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Assessment of lexical and non-lexical spelling in students in Grades 1–7
Kohnen, Saskia Regina Colenbrander, Danielle Krajenbrink, Trudy Nickels, Lyndsey
Kohnen, Saskia Regina
Colenbrander, Danielle
Krajenbrink, Trudy
Nickels, Lyndsey
Abstract
The main aim of this study was to develop standardised tests that assess some of the most important spelling skills for children in primary school: sound-letter mappings(non-lexical spelling) and word spelling accuracy (lexical spelling). We present normative comparison data for children in Grades 1–7 as well as measures of validity and reliability for both tests. Another aim of this study was to assess the relative prevalence of spelling difficulties that only affect one skill selectively (only lexical or only non-lexical spelling)or both. We found that throughout Grades 1–7, children were as likely to have selective as they were to have mixed difficulties.This underscores the importance of measuring lexical and non-lexical skills separately. The tests presented in this paper provide teachers and clinicians with the necessary tools to do exactly that.
Keywords
standardised testing, spelling, sound-letter-mapping, primary school, lexical spelling, non-lexical spelling, assessment
Date
2015
Type
Journal article
Journal
Book
Volume
20
Issue
1
Page Range
15-38
Article Number
ACU Department
Faculty of Education and Arts
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Relation URI
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Open Access Status
License
All rights reserved
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Notes
© 2015 Learning Difficulties Australia