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Instability of Children's Reading Errors in Bisyllabic Words: The Role of Context-Sensitive Spelling Rules

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Title: Instability of Children's Reading Errors in Bisyllabic Words: The Role of Context-Sensitive Spelling Rules
Language: English
Authors: Steenbeek-Planting, Esther G., van Bon, Wim H. J., Schreuder, Robert
Source: Learning and Instruction. Aug 2013 26:59-70.
Availability: Elsevier. 3251 Riverport Lane, Maryland Heights, MO 63043. Tel: 800-325-4177; Tel: 314-447-8000; Fax: 314-447-8033; e-mail: JournalCustomerService-usa@elsevier.com; Web site: http://www.elsevier.com
Peer Reviewed: Y
Physical Description: PDF
Page Count: 12
Publication Date: 2013
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Grade 2
Grade 3
Descriptors: Spelling, Vowels, Reading Difficulties, Word Frequency, Grade 2, Grade 3, Word Recognition, Error Patterns, Indo European Languages, Predictor Variables, Elementary School Students, Role
DOI: 10.1016/j.learninstruc.2013.01.004
ISSN: 0959-4752
Abstract: We examined the instability of reading errors, that is whether a child reads the same word sometimes correctly and sometimes incorrectly, as a function of the complexity of context-sensitive spelling rules (vowel degemination and consonant gemination). Dutch bisyllabic words were read twice by typical readers in Grades 2 and 3, and reading-level matched poor readers. Grade 3 readers produced more unstable errors than Grade 2 readers. The poor readers did not differ from the typical readers in overall error instability. For typical readers, vowel degemination complicates word identification. For poor readers this effect was even stronger. Of the lexical and sublexical word characteristics, word frequency was the strongest predictor: The higher word frequency, the higher error instability. Word frequency, moreover, interacted with context-sensitive spelling rules in its effect on error instability. Error instability can be considered as an indicator of the transition from incompetence to reading competence. (Contains 4 figures and 5 tables.)
Abstractor: As Provided
Entry Date: 2013
Accession Number: EJ1003576
Database: ERIC
FullText Text:
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  Data: Instability of Children's Reading Errors in Bisyllabic Words: The Role of Context-Sensitive Spelling Rules
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  Data: <searchLink fieldCode="AR" term="%22Steenbeek-Planting%2C+Esther+G%2E%22">Steenbeek-Planting, Esther G.</searchLink><br /><searchLink fieldCode="AR" term="%22van+Bon%2C+Wim+H%2E+J%2E%22">van Bon, Wim H. J.</searchLink><br /><searchLink fieldCode="AR" term="%22Schreuder%2C+Robert%22">Schreuder, Robert</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Learning+and+Instruction%22"><i>Learning and Instruction</i></searchLink>. Aug 2013 26:59-70.
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  Data: Elsevier. 3251 Riverport Lane, Maryland Heights, MO 63043. Tel: 800-325-4177; Tel: 314-447-8000; Fax: 314-447-8033; e-mail: JournalCustomerService-usa@elsevier.com; Web site: http://www.elsevier.com
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  Data: 12
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+2%22">Grade 2</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+3%22">Grade 3</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Spelling%22">Spelling</searchLink><br /><searchLink fieldCode="DE" term="%22Vowels%22">Vowels</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Difficulties%22">Reading Difficulties</searchLink><br /><searchLink fieldCode="DE" term="%22Word+Frequency%22">Word Frequency</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+2%22">Grade 2</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+3%22">Grade 3</searchLink><br /><searchLink fieldCode="DE" term="%22Word+Recognition%22">Word Recognition</searchLink><br /><searchLink fieldCode="DE" term="%22Error+Patterns%22">Error Patterns</searchLink><br /><searchLink fieldCode="DE" term="%22Indo+European+Languages%22">Indo European Languages</searchLink><br /><searchLink fieldCode="DE" term="%22Predictor+Variables%22">Predictor Variables</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Role%22">Role</searchLink>
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  Data: 10.1016/j.learninstruc.2013.01.004
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  Data: 0959-4752
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: We examined the instability of reading errors, that is whether a child reads the same word sometimes correctly and sometimes incorrectly, as a function of the complexity of context-sensitive spelling rules (vowel degemination and consonant gemination). Dutch bisyllabic words were read twice by typical readers in Grades 2 and 3, and reading-level matched poor readers. Grade 3 readers produced more unstable errors than Grade 2 readers. The poor readers did not differ from the typical readers in overall error instability. For typical readers, vowel degemination complicates word identification. For poor readers this effect was even stronger. Of the lexical and sublexical word characteristics, word frequency was the strongest predictor: The higher word frequency, the higher error instability. Word frequency, moreover, interacted with context-sensitive spelling rules in its effect on error instability. Error instability can be considered as an indicator of the transition from incompetence to reading competence. (Contains 4 figures and 5 tables.)
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  Data: 2013
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      – SubjectFull: Vowels
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