ABSTRACT

Spelling errors are considered a paramount criterion in the evaluation of written texts. The present study aimed: (a) to describe the developmental path of spelling errors in expository texts written by Hebrew-speaking children from the second to fifth grades and (b) to reveal the predictive power of cognitive, linguistic and reading variables on spelling accuracy. To this end, each child wrote three expository texts and completed a battery of tasks. Spelling errors were identified and classified into various categories. Findings revealed a consistent decrease in spelling errors as age increased with a greater leap from the third grade on. Proficiency in reading fluency (as measured by rate and accuracy) and good reading comprehension skills significantly reduced the chance of producing spelling errors of any kind. Additional variables, such as lexical knowledge, also contributed to explaining the reduction of spelling errors in content Hebrew words. Our findings of mutual relations clearly support the connectionist and comprehensive approach to spelling that incorporates various linguistic and literacy dimensions in order to reach the goal of correct spelling.

摘要

在评估书面文本时，拼写错误被认为是最重要的标准。本研究的目的是：（a）描述讲希伯来语的儿童从二年级到五年级的说明文字中拼写错误的发展路径，以及（b）揭示认知，语言和阅读变量对拼写准确性的预测能力。为此，每个孩子写了三个说明性文字并完成了一系列任务。拼写错误被识别并分为各种类别。调查结果显示，随着年龄的增长，从三年级开始的拼写错误随着年龄的增长而不断减少。熟练的阅读流利度（通过比率和准确性来衡量）和良好的阅读理解能力显着降低了产生任何形式的拼写错误的机会。其他变量，例如词汇知识，也有助于解释减少希伯来语内容中拼写错误的情况。我们对相互关系的发现清楚地支持了连接主义的综合拼写方法，该方法结合了各种语言和读写能力，从而达到了正确拼写的目的。