{"title":"Spelling Errors in Expository Texts Written in Hebrew at the Elementary School Level","authors":"Sara Zadunaisky Ehrlich, A. Stavans, B. Seroussi","doi":"10.1086/718074","DOIUrl":null,"url":null,"abstract":"Spelling is a significant parameter in establishing text quality. This study aims to describe the developmental path of spelling errors in expository texts, argumentative and descriptive—written by Hebrew speaking children from second through fifth grades. Bearing in mind different genre requirements, we aimed to determine whether genre type elicits differences in terms of spelling errors. To this end, spelling errors were identified and classified in both genres. Results showed that with few exceptions, the proportion of clauses with spelling errors decreases with grade in both genres. Regarding genre differences, children made more spelling errors in argumentative texts compared with descriptive texts. Nevertheless, some internal spelling consistency was found, as revealed in the total types of spelling errors that were strongly correlated in both texts. An educational implication is that the ability to spell should be considered differentially and as part of the processing cost involved in text production.","PeriodicalId":48010,"journal":{"name":"Elementary School Journal","volume":"122 1","pages":"361 - 377"},"PeriodicalIF":1.2000,"publicationDate":"2022-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Elementary School Journal","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1086/718074","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
Spelling is a significant parameter in establishing text quality. This study aims to describe the developmental path of spelling errors in expository texts, argumentative and descriptive—written by Hebrew speaking children from second through fifth grades. Bearing in mind different genre requirements, we aimed to determine whether genre type elicits differences in terms of spelling errors. To this end, spelling errors were identified and classified in both genres. Results showed that with few exceptions, the proportion of clauses with spelling errors decreases with grade in both genres. Regarding genre differences, children made more spelling errors in argumentative texts compared with descriptive texts. Nevertheless, some internal spelling consistency was found, as revealed in the total types of spelling errors that were strongly correlated in both texts. An educational implication is that the ability to spell should be considered differentially and as part of the processing cost involved in text production.
期刊介绍：
The Elementary School Journal has served researchers, teacher educators, and practitioners in the elementary and middle school education for over one hundred years. ESJ publishes peer-reviewed articles dealing with both education theory and research and their implications for teaching practice. In addition, ESJ presents articles that relate the latest research in child development, cognitive psychology, and sociology to school learning and teaching. ESJ prefers to publish original studies that contain data about school and classroom processes in elementary or middle schools while occasionally publishing integrative research reviews and in-depth conceptual analyses of schooling.
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