Assessing spelling strategies for the orthography of Dutch verbs
Bibliographic Data
| ID | 5266556 |
|---|---|
| Authors | Egbert M H Assink (corresponding author) |
| Year | 1985 |
| Volume | 76 |
| Issue | 3 |
| Pages | 353-363 |
| Publication date | 1985-08-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | British Journal of Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0007-1269 • E-ISSN: 2044-8295 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/j.2044-8295.1985.tb01958.x |
| OpenAlex | W2087496487 |
| Language | EN |
| Citations received | 6 |
Homophone orthography problems form the hard core of spelling difficulties in any language with an alphabetic writing system. For that reason they constitute most interesting material for experiments exploring individual differences in the use of spelling strategies. A total of 253 subjects participated in an experiment with a notoriously difficult homophone problem: the orthography of weak prefix verbs in Dutch. The characteristic difficulty of this category of verbs is that, contrary to the general rule, the present tense singular and past participle have an identical pronunciation (both sounding with final [t]), whereas in spelling the present tense takes -t and the past participle -d. Weak prefix verbs mutually differ in whether they are more frequent in the -t form (present) or in the -d form (past participle). In a Cloze-type task, subjects were asked to supply endings for these verbs, with relative frequency of the two forms being manipulated. The other factor manipulated was the extent to which the grammatical context was helpful in making it apparent which ending was required. Although the effect of both factors was established, it appeared that the impact of frequency is predominant. No interaction between factors was found. In the discussion the results are evaluated and possible links to research in the Anglo-Saxon language area are indicated
Cognition · Context (archaeology) · Homophone · Linguistics · Orthography · Participle · Past tense · Prefix · Present tense · Pronunciation · Psycholinguistics · Reading (process) · Spelling · Verb · EFL/ESL Teaching and Learning · Psychology · Second Language Acquisition and Learning · Writing and Handwriting Education
Literacy in Europe
Development of rule-based verb spelling in Dutch students
The role of grammar in spelling homophonous regular verbs
The Dutch verb-spelling paradox in social media
Homophone Dominance at the Whole-word and Sub-word Levels
The orthographic representation of a word's morphological structure
| Citations per year | 0.17 |
|---|---|
| Citation span | 1991 - 2024 (34) |
| Highly cited | No |