflection (metaorthographic skill) and monitoring of learning, both on the part of the teacher and on the part of the learner, reinforcing the knowledge of spelling patterns that will be triggered as the student is exposed to the explicit formal teaching of spelling.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.