Portuguese Spelling in Primary Grades: Complexity, Length and Lexicality Effects

Autor/inn/en	Mesquita, Ana; Carvalhais, Lénia; Limpo, Teresa; Castro, São Luís
Titel	Portuguese Spelling in Primary Grades: Complexity, Length and Lexicality Effects
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 33 (2020) 5, S.1325-1349 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Castro, São Luís)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-019-10012-5
Schlagwörter	Portuguese; Elementary School Students; Phonemes; Alphabets; Spelling; Grade 2; Grade 3; Grade 4; Task Analysis; Verbal Communication; Accuracy; Phonology; Teaching Methods; Learning Strategies; Spelling Instruction; Foreign Countries; Portugal + Suchen Sie Ihr Suchwort? Portugiesischunterricht; Fonem; Buchstabenschrift; Schreibweise; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; Aufgabenanalyse; Fonologie; Teaching method; Lehrmethode; Unterrichtsmethode; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Orthographieunterricht; Rechtschreibunterricht; Ausland
Abstract	This study investigates spelling abilities of 189 second, third, and fourth graders using a word and pseudoword dictation task in European Portuguese. We analyzed the effect of orthographic complexity on spelling accuracy and the moderating role of length (two vs. three syllables), lexicality (words vs. pseudowords), and grade (second, third, and fourth). Each item represented one of the following orthographic complexity categories: digraph, contextual consistency, position consistency, consonant cluster, stress mark, inconsistency, and silent letter ‹h›. Digraphs and position consistencies reached high levels of accuracy already in Grade 2, but stress marks, inconsistencies, and the silent letter ‹h› were not yet fully mastered by the end of primary school. Performance across complexities was more discrepant in Grade 2 than in Grades 3 and 4. Moreover, within each complexity, there were larger differences between Grades 2 and 3 than between Grades 3 and 4. Words were better spelled than pseudowords in position consistency and stress mark categories, and a shorter length improved accuracy only in consonant clusters and stress marks. These findings underline the importance of applying learning and teaching strategies in early education adapted to the properties of the writing system to be learned. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01