Amani Talwar, Nicole Gilbert Cote, Katherine S Binder
{"title":"Investigating Predictors of Spelling Ability for Adults with Low Literacy Skills.","authors":"Amani Talwar, Nicole Gilbert Cote, Katherine S Binder","doi":"","DOIUrl":null,"url":null,"abstract":"<p><p>This study examined whether the spelling abilities of adults with low literacy skills could be predicted by their phonological, orthographic, and morphological awareness. Sixty Adult Basic Education (ABE) students completed several literacy tasks. It was predicted that scores on phonological and orthographic tasks would explain variance in spelling scores, whereas scores on morphological tasks may not. Scores on all phonological tasks and on one orthographic task emerged as significant predictors of spelling scores. Additionally, error analyses revealed a limited influence of morphological knowledge in spelling attempts. Implications for ABE instruction are discussed.</p>","PeriodicalId":73933,"journal":{"name":"Journal of research and practice for adult literacy, secondary, and basic education","volume":"3 2","pages":"35-50"},"PeriodicalIF":0.0000,"publicationDate":"2014-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4214065/pdf/nihms625667.pdf","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of research and practice for adult literacy, secondary, and basic education","FirstCategoryId":"1085","ListUrlMain":"","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
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Abstract
This study examined whether the spelling abilities of adults with low literacy skills could be predicted by their phonological, orthographic, and morphological awareness. Sixty Adult Basic Education (ABE) students completed several literacy tasks. It was predicted that scores on phonological and orthographic tasks would explain variance in spelling scores, whereas scores on morphological tasks may not. Scores on all phonological tasks and on one orthographic task emerged as significant predictors of spelling scores. Additionally, error analyses revealed a limited influence of morphological knowledge in spelling attempts. Implications for ABE instruction are discussed.
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