Measuring spelling competence

Proofreading and editing, or production from dictation?

Tessa DAFFERN

Research output: Contribution to conference (non-published works)Abstract

Abstract

Low literacy skills cost 1 à 2% of the gross national product (Vernooy, 2012). In response to the economic circumstances in Europe, reducing costs of assessment and interventions need to be considered. This symposium aims to study predictors for spelling (dis)abilities and investigate if screeners and interventions can be developed as public good. In the first paper kindergarten predictors of at risk spelling are studied in children followed up from kindergarten till grade 1 (n = 142). In the second paper the efficacy of an intervention to improve children’s invented spelling in kindergarten was studied (n = 124). The third paper focuses on subskills of low-achieving and high achieving spellers in grade 3 till 6 (n = 512). Finally the writing and spelling of students with and without dyslexia (n = 200) were compared in higher education. The scientific relevance of this symposium lies in the fact that similar predictors were studied across ages including transparent and less transparent languages. These predictors can guide political and societal decision-makers to develop screeners for the early detection of children at risk. In addition the symposium demonstrates that an early intervention can enhance spelling skills, helping to fill the gap between children at-risk and peers without additional education needs. These studies have therefore several educational implications. Clinicians are encouraged to select early predictors and spelling tests with caution when assessing and predicting abilities and disabilities. In addition the results can guide early and targeted interventions for individuals at risk.
Original languageEnglish
Pages1-1
Number of pages1
Publication statusPublished - 2017
EventEuropean Conference for Research on Learning and Instruction - Tampere, Finland, Tampere, Finland
Duration: 27 Aug 20172 Sep 2017
https://www.earli.org/earli-2017

Conference

ConferenceEuropean Conference for Research on Learning and Instruction
Abbreviated titleEARLI
CountryFinland
CityTampere
Period27/08/172/09/17
Internet address

Fingerprint

kindergarten
school grade
gross national product
dyslexia
ability
costs
decision maker
education
disability
literacy
language
economics
student

Cite this

DAFFERN, T. (2017). Measuring spelling competence: Proofreading and editing, or production from dictation?. 1-1. Abstract from European Conference for Research on Learning and Instruction, Tampere, Finland.
DAFFERN, Tessa. / Measuring spelling competence : Proofreading and editing, or production from dictation?. Abstract from European Conference for Research on Learning and Instruction, Tampere, Finland.1 p.
@conference{8a8f12c183be495daf73d273c1cc1c36,
title = "Measuring spelling competence: Proofreading and editing, or production from dictation?",
abstract = "Low literacy skills cost 1 {\`a} 2{\%} of the gross national product (Vernooy, 2012). In response to the economic circumstances in Europe, reducing costs of assessment and interventions need to be considered. This symposium aims to study predictors for spelling (dis)abilities and investigate if screeners and interventions can be developed as public good. In the first paper kindergarten predictors of at risk spelling are studied in children followed up from kindergarten till grade 1 (n = 142). In the second paper the efficacy of an intervention to improve children’s invented spelling in kindergarten was studied (n = 124). The third paper focuses on subskills of low-achieving and high achieving spellers in grade 3 till 6 (n = 512). Finally the writing and spelling of students with and without dyslexia (n = 200) were compared in higher education. The scientific relevance of this symposium lies in the fact that similar predictors were studied across ages including transparent and less transparent languages. These predictors can guide political and societal decision-makers to develop screeners for the early detection of children at risk. In addition the symposium demonstrates that an early intervention can enhance spelling skills, helping to fill the gap between children at-risk and peers without additional education needs. These studies have therefore several educational implications. Clinicians are encouraged to select early predictors and spelling tests with caution when assessing and predicting abilities and disabilities. In addition the results can guide early and targeted interventions for individuals at risk.",
author = "Tessa DAFFERN",
year = "2017",
language = "English",
pages = "1--1",
note = "European Conference for Research on Learning and Instruction, EARLI ; Conference date: 27-08-2017 Through 02-09-2017",
url = "https://www.earli.org/earli-2017",

}

DAFFERN, T 2017, 'Measuring spelling competence: Proofreading and editing, or production from dictation?' European Conference for Research on Learning and Instruction, Tampere, Finland, 27/08/17 - 2/09/17, pp. 1-1.

Measuring spelling competence : Proofreading and editing, or production from dictation? / DAFFERN, Tessa.

2017. 1-1 Abstract from European Conference for Research on Learning and Instruction, Tampere, Finland.

Research output: Contribution to conference (non-published works)Abstract

TY - CONF

T1 - Measuring spelling competence

T2 - Proofreading and editing, or production from dictation?

AU - DAFFERN, Tessa

PY - 2017

Y1 - 2017

N2 - Low literacy skills cost 1 à 2% of the gross national product (Vernooy, 2012). In response to the economic circumstances in Europe, reducing costs of assessment and interventions need to be considered. This symposium aims to study predictors for spelling (dis)abilities and investigate if screeners and interventions can be developed as public good. In the first paper kindergarten predictors of at risk spelling are studied in children followed up from kindergarten till grade 1 (n = 142). In the second paper the efficacy of an intervention to improve children’s invented spelling in kindergarten was studied (n = 124). The third paper focuses on subskills of low-achieving and high achieving spellers in grade 3 till 6 (n = 512). Finally the writing and spelling of students with and without dyslexia (n = 200) were compared in higher education. The scientific relevance of this symposium lies in the fact that similar predictors were studied across ages including transparent and less transparent languages. These predictors can guide political and societal decision-makers to develop screeners for the early detection of children at risk. In addition the symposium demonstrates that an early intervention can enhance spelling skills, helping to fill the gap between children at-risk and peers without additional education needs. These studies have therefore several educational implications. Clinicians are encouraged to select early predictors and spelling tests with caution when assessing and predicting abilities and disabilities. In addition the results can guide early and targeted interventions for individuals at risk.

AB - Low literacy skills cost 1 à 2% of the gross national product (Vernooy, 2012). In response to the economic circumstances in Europe, reducing costs of assessment and interventions need to be considered. This symposium aims to study predictors for spelling (dis)abilities and investigate if screeners and interventions can be developed as public good. In the first paper kindergarten predictors of at risk spelling are studied in children followed up from kindergarten till grade 1 (n = 142). In the second paper the efficacy of an intervention to improve children’s invented spelling in kindergarten was studied (n = 124). The third paper focuses on subskills of low-achieving and high achieving spellers in grade 3 till 6 (n = 512). Finally the writing and spelling of students with and without dyslexia (n = 200) were compared in higher education. The scientific relevance of this symposium lies in the fact that similar predictors were studied across ages including transparent and less transparent languages. These predictors can guide political and societal decision-makers to develop screeners for the early detection of children at risk. In addition the symposium demonstrates that an early intervention can enhance spelling skills, helping to fill the gap between children at-risk and peers without additional education needs. These studies have therefore several educational implications. Clinicians are encouraged to select early predictors and spelling tests with caution when assessing and predicting abilities and disabilities. In addition the results can guide early and targeted interventions for individuals at risk.

M3 - Abstract

SP - 1

EP - 1

ER -

DAFFERN T. Measuring spelling competence: Proofreading and editing, or production from dictation?. 2017. Abstract from European Conference for Research on Learning and Instruction, Tampere, Finland.