A Phonologically Based Analysis of Misspellings by Third Graders With Disordered-Phonology Histories

Susan M. Clarke-Klein · Barbara Williams Hodson

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Reading and Literacy Development Phonetics and Phonology Research Language Development and Disorders

Abstract

Misspellings evidenced in written responses of third graders during administration of a battery containing 25 true words and 20 nonsense syllable items were analyzed phonologically. Children with histories of disordered phonologies evidenced more phonologically based deviations in their written misspellings than did their peers who had experienced normal phonological development. In addition, the children with disordered-phonology histories relied more on less productive spelling strategies and evidenced poorer phonological awareness skills than their peers with normal-phonology histories.

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References

1986Matthew Effects in Reading: Some Consequences of Individual Differences in the Acquisition of Literacy 1991Phonological skills and learning to read 1971Handbook in research and evaluation 1987Wide Range Achievement Test-Revised 1974Explicit syllable and phoneme segmentation in the young child 1988Effects of an Extensive Program for Stimulating Phonological Awareness in Preschool Children 1981Cognitive processes in spelling 2012Expressive One-Word Picture Vocabulary Test

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