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An evaluation of spelling pronunciations as a means of improving spelling of orthographic markers

  • Verena Thaler
  • Karin Landerl
  • Pieter Reitsma
Article

Abstract

In 4 studies we tested the efficacy of artificial, letter based pronunciations to support poor spellers in building up stable orthographic representations. In all 4 studies children’s spelling skills improved during training. However, the experimental group who was trained to articulate a spelling pronunciation before spelling the word did not show a larger benefit than a well matched control group receiving the same type of training, but without spelling pronunciations. Thus, in a series of well-controlled studies using different sets of training words and slightly different training methods spelling pronunciations turned out not to be of specific help to acquire word spellings. On the contrary, knowledge of spelling pronunciations seems to be a by-product of acquiring the correct spelling.

Key words

Dyslexia Orthographic marker Remediation Spelling Spelling pronunciations 

Résumé

À travers quatre études, nous avons testé l’efficacité des prononciations artificielles, basées sur les lettres, pour aider des enfants éprouvant des problèmes d’orthographe à établir des représentations orthographiques stables. Dans chacune de ces 4 études, les capacités orthographiques des enfants se sont améliorées durant la période d’entraînement. Néanmoins, le groupe expérimental, entraîné à produire une prononciation orthographique avant de prononcer les mots, n’en a pas tiré d’avantage de profit qu’un groupe de contrôle équivalent ayant reçu le même type d’entraînement, mais sans prononciations orthographiques. Ainsi, dans cette série d’études bien contrôlées, utilisant différents groupes de mots et des méthodes d’entraînement subtilement différentes, la prononciation orthographique s’avère ne pas être d’une aide particulière pour l’acquisition de l’orthographe. Au contraire, la connaissance des prononciations orthographiques paraît être un effet secondaire de l’apprentissage de l’orthographe.

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Copyright information

© I.S.P.A 2008

Authors and Affiliations

  • Verena Thaler
    • 1
  • Karin Landerl
    • 2
  • Pieter Reitsma
    • 3
  1. 1.Department of Experimental and Neurocognitive PsychologyFree University BerlinBerlinGermany
  2. 2.Department of PsychologyUniversity of TuebingenTuebingenGermany
  3. 3.Vrije Universiteit-PI ResearchDuivendrechtThe Netherlands

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