1,187
Views
1
CrossRef citations to date
0
Altmetric
Research Article

Variation is the Spice of Spelling: The Effect of Implicit Cues on Dutch Past Tense Spelling is Dependent on Age, Literacy, and Task Format

&

References

  • Abrams, L., & White, K. (2011). Influences of word frequency, context and age on spelling. Spelling Skills: Acquisition, Abilities, and Reading Connection, 51–76.
  • Baayen, R. H., Piepenbrock, R., & Van Rijn, H. (1993). The CELEX lexical database (CD-ROM). Philadelphia: Linguistic Data Consortium, University of Pennsylvania.
  • Baddeley, A. (2003). Working memory and language: An overview. Journal of Communication Disorders, 36, 189–208. doi:10.1016/S0021-9924(03)00019-4
  • Bates, D., Mächler, M., Bolker, B., & Walker, S. (2014). Fitting linear mixed-effects models using lme4. Journal of Statistical Software, 67, 1–48. doi:10.18637/jss.v067.i01
  • Boada, R., & Pennington, B. F. (2006). Deficient implicit phonological representations in children with dyslexia. Journal of Experimental Child Psychology, 95, 153–193. doi:10.1016/j.jecp.2006.04.003
  • Brus, B. T., & Voeten, M. J. M. (1999). Eén-minuut-test [One-minute-test]. Amsterdam, The Netherlands: Hartcourt Test Publishers.
  • Bybee, J. (1995). Regular morphology and the lexicon. Language and Cognitive Processes, 10, 425–455. doi:10.1080/01690969508407111
  • Cassar, M. T., & Treiman, R. (1997). The beginnings of orthographic knowledge: Children’s knowledge of double letters in words. Journal of Educational Psychology, 89, 631–644. doi:10.1037/0022-0663.89.4.631
  • Chambré, S., Ehri, L., & Ness, M. (2017). Orthographic facilitation of first graders’ vocabulary learning with and without print referencing. Reading & Writing: An Interdisciplinary Journal, 30, 1–20. doi:10.1007/s11145-016-9715-z
  • de Bree, E., van der Ven, S., & van der Maas, H. (2017). The voice of Holland: Allograph production in written Dutch past tense inflection. Language Learning and Development, 13, 215–240. doi:10.1080/15475441.2016.1217777
  • de Bree, E. H., Geelhoed, J., & van Den Boer, M. (2018). Overruled! Implicit cues rather than an orthographic rule determine Dutch children’s vowel spelling. Learning & Instruction, 56, 30–41. doi:10.1016/j.learninstruc.2018.03.006
  • de Jong, P. F., & van der Leij, A. (2003). Developmental changes in the manifestation of a phonological deficit in dyslexic children learning to read a regular orthography. Journal of Educational Psychology, 95, 22–40. doi:10.1037/0022-0663.95.1.22
  • De Schryver, J., Neijt, A., Ghesquière, P., & Ernestus, M. (2013). Zij surfde, maar hij durfte niet. De spellingproblematiek van de zwakke verleden tijd in Nederland en Vlaanderen [She surfed, but he dared not. The spelling difficulties of the weak past tense in The Netherlands and Flanders]. Dutch Journal of Applied Linguistics, 2, 133–151. doi:10.1075/dujal.2.2.01de
  • Deacon, S. H., Leblanc, D., & Sabourin, C. (2011). When cues collide: Children’s sensitivity to letter- and meaning patterns in spelling words in English. Journal of Child Language, 38, 809–827. doi:10.1017/S0305000910000322
  • Ehri, L. (2005). Learning to read words: Theory, findings and issues. Scientific Studies of Reading, 9, 167–188. doi:10.1207/s1532799xssr0902_4
  • Ehri, L. (2014). Orthographic mapping in the acquisition of sight word reading, spelling memory, and vocabulary learning. Scientific Studies of Reading, 18, 5–21. doi:10.1080/10888438.2013.819356
  • Engle, R. W. (2002). Working memory capacity as executive attention. Current Directions in Psychological Science, 11, 19–23. doi:10.1111/1467-8721.00160
  • Erçetin, G., & Alptekin, C. (2013). The explicit/implicit knowledge distinction and working memory: Implications for second-language reading comprehension. Applied Psycholinguistics, 34, 727–753. doi:10.1017/s0142716411000932
  • Ernestus, M., & Baayen, H. (2001). Choosing between the Dutch past tense suffixes -te and -de. In T. Van der Woude & H. Broekhuis (Eds.), Linguistics in the Netherlands (pp. 77–88). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Ernestus, M., & Baayen, H. (2003). Predicting the unpredictable: Interpreting neutralized segments in Dutch. Language, 79, 5–38. doi:10.1353/lan.2003.0076
  • Evers, A., Egberink, I. J. L., Braak, M. S. L., Frima, R. M., Vermeulen, C. S. M., & Van Vliet-Mulder, J. C. (2009–2012). COTAN documentatie [COTAN documentation]. Amsterdam, The Netherlands: Boom Testuitgevers.
  • Fischer, K. W., Bullock, D., Rotenberg, E. J., & Raya, P. (1993). The dynamics of competence: How context contributes directly to skill. In R. H. Wozniak & K. W. Fischer (Eds.), Development in context: Acting and thinking in specific environments (pp. 93–117). New York, NY: Psychology Press.
  • Graham, S., Harris, K. R., & Hebert, M. (2011). It is more than just the message: Analysis of presentation effects in scoring writing. Focus on Exceptional Children, 44, 1–12. doi:10.1201/b10962-2
  • Graham, S., & Santangelo, T. (2014). Does spelling instruction make students better spellers, readers, and writers? A meta-analytic review. Reading and Writing, 27, 1703–1743. doi:10.1007/s11145-014-9517-0
  • Harrison, G. L., Goegan, L. D., Jalbert, R., McManus, K., Sinclair, K., & Spurling, J. (2016). Predictors of spelling and writing skills in first- and second-language learners. Reading and Writing, 29, 69–89. doi:10.1007/s11145-015-9580-1
  • Kemp, N., & Bryant, P. (2003). Do bees buzz? Rule-based and frequency-based knowledge in learning to spell plural –S. Child Development, 74, 63–74. doi:10.1111/1467-8624.00521
  • Kim, Y.-S. G., Petscher, Y., & Park, Y. (2016). Examining word factors and child factors for acquisition of conditional sound-spelling consistencies: A longitudinal study. Scientific Studies of Reading, 20, 265–282. doi:10.1080/10888438.2016.1162794
  • Landerl, K., & Reitsma, P. (2005). Phonological and morphological consistency in the acquisition of vowel duration spelling in Dutch and German. Journal of Experimental Child Psychology, 92, 322–344. doi:10.1016/j.jecp.2005.04.005
  • Leppänen, U., Nieme, P., Aunola, K., & Nurmi, J.-E. (2006). Development of reading and spelling Finnish from preschool to Grade 1 and Grade 2. Scientific Studies of Reading, 10, 3–30. doi:10.1207/s1532799xssr1001_2
  • Lervåg, A., & Hulme, C. (2010). Predicting the growth of early spelling skills: Are there heterogeneous developmental trajectories? Scientific Studies of Reading, 14, 485–513. doi:10.1080/10888431003623488
  • Matthews, D. E., & Theakston, A. (2006). Errors of omission in English-speaking children’s production of plurals and the past tense: The effects of frequency, phonology and competition. Cognitive Science, 30, 1027–1052. doi:10.1207/s15516709cog0000_66
  • Melby-Lervåg, M., Lyster, S. A. H., & Hulme, C. (2012). Phonological skills and their role in learning to read: A meta-analytic review. Psychological Bulletin, 138, 322–352. doi:10.1037/a0026744
  • Mitchell, P., Kemp, N., & Bryant, P. (2011). Variations among adults in their use of morphemic spelling rules and word-specific knowledge when spelling. Reading Research Quarterly, 46, 119–133. doi:10.1598/RRQ.46.2.2
  • Mol, S. E., & Bus, A. G. (2011). To read or not to read: A meta-analysis of print exposure from infancy to early adulthood. Psychological Bulletin, 137, 267–296. doi:10.1037/a0021890
  • Neijt, A., & Schreuder, R. (2007). Asymmetrical phoneme-grapheme mapping of coronal plosives in Dutch. Written Language & Literacy, 10, 219–234. doi:10.1075/wll.10.2.04nei
  • Norbury, C. F., Bishop, D. V. M., & Briscoe, J. (2001). Production of English finite verb morphology: A comparison of SLI and mild-moderate hearing impairment. Journal of Speech, Language and Hearing Research, 44, 165–178. doi:10.1044/1092-4388(2001/015)
  • Paas, F., van Gog, T., & Sweller, J. (2010). Cognitive load theory: New conceptualizations, specifications, and integrated research perspectives. Educational Psychology Review, 22, 115–121. doi:10.1007/s10648-010-9133-8
  • Pacton, S., Borchardt, G., Treiman, R., Lété, B., & Fayol, M. (2014). Learning to spell from reading: General knowledge about spelling patterns influences memory for specific words. The Quarterly Journal of Experimental Psychology, 67, 1019–1036. doi:10.1080/17470218.2013.846392
  • Perfetti, C. A., & Hart, L. (2002). The lexical quality hypothesis. In L. T. Verhoeven, C. Elbro, & P. Reitsma (Eds.), Precursors of functional literacy (pp. 189–214). Amsterdam, The Netherlands: John Benjamins Publishing Company.
  • Puranik, C., & Apel, K. (2010). Effect of assessment task and letter writing ability on preschool children’s spelling performance. Assessment for Effective Intervention, 36, 46–56. doi:10.1177/1534508410380040
  • R Core Team. 2017. R: A language and environment for statistical computing. Vienna, Austria: R Foundation for Statistical Computing. Retrieved from https://www.R-project.org/
  • Rittle-Johnson, B., & Siegler, R. S. (1999). Learning to spell: Variability, choice, and change in children’s strategy use. Child Development, 70, 332–348.
  • Sarris, M., & Panagiotakopoulos, C. (2010). Word spelling assessment using ICT: The effect of presentation modality. Themes in Science and Technology Education, 3(1–2), 93–118.
  • Share, D. L. (1999). Phonological recoding and orthographic learning: A direct test of the self-teaching hypothesis. Journal of Experimental Child Psychology, 72, 95–129. doi:10.1006/jecp.1998.2481
  • Share, D. L. (2008). Orthographic learning, phonology and the self-teaching hypothesis. In R. Kail (Ed.), Advances in child development and behavior (Vol. 36, pp. 31–82). Amsterdam, The Netherlands: Elsevier.
  • Share, D. L., & Shalev, C. (2004). Self-teaching in normal and disabled readers. Reading and Writing, 17, 769–800. doi:10.1007/s11145-004-2658-9
  • Sweller, J. (2010). Element interactivity and intrinsic, extraneous, and germane cognitive load. Educational Psychology Review, 22, 123–138. doi:10.1007/s10648-010-9128-5
  • Treiman, R., & Boland, K. (2017). Graphotactics and spelling: Evidence from consonant doubling. Journal of Memory and Language, 92, 254–264. doi:10.1016/j.jml.2016.07.001
  • Treiman, R., & Bourassa, D. C. (2000). The development of spelling skill. Topics in Language Disorders, 20, 1–18. doi:10.1097/00011363-200020030-00004
  • Treiman, R., & Kessler, B. (2006). Spelling as statistical learning: Using consonantal context to spell vowels. Journal of Educational Psychology, 98, 642–652. doi:10.1037/0022-0663.98.3.642
  • Treiman, R., & Kessler, B. (2014). How children learn to write words. Oxford, England: Oxford University Press.
  • van Den Bos, K. P., Lutje Spelberg, H. C., Scheepstra, A. J. M., & de Vries, J. R. (1994). De Klepel. Vorm A en B [Nonword reading test]. Amsterdam, The Netherlands: Pearson.
  • Varnhagen, C. K., Boechloer, P. M., & Steffler, D. J. (1999). Phonological and orthographic influences on children’s vowel spelling. Scientific Studies of Reading, 3, 363–379. doi:10.1207/s1532799xssr0304_3
  • Veber Nielsen, A.-M., & Juul, H. (2016). Predictors of early versus later spelling development in Danish. Reading and Writing, 29, 245–266. doi:10.1007/s11145-015-9591-y
  • Verhaert, N. (2016). Rules or regularities? The homophone dominance effect in spelling and reading regular Dutch verb forms (Unpublished dissertation), University of Antwerp, Antwerp, Belgium.
  • Warner, N., Jongman, A., Sereno, J., & Kemps, R. (2004). Incomplete neutralization and other sub-phonemic durational differences in production and perception: Evidence from Dutch. Journal of Phonetics, 32, 251–276. doi:10.1016/S0095-4470(03)00032-9