Assessment of lexical and non-lexical spelling in students in Grades 1–7

Saskia Kohnen · Danielle Colenbrander · Trudy Krajenbrink · Lyndsey Nickels

27 citations0/0 files storedAustralian Journal of Learning Difficulties

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Reading and Literacy Development Writing and Handwriting Education Developmental and Educational Neuropsychology

Abstract

The main aim of this study was to develop standardised tests that assess some of the most important spelling skills for children in primary school: sound-letter mappings (non-lexical spelling) and word spelling accuracy (lexical spelling). We present normative comparison data for children in Grades 1–7 as well as measures of validity and reliability for both tests. Another aim of this study was to assess the relative prevalence of spelling difficulties that only affect one skill selectively (only lexical or only non-lexical spelling) or both. We found that throughout Grades 1–7, children were as likely to have selective as they were to have mixed difficulties. This underscores the importance of measuring lexical and non-lexical skills separately. The tests presented in this paper provide teachers and clinicians with the necessary tools to do exactly that.

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References

1951Coefficient Alpha and the Internal Structure of Tests 2012Age-of-acquisition ratings for 30,000 English words 2009Comorbidity of learning disorders: prevalence and familial transmission 1994The influence of orthographic consistency on reading development: word recognition in English and German children 1985Phonological Dyslexia and Dysgraphia in a Highly Literate Subject: A Developmental Case with Associated Deficits of Phonemic Processing and Awareness 2009Knowledge foundations for teaching reading and spelling 1997Cognitive Neuropsychology and Developmental Disorders: Uncomfortable Bedfellows 2001Relationships between Sounds and Letters in English Monosyllables

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2017Linguistic skills involved in learning to spell: An Australian study 2019Spelling error analysis of written summaries in an academic register by students with specific learning disabilities: phonological, orthographic, and morphological influences

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