Unit:
Department of Primary EducationLibrary of the School of Education
Author:
Tzanaki Ekaterini
Dissertation committee:
Ευγενία Μαγουλά, Καθηγήτρια, Παιδαγωγικό Δημοτικής Εκπαίδευσης, Ε.Κ.Π.Α
Θωμάς Μπαμπάλης, Καθηγητής, Παιδαγωγικό Δημοτικής Εκπαίδευσης, Ε.Κ.Π.Α
Αλέξανδρος-Σταμάτιος Αντωνίου, Καθηγητής, Παιδαγωγικό Δημοτικής Εκπαίδευση, Ε.Κ.Π.Α
Γεωργία Ανδρέου, Καθηγήτρια, Παιδαγωγικό Τμήμα Ειδικής Αγωγής, Πανεπιστήμιο Θεσσαλίας
Γεωργία Κατσούδα, Ερευνήτρια Α΄βαθμίδας, Ακαδημία Αθηνών
Ιωάννης Γαλαντόμος, Αναπληρωτής Καθηγητής, Τμήμα Γλωσσικών & Διαπολιτισμικών Σπουδών, Πανεπιστήμιο Θεσσαλίας
Αθανάσιος Μιχάλης, Αναπληρωτής Καθηγητής, Παιδαγωγικό Τμήμα Δευτεροβάθμιας Εκπαίδευσης, Ε.Κ.Π.Α
Original Title:
Η ορθογραφική ικανότητα και η σχέση της με τις δεξιότητες της κατανόησης και της παραγωγής γραπτού λόγου
Translated title:
Spelling ability and its relation with the skills of reading comprehension and the production of written work
Summary:
The present study is a quantitative research of correlations, in which primary source materials were evaluated from a large number of texts written by students of the 6th grade of the primary school who had participated in a literary writing competition. The main purpose of the research was to identify the spelling discrepancies among students, to categorize them based on linguistic criteria, and to correlate the students’ spelling performance with their overall performance, and also to correlate this performance separately with their reading comprehension and with their production of written work. In particular, the texts written by the students in the context of the competition were examined for their spelling accuracy, to highlight spelling discrepancies, to categorize them based on linguistic criteria and to examine the words in which these discrepancies are found. At the same time, spelling performance was correlated in a variety of ways with other parameters, such as the answers to closed-type comprehension questions and the answers to open-type questions. In addition, the grammatical category, and the morpheme in which the misspelling word belongs to were investigated. Finally, six demographics related to both participating school and participant groups were recorded. An important element that this research focused on and which contributed to the measurement of spelling performance is the parameter-variable called Error Density. As error density we consider the percentage of spelling errors found on the total number of words produced in the written text.
Main subject category:
Language – Literature
Keywords:
Spelling ability, reading comprehension, production of written work, morphological awareness
Number of references:
511
