English spelling performance of Dutch grammar school students
The present study investigates English spelling performance of Dutch grammar school students to establish whether Dutch grammar school students are able to spell words differing in complexity, as well as whether they are sensitive to the information available in the spellings (phonological, orthographical, and lexical frequency). Twenty-one Dutch foreign language learners of English were presented with an English dictation task (from Kemp, Parrila, & Kirby, 2009). They had to spell base (uninflected) and derived (inflected) words and pseudowords which were matched on the basis of their phonological or orthographical patterns. Students also had to complete a Dutch dictation task, and a word and pseudoword reading task. Findings show that the students obtained higher scores on spelling words versus pseudowords, base versus derived targets, and on phonological versus orthographical targets. There was no correlation between Dutch and English spelling proficiency. These data are interpreted within a usage-based model of language acquisition.
Keywords: morphology, orthography, phonology, English as second language, spelling, word spelling, pseudoword spelling
Published online: 07 October 2013
Cited by 1 other publications
This list is based on CrossRef data as of 29 september 2021. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.