Department of Communication Sciences and Disorders, University of South Florida, Tampa.
Department of Educational Psychology, University of Washington, Seattle.
Lang Speech Hear Serv Sch. 2020 Jul 15;51(3):640-654. doi: 10.1044/2020_LSHSS-19-00090.
Purpose Morphology, which is a bridge between phonology and orthography, plays an important role in the development of word-specific spellings. This study, which employed longitudinal sampling of typically developing students in Grades 3, 4, and 5, explored how the misspellings of words with derivational suffixes shed light on the interplay of phonological, orthographic, and morphological (POM) linguistic features as students learn to integrate POM features appropriately to generate correct spellings. Method Sixty typically developing Grade 3 students were tested using the Spelling subtest from the Wechsler Individual Achievement Test-Second Edition (Wechsler, 2001) and were divided into superior, average, and poor spellers. Students' spelling skill was then assessed using the Wechsler Individual Achievement Test-Second Edition annually for another 2 years. Misspelled derivations from these three testing sessions were analyzed for linguistic feature errors and error complexity/severity. Differences in the integration of POM features across spelling ability levels at Grades 3-5 were analyzed with Kruskal-Wallis analyses of variance. Results Longitudinal results demonstrated POM integration for the development of word-specific spellings involving derivational morphology was in its initial stages over Grades 3-5 and was influenced by spelling ability level. Information from a qualitative analysis revealed considerable variability in how students applied their POM knowledge to spell complex derivations. Conclusions Word-specific spellings draw on multiple linguistic codes-P, O, and M-and their interconnections. It involves more than an understanding of orthographic rules. Rather, accurate spelling develops through an increased understanding of the phoneme-grapheme relationships as facilitated by the identification of word parts (base + or - affixes) in written language. Educational and clinical implications are discussed.
目的 形态学是音系学和正字法之间的桥梁，在发展单词特定拼写方面起着重要作用。本研究通过对 3 年级、4 年级和 5 年级的典型发展学生进行纵向抽样，探讨了带有派生后缀的单词的拼写错误如何揭示语音、正字法和形态（POM）语言特征的相互作用，因为学生学习适当地整合 POM 特征以生成正确的拼写。
方法 60 名典型发展的 3 年级学生接受了韦氏个人成就测验第二版（韦氏，2001 年）的拼写测验，并被分为优秀、平均和较差的拼写者。然后，学生的拼写技能在接下来的 2 年中每年使用韦氏个人成就测验第二版进行评估。从这三个测试阶段分析错误的派生词的语言特征错误和错误复杂性/严重程度。在 3-5 年级的拼写能力水平上，使用 Kruskal-Wallis 方差分析分析了 POM 特征整合的差异。
结果 纵向结果表明，涉及派生形态的单词特定拼写的 POM 整合在 3-5 年级期间处于初始阶段，并且受到拼写能力水平的影响。来自定性分析的信息表明，学生如何将他们的 POM 知识应用于拼写复杂的派生词存在相当大的差异。
结论 单词特定的拼写依赖于多种语言代码-P、O 和 M-及其相互连接。它不仅仅涉及对正字法规则的理解。相反，准确的拼写是通过对音位-字形关系的理解而发展的，这得益于在书面语言中识别单词部分（基础+或-后缀）。讨论了教育和临床意义。
