Unit:
Department of PsychologyLibrary of the School of Philosophy
Author:
Pantazopoulou Evangelia-Tzesika
Dissertation committee:
Πολυχρόνη Φωτεινή, Αναπληρώτρια Καθηγήτρια, Τμήμα Ψυχολογίας, Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών
Διακογιώργη Κλεοπάτρα, Επίκουρη Καθηγήτρια, Τμήμα Επιστημών της Εκπαίδευσης και Κοινωνικής Εργασίας, Πανεπιστήμιο Πατρών
Μουζάκη Αγγελική, Αναπληρώτρια Καθηγήτρια, Παιδαγωγικό Τμήμα Δημοτικής Εκπαίδευσης, Πανεπιστήμιο Κρήτης
Ράλλη Ασημίνα, Αναπληρώτρια Καθηγήτρια, Τμήμα Ψυχολογίας, Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών
Ρούσσος Πέτρος, Αναπληρωτής Καθηγητής, Τμήμα Ψυχολογίας, Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών
Τάνταρος Σπυρίδων, Καθηγητής, Τμήμα Ψυχολογίας, Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών
Φιλιππάτου Διαμάντω, Αναπληρώτρια Καθηγήτρια, Τμήμα Ψυχολογίας, Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών
Original Title:
Ορθογραφική ακρίβεια, ορθογραφική συνέπεια και αντιλαμβανόμενες στρατηγικές ορθογραφίας και αυτορρύθμισης μαθητών δημοτικού με και χωρίς ορθογραφικές δυσκολίες: μελέτη σε δύο χρονικές φάσεις
Translated title:
Spelling accuracy, spelling consistency and perceived use of spelling and self-regulatory strategies of primary school students with and without spelling difficulties: two time points
Summary:
The goal of the present study was to examine the spelling accuracy and the spelling consistency of Greek-speaking children, using a spelling-level match design at two time points. Eighty-seven children were selected for inclusion in three groups, the Spelling Difficulties group (SpD, n=22 fifth graders) and two control groups, a Chronological Age-Matched group (CAM, n=33 fifth graders) and a Spelling-Age Matched group (SpAM, n=32 third graders). To fully assess the participant profile in each group, a testing battery was used, including nonverbal intelligence, forward and backward digit span, reading accuracy, reading fluency and morphological tasks (verb conjugation and compound forming). They completed a spelling dictation task at Time 1 (grades 3 and 5) and nine months later at Time 2 (grades 4 and 6). The spelling task consisted of 69 words and was designed to test lexical, derivational, and inflectional morphemes. For the evaluation of spelling accuracy, we split the words in 238 spelling parts. Total scores for the morpheme type (lexical, derivational, inflectional) and part of speech (verbs, nouns, adjectives) were also calculated. For the evaluation of spelling consistency, we grouped 68 triple sets, each of the same spelling parts. Spelling consistency included Spelling consistency in accurate spelling and Spelling consistency in accurate spelling of each morpheme type (lexical, derivational, inflectional). Moreover, sixth graders’ perceived use of self-regulatory strategies was examined via a self-report questionnaire. Also, fourth and sixth graders were asked to provide verbal self-reports regarding the spelling strategies they used for spelling the words and their morphological constituents. In all measurements and at both time points, SpD group’s spelling performances were lower than those of the CAM group but similar to those of the SpAM group. However, it was also shown that all participants had difficulties of a similar type: for all children, the spelling of derivational morphemes was the most difficult whereas the spelling of inflectional morphemes was the easiest. Group differences were found in persistence between the fifth graders with and without spelling difficulties. The whole word spelling strategies that were reported more frequently were retrieval, morphological and phonological. Children with spelling difficulties and their younger spelling controls reported retrieval and phonological strategies more frequently. The CAM group reported retrieval and morphological strategies more frequently. Regarding the morphological components, participants’ answers were grouped by the properties of each type of morpheme. A noteworthy finding of the present study was that the derivational morphemes were spelled less accurately and less consistently than the other morpheme types, suggesting that the linguistic characteristics of the morphemes to be spelled are crucial for spelling for all children, with or without spelling difficulties.
Main subject category:
Philosophy - Psychology
Keywords:
Spelling difficulties, Spelling accuracy, Spelling consistency, Self-regulatory strategies, Spelling strategies
Number of references:
259
