Predictors of spelling errors in expository texts written by Hebrew-speaking elementary school children

• Zadunaisky-Ehrlich, Sara ^[1] ; Seroussi, Batia ^[2] ; Stavans, Anat ^[1]
  1. [1] Beit Berl College

     Beit Berl College

     Israel

     
  2. [2] Levinsky College of Education

     Levinsky College of Education

     Israel

     
• Localización: Journal for the Study of Education and Development, Infancia y Aprendizaje, ISSN-e 1578-4126, ISSN 0210-3702, Vol. 44, Nº 1, 2021 (Ejemplar dedicado a: A multidimensional perspective on written language development / Una perspectiva multidimensional del desarrollo del lenguaje escrito), págs. 117-149
• Idioma: inglés
• DOI: 10.1080/02103702.2020.1848089
• Títulos paralelos:
  • Predictores de errores ortográficos en textos expositivos escritos por alumnos de habla hebrea en escuela primaria
• Enlaces
  • Texto completo
• Dialnet Métricas: 1 Cita
• Resumen
  • español

    Los errores ortográficos se consideran un criterio primordial en la evaluación de textos escritos. Este estudio tuvo como objetivos: (a) describir la vía de desarrollo de los errores ortográficos en los textos expositivos escritos por alumnos de habla hebrea entre los grados 2.º a 5.º y (b) revelar el poder predictivo de las variables cognitivas, lingüísticas y de lectura en la precisión ortográfica. Con este fin, cada niño redactó tres textos expositivos y completó una serie de tareas. Los errores ortográficos se identificaron y clasificaron en varias categorías. Los resultados revelaron una disminución constante en errores ortográficos con el aumento de edad, con un salto mayor a partir del grado 3.º. La competencia en fluidez lectora (medida por velocidad y precisión) y buenas habilidades de comprensión lectora redujeron de manera significativa la posibilidad de producir errores ortográficos de cualquier tipo. Otras variables adicionales, como conocimiento léxico, también contribuyeron a explicar la reducción de errores ortográficos en palabras léxicas en hebreo. Nuestros hallazgos que señalan relaciones mutuas, apoyan claramente el enfoque ortográfico conexionista e integral que incorpora distintas dimensiones lingüísticas y de alfabetización para alcanzar el objetivo de una ortografía correcta.

  • English

    Spelling errors are considered a paramount criterion in the evaluation of written texts. The present study aimed: (a) to describe the developmental path of spelling errors in expository texts written by Hebrew-speaking children from the second to fifth grades and (b) to reveal the predictive power of cognitive, linguistic and reading variables on spelling accuracy. To this end, each child wrote three expository texts and completed a battery of tasks. Spelling errors were identified and classified into various categories. Findings revealed a consistent decrease in spelling errors as age increased with a greater leap from the third grade on. Proficiency in reading fluency (as measured by rate and accuracy) and good reading comprehension skills significantly reduced the chance of producing spelling errors of any kind. Additional variables, such as lexical knowledge, also contributed to explaining the reduction of spelling errors in content Hebrew words. Our findings of mutual relations clearly support the connectionist and comprehensive approach to spelling that incorporates various linguistic and literacy dimensions in order to reach the goal of correct spelling.

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