Hostname: page-component-cd9895bd7-gvvz8 Total loading time: 0 Render date: 2024-12-22T23:50:20.609Z Has data issue: false hasContentIssue false
  • English
  • Français

The spelling's the thing: Knowledge of derivational morphology in orthography and phonology among older students

Published online by Cambridge University Press:  28 November 2008

Shane Templeton  and
Linda Scarborough-Franks
Shane Templeton*
Affiliation:
University of Nevada-Reno
Linda Scarborough-Franks
Affiliation:
DeKalb County Schools, Georgia
*
Shane Templeton, Department of Curriculum and Instruction, University of Nevada-Reno, Reno, Nevada 89557.
Get access Rights & Permissions [Opens in a new window]

Abstract

This study examines the ability of good and poor spellers at grades six and ten to generate orthographic and phonetic derivatives for three predominant vowel alternation patterns characteristic of internal derivational morphology. Results support the hypothesis that a productive knowledge of these patterns in orthography precedes a productive knowledge of these patterns in phonology. Further, orthographic (visual) information was found to be superior to phonetic (aural) information in accessing the appropriate derivational morphological rules. An order is identified for the acquisition of a productive knowledge of the three vowel alternation patterns in both orthography and phonology. Based on these results and analyses, instructional implications for both spelling and vocabulary are offered.

Type
Articles
Information
Applied Psycholinguistics , Volume 6 , Issue 4 , December 1985 , pp. 371 - 389
Copyright
Copyright © Cambridge University Press 1985

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

REFERENCES

Baron, J. What we might know about orthographic rules. In Domic, S. & Rabbit, P. M. A. (Eds.), Attention and performance, vi. Hillsdale, N.J.: Lawrence Erlbaum Associates, 1977.Google Scholar
Berko, J.The child's learning of English morphology. Word, 1958, 14, 150–177.CrossRefGoogle Scholar
Carroll, J., Davies, P., & Richman, B.The American Heritage word frequency book. New York: Houghton Mifflin, 1971.Google Scholar
Chomsky, C.Reading, writing, and phonology. Harvard Educational Review, 40, 1970, 287–309.CrossRefGoogle Scholar
Chomsky, N., & Halle, M.The sound pattern of English. New York: Harper & Row, 1968.Google Scholar
Dale, E., O'Rourke, J., & Bamman, H.Techniques of teaching vocabulary. Palo Alto, Calif.: Field Educational Enterprises, 1971.Google Scholar
Derwing, B., & Baker, W. Recent research in the acquisition of English morphology. In Fletcher, P. & Garman, M. (Eds.), Language acquisition: Studies in first language development. Cambridge: Cambridge University Press, 1979.Google Scholar
Ehri, L. The development of orthographic images. In Frith, U. (Ed.), Cognitive processes in spelling. London: Academic Press, 1980.Google Scholar
Ehri, L. C., & Wilce, L. S.The influence of orthography on readers' conceptualization of the phonemic structure of words. Applied Psycholinguistics, 1980, 1, 371–385.CrossRefGoogle Scholar
Ehri, L. C., & Wilce, L. S. The influence of orthography on speech. In Yaden, D. & Templeton, S. (Eds.), Metalinguistic awareness and beginning literacy: Conceptualizing what it means to learn to read and write. Portsmouth, N.H.: Heinemann Educational Books, 1985.Google Scholar
Freyd, P., & Baron, J.Individual differences in acquisition of derivational morphology. Journal of Verbal Learning and Verbal Behavior, 1982, 21, 282–295.CrossRefGoogle Scholar
Frith, U. (Ed.), Cognitive processes in spelling. London: Academic Press, 1979.Google Scholar
Gibson, E. J. How perception really develops: A view from outside the network. In LaBerge, D. & Samuels, S. J. (Eds.), Basic processes in reading: Perception and comprehension. Hillsdale, N.J.: Lawrence Erlbaum Associates, 1977.Google Scholar
Gibson, E. J., & Levin, H.The psychology of reading. Cambridge: MIT Press, 1975.Google Scholar
Henderson, E. H.Learning to read and spell: The child's knowledge of words. DeKalb, III.: Northern Illinois University Press, 1981.Google Scholar
Henderson, E. H., & Beers, J. (Eds.). Developmental and cognitive aspects of learning to spell: A reflection of word knowledge. Newark, Del.: International Reading Association, 1980.Google Scholar
Jaeger, J. J. Vowel shift rule vs. spelling rules: Which is psychologically real? Paper presented at the Annual Meeting of the Linguistic Society of America, Los Angeles, 1979.Google Scholar
Jarvella, R. J., & Snodgrass, J. G.Seeing ring in rang and retain in retention: On recognizing stem morphemes in printed words. Journal of Verbal Learning and Verbal Behavior, 1974, 13, 590–598.CrossRefGoogle Scholar
Kavanagh, J. F., & Venezky, R. L. (Eds.). Orthography, reading, and dyslexia. Baltimore: University Park Press, 1980.Google Scholar
Liberman, I. Y., Liberman, A. M., Mattingly, I. G., & Shankweiler, D. Orthography and the beginning reader. In Kavanagh, J. F. & Venezky, R. L. (Eds.), Orthography, reading and dyslexia. Baltimore: University Park Press, 1980.Google Scholar
MacGinitie, W. H.Gates-MacGinitie reading tests (2nd ed.). Boston: Houghton Mifflin, 1978.Google Scholar
MacKay, D. G.Derivational rules and the internal lexicon. Journal of Verbal Learning and Verbal Behavior, 1978, 17, 61–71.CrossRefGoogle Scholar
Moskowitz, B. On the status of vowel shift in English. In Moore, T. (Ed.), Cognitive development and the acquisition of language. New York: Academic Press, 1973.Google Scholar
Randall, J. H.-ity: A study in word formation restrictions. Journal of Psycholinguistic Research, 1980, 9, 523–534.CrossRefGoogle Scholar
Read, C.Preschool children's knowledge of English phonology. Harvard Educational Review, 1971, 41, 1–34.CrossRefGoogle Scholar
Read, C.Children's categorization of speech sounds in English. Research Report No. 17. Urbana, Ill.: National Council of Teachers of English, 1975.Google Scholar
Read, C., & Hodges, R. Spelling. In Mitzel, H. (Ed.), Encyclopedia of educational research. New York: Macmillan, 1982.Google Scholar
Steinberg, D.Phonology, reading, and Chomsky and Halle's optimal orthography. Journal of Psycholinguistic Research, 1973, 2, 239–258.CrossRefGoogle ScholarPubMed
Templeton, S.Spelling first, sound later: The relationship between orthography and higher order phonological knowledge in older students. Research in the Teaching of English, 1979, 13, 255–264.Google Scholar
Templeton, S.The spelling/meaning connection and the development of word knowledge in older students. Journal of Reading, 1983, 27, 8–14.Google Scholar
Templeton, S. Awareness of structural and semantic features of English orthography among 12-, 13- and 14-year-old American students. Paper presented at the First International Congress of Applied Psycholinguistics, Barcelona, Spain, 1985.Google Scholar
Templeton, S. Metalinguistic awareness, a synthesis and beyond. In Yaden, D. & Templeton, S. (Eds.), Metalinguistic awareness and beginning literacy: Conceptualizing what it means to learn to read and write. Portsmouth, N.H.: Heinemann Educational Books, 1985.Google Scholar
Zutell, J.Spelling strategies of primary school children and their relationships to the Piagetian concept of decentration. Research in the Teaching of English, 1979, 13, 69–80.Google Scholar