Assessment of Lexical and Non-Lexical Spelling in Students in Grades 1-7

Autor/inn/en	Kohnen, Saskia; Colenbrander, Danielle; Krajenbrink, Trudy; Nickels, Lyndsey
Titel	Assessment of Lexical and Non-Lexical Spelling in Students in Grades 1-7
Quelle	In: Australian Journal of Learning Difficulties, 20 (2015) 1, S.15-38 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1940-4158
DOI	10.1080/19404158.2015.1023209
Schlagwörter	Foreign Countries; Standardized Tests; Spelling; Primary Education; Lexicology; Diagnostic Tests; Phonemes; Phoneme Grapheme Correspondence; Scores; Statistical Analysis; Instructional Program Divisions; Elementary School Students; Middle School Students; Gender Differences; Difficulty Level; Orthographic Symbols; Accuracy; Error Analysis (Language); Word Recognition; English; Australia + Suchen Sie Ihr Suchwort? Ausland; Standadised tests; Standardisierter Test; Schreibweise; Primarbereich; Lexikologie; Diagnostic test; Diagnostischer Test; Fonem; Statistische Analyse; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Geschlechterkonflikt; Schwierigkeitsgrad; Error analysis; Language; Fehleranalyse; Worterkennung; English language; Englisch; Australien
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01