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Coincidence of Homophone Spelling Errors and Attention Problems in Schoolchildren: A Survey Study

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Title: Coincidence of Homophone Spelling Errors and Attention Problems in Schoolchildren: A Survey Study
Language: English
Authors: Tsai, Li-Hui, Meng, Ling-Fu, Hung, Li-Yu, Chen, Hsin-Yu, Lu, Chiu-Ping
Source: Research in Developmental Disabilities: A Multidisciplinary Journal. Jan-Feb 2011 32(1):75-80.
Availability: Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Peer Reviewed: Y
Page Count: 6
Publication Date: 2011
Document Type: Journal Articles
Reports - Evaluative
Education Level: Elementary Education
Descriptors: Control Groups, Spelling, Pronunciation, Handwriting, Written Language, Attention Deficit Hyperactivity Disorder, Writing (Composition), Error Analysis (Language), Foreign Countries, Questionnaires, Elementary School Students, Parent Attitudes, Chinese, Correlation
Geographic Terms: Taiwan
DOI: 10.1016/j.ridd.2010.08.014
ISSN: 0891-4222
Abstract: This article examines the relationship between writing and attention problems and hypothesizes that homophone spelling errors coincide with attention deficits. We analyze specific types of attention deficits, which may contribute to Attention Deficits Hyperactivity Disorder (ADHD); rather than studying ADHD, however, we focus on the inattention dimension of behavior. Our methodology was to develop a survey study for exploring the coincidence of homophone errors and attention problems in schoolchildren. Two sets of parent-questionnaires characterizing individually types of Chinese handwriting errors and behavioral problems in schoolchildren were developed by the research team. Our participants were 491 Taiwanese children from the first to fifth grades in an elementary school in Taipei; they all used traditional Chinese as their primary written language of communication. Based on the ratings of the parent-questionnaires, two groups with proficient and non-proficient homophonic writing were formed. One consisted of children known to have made heterographic homophone errors (words with correct pronunciation but different spellings). The other (control group) consisted of children known to be proficient in Chinese homophone spellings. In each group, there were 54 boy and girl pupils, matched by gender, age, school and grade. A significant correlation was found between attention deficits and homophone errors. This survey study confirms our hypothesis and strengthens a currently underdeveloped theory in the literature of handwriting that attention impairments play an important role in the production of homophone errors. (Contains 2 tables.)
Abstractor: As Provided
Entry Date: 2011
Accession Number: EJ908319
Database: ERIC
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  Data: Coincidence of Homophone Spelling Errors and Attention Problems in Schoolchildren: A Survey Study
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  Data: <searchLink fieldCode="AR" term="%22Tsai%2C+Li-Hui%22">Tsai, Li-Hui</searchLink><br /><searchLink fieldCode="AR" term="%22Meng%2C+Ling-Fu%22">Meng, Ling-Fu</searchLink><br /><searchLink fieldCode="AR" term="%22Hung%2C+Li-Yu%22">Hung, Li-Yu</searchLink><br /><searchLink fieldCode="AR" term="%22Chen%2C+Hsin-Yu%22">Chen, Hsin-Yu</searchLink><br /><searchLink fieldCode="AR" term="%22Lu%2C+Chiu-Ping%22">Lu, Chiu-Ping</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Research+in+Developmental+Disabilities%3A+A+Multidisciplinary+Journal%22"><i>Research in Developmental Disabilities: A Multidisciplinary Journal</i></searchLink>. Jan-Feb 2011 32(1):75-80.
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  Data: Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
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  Data: Y
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  Data: 6
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  Data: Journal Articles<br />Reports - Evaluative
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  Data: <searchLink fieldCode="DE" term="%22Control+Groups%22">Control Groups</searchLink><br /><searchLink fieldCode="DE" term="%22Spelling%22">Spelling</searchLink><br /><searchLink fieldCode="DE" term="%22Pronunciation%22">Pronunciation</searchLink><br /><searchLink fieldCode="DE" term="%22Handwriting%22">Handwriting</searchLink><br /><searchLink fieldCode="DE" term="%22Written+Language%22">Written Language</searchLink><br /><searchLink fieldCode="DE" term="%22Attention+Deficit+Hyperactivity+Disorder%22">Attention Deficit Hyperactivity Disorder</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+%28Composition%29%22">Writing (Composition)</searchLink><br /><searchLink fieldCode="DE" term="%22Error+Analysis+%28Language%29%22">Error Analysis (Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Questionnaires%22">Questionnaires</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+Attitudes%22">Parent Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Chinese%22">Chinese</searchLink><br /><searchLink fieldCode="DE" term="%22Correlation%22">Correlation</searchLink>
– Name: Subject
  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22Taiwan%22">Taiwan</searchLink>
– Name: DOI
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  Data: 10.1016/j.ridd.2010.08.014
– Name: ISSN
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  Data: 0891-4222
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This article examines the relationship between writing and attention problems and hypothesizes that homophone spelling errors coincide with attention deficits. We analyze specific types of attention deficits, which may contribute to Attention Deficits Hyperactivity Disorder (ADHD); rather than studying ADHD, however, we focus on the inattention dimension of behavior. Our methodology was to develop a survey study for exploring the coincidence of homophone errors and attention problems in schoolchildren. Two sets of parent-questionnaires characterizing individually types of Chinese handwriting errors and behavioral problems in schoolchildren were developed by the research team. Our participants were 491 Taiwanese children from the first to fifth grades in an elementary school in Taipei; they all used traditional Chinese as their primary written language of communication. Based on the ratings of the parent-questionnaires, two groups with proficient and non-proficient homophonic writing were formed. One consisted of children known to have made heterographic homophone errors (words with correct pronunciation but different spellings). The other (control group) consisted of children known to be proficient in Chinese homophone spellings. In each group, there were 54 boy and girl pupils, matched by gender, age, school and grade. A significant correlation was found between attention deficits and homophone errors. This survey study confirms our hypothesis and strengthens a currently underdeveloped theory in the literature of handwriting that attention impairments play an important role in the production of homophone errors. (Contains 2 tables.)
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  Data: 2011
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  Label: Accession Number
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  Data: EJ908319
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        Value: 10.1016/j.ridd.2010.08.014
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      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 6
        StartPage: 75
    Subjects:
      – SubjectFull: Control Groups
        Type: general
      – SubjectFull: Spelling
        Type: general
      – SubjectFull: Pronunciation
        Type: general
      – SubjectFull: Handwriting
        Type: general
      – SubjectFull: Written Language
        Type: general
      – SubjectFull: Attention Deficit Hyperactivity Disorder
        Type: general
      – SubjectFull: Writing (Composition)
        Type: general
      – SubjectFull: Error Analysis (Language)
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Questionnaires
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      – SubjectFull: Elementary School Students
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      – SubjectFull: Parent Attitudes
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      – SubjectFull: Chinese
        Type: general
      – SubjectFull: Correlation
        Type: general
      – SubjectFull: Taiwan
        Type: general
    Titles:
      – TitleFull: Coincidence of Homophone Spelling Errors and Attention Problems in Schoolchildren: A Survey Study
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            NameFull: Tsai, Li-Hui
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            NameFull: Meng, Ling-Fu
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            NameFull: Hung, Li-Yu
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            NameFull: Chen, Hsin-Yu
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            NameFull: Lu, Chiu-Ping
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