Workpackage 4. Foundations of Spelling Development in European Languages

Co-ordinator: M.Caravolas

Participants: Bangor University (contributions from University of York, University of Granada, Charles University, Comenius University, BlaisePascal University , University Poitiers)

Visiting Scientist (VS): B.Kessler

Background and Rationale. There is a need for research in written production, and notably in the development of spelling skills in European languages. How written production skills develop is not well understood, although they tend to be seriously impaired in children with literacy difficulties (1,2). Moreover children’s spellings provide an insight into the quality of their spoken language representations, and their grasp of the phonological, morphological and morphosyntactic structure of words and sentences(3).

Workpackage 4 – contains 3 studies

This workpackage will exploit the longitudinal spelling data obtained in Workpackage 1 in three studies.

Study 1. Analysis of children’s single word spelling productions Spanish, Czech, English, French, Slovak.

Study 2. A retrospective investigation of the spelling profiles of poor spellers in each of five languages.

Study 3. Development of automated techniques of spelling analysis (AMPR (4) ).

In collaboration with B. Kessler (ELDEL’s Visiting Scientist) .

 

 

 

References

(1). Caravolas, M. (2005). The nature and causes of dyslexia in different languages. The Science of Reading: A handbook. M. Snowling and C. Hulme. Oxford, Blackwells Publishers.

 

 

(2). Caravolas, M., M. Bruck, et al. (2003). Similarities and differences between English- and French-speaking poor spellers. Dyslexia in different languages: Cross-linguistic comparisons. N. Goulandris. London, Whurr: 157-180.

 

 

(3). Fayol, M., M. Hupet, et al. (1999). "The acquisition of subject-verb agreement in written French: From novices to experts' errors." Reading and Writing 11: 153-174

 

 

 

(4). Treiman, R. and B. Kessler (2004). "The case of case: Children's knowledge and use of upper- and lowercase letters." Applied Psycholinguistics 25: 413-428.