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KMID : 1036820150200030400
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Communication Sciences & Disorders
2015 Volume.20 No. 3 p.400 ~ p.412
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Articulatory Information for Spelling Strategies
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Kim Bo-Bae
Yang Min-Wha
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Abstract
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Objectives: This study aimed to find differences in spelling strategies between students with and without spelling difficulties by identifying differences in the orthographic logic of the two groups.
Methods: Two hundred seventy-six elementary students in grade 1 and 2 were administered a spelling test. A series of chi-square tests were conducted to identify relationships between the spelling difficulties and the spelling error patterns in terms of the manner and the place of articulation of target features. The Mann-Whiteney U non-parametric test was applied to identify spelling error patterns within the groups.
Results: First, there was a significant correlation between group membership and spelling error patterns in terms of the manner of articulation. Students without spelling difficulties made more substitution errors to letters sharing the same manner of articulation than letters not sharing the manner of articulation. There was no such substitutional pattern found among students with spelling difficulties in terms of the manner of articulation. Second, a correlation was found between group membership and the spelling error patterns in terms of the place of articulation when spelling final consonants. Both groups made more substitution errors with different places of articulation.
Conclusion: Students without spelling difficulties applied spelling strategies related to the manner of articulation of target features. Spelling strategies regarding the place of articulation of phonemes were found in neither of the groups. These results display that there is a difference in the orthographic logic behind the spelling strategies between students with and without spelling difficulties.
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KEYWORD
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Spelling strategies, Spelling difficulties, Manner of articulation, Place of articulation
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