ABSTRACT

This study examined Spanish spelling errors among 166 native Spanish-speaking students from Kindergarten to Grade 3 based on a spelling-to-diction task. Fifteen types of spelling errors were analyzed in a latent class analysis. Results suggested three phases of spellers: Phase 1 students had a high chance of committing almost all types of errors. Phase 2 students had a lower chance of committing vowel-based phonological errors, but still had a high chance of committing consonant-based phonological errors. Phase 3 students had some difficulty differentiating distinct but similar consonant sounds for spelling (e.g., spelling reptile [reptile] as rebtil; Diente [tooth] as viente). Among the word-context factors, syllable complexity and orthography difficulty were the best predictors of phonological and orthographic errors in more proficient spellers, respectively. We suggest that awareness of Spanish vowel and consonant sounds may not grow in tandem, and future research should incorporate word-context features into spelling error analysis.

摘要

这项研究基于从拼写到字典的任务，调查了从幼儿园到3年级的166名讲西班牙语的母语学生的西班牙语拼写错误。在潜在类别分析中分析了15种拼写错误。结果表明拼写程序分为三个阶段：第一阶段的学生犯下几乎所有类型的错误的可能性很高。第二阶段的学生犯基于元音的语音错误的机会较低，但犯基于辅音的语音错误的机会较高。第三阶段的学生在区分不同但相似的辅音时遇到一些困难（例如，将爬行动物[reptile]拼写为rebtil；将Diente [tooth]拼写为viente））。在单词语境因素中，音节的复杂度和拼字法的难度分别是更熟练的拼写者中语音和拼字法错误的最佳预测指标。我们建议对西班牙元音和辅音的认识可能不会一齐提高，并且未来的研究应将单词上下文功能纳入拼写错误分析中。