Errors of Inflection in the Writing of Normal and Poor Readers
Bibliographic Data
| ID | 10256190 |
|---|---|
| Authors | Karen M Smith-Lock (University of Connecticut), Karen Smith‐Lock (corresponding author) |
| Year | 1991 |
| Volume | 34 |
| Issue | 4 |
| Pages | 341-350 |
| Publication date | 1991-10-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Language and Speech (JOURNAL) |
| Journal identifiers | ISSN: 0023-8309 • E-ISSN: 1756-6053 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/002383099103400403 |
| PMID | 1843529 |
| OpenAlex | W2408802746 |
| Language | EN |
| References cited | 15 |
This study investigated the speech and writing of 18 normal and 11 poor readers in second grade in order to determine whether children make morphological errors in writing that they do not make in speech. Ten sentences with complex syntactic structures were elicited, both orally and in writing (e.g., “Who do you think eats fries?” “Point to the dog that licks babies”). Each sentence provided opportunities for the children to erroneously omit, add, or substitute an inflection. In the spoken task, virtually no inflectional errors were observed in either group. In contrast, in the written task, good readers omitted an average of 0.4 inflections out of a possible 20 whereas the poor readers omitted an average of 7.6 inflections each, a highly significant difference. This suggests that poor readers have adequate grammatical knowledge, but poor explicit awareness of morphological structure
Cognitive psychology · Inflection · Linguistics · Discourse Analysis in Language Studies · History · Philosophy · Psychology · Reading and Literacy Development · Writing and Handwriting Education
Categorizing sounds and learning to read—a causal connection
Short-term Memory for Word Sequences as a Function of Acoustic, Semantic and Formal Similarity
Inflectional Performance and Early Reading Achievement
Morphological Knowledge and Early Writing Ability
Toward a Psychology of Reading
Language by Ear and by Eye
Syntactic awareness and verbal performance from preschool to fifth grade
Acoustic Confusions in Immediate Memory
Phonemic segmentation and spelling
The nature of phonological processing and its causal role in the acquisition of reading skills
| Highly cited | No |
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