Effect of Word Frequency and Word Length on Aphasic Spelling Errors

1964 ◽  
Vol 7 (2) ◽  
pp. 183-192 ◽  
Author(s):  
Amy L. Bricker ◽  
Hildred Schuell ◽  
James J. Jenkins
Keyword(s):  
Word Frequency ◽  
Word Length ◽  
Spelling Errors ◽  
Spelling Performance ◽  
Spelling Test ◽  
Wide Range ◽  
Wide Range Achievement

The Wide Range Achievement Spelling Test was administered to 64 aphasic subjects. Total errors on each of the 100 test words and errors made by subjects in each quartile were analyzed in relation to the logarithm of word frequency, and word length determined by number of letters. Both word length and word frequency were found to be significant variables in determining the spelling performance of aphasic subjects. Word frequency and word length were negatively correlated, and accounted almost completely for the errors on the test words in all segments of the population.

Vividness of Imagery and Spelling Errors

1974 ◽  
Vol 39 (2) ◽  
pp. 823-825 ◽  
Author(s):  
B. S. Walker
Keyword(s):  
Spelling Errors ◽  
Spelling Performance ◽  
Spelling Test ◽  
Word Spelling

After an analysis of the spelling errors in a 108-word spelling test, words were categorized as P words or V words. P words were those for which all errors could be attributed to mispronunciation or inapplicable phonic generalization, and for V words the errors had no such basis. It was predicted and confirmed that the superiority of 33 good visualizers over 30 poor visualizers in spelling performance would be more pronounced for V words than for P words.

scholarly journals Intervention program efficacy for spelling difficulties

CoDAS ◽  
2014 ◽  
Vol 26 (3) ◽  
pp. 183-192 ◽  
Author(s):  
Maria Nobre Sampaio ◽  
Simone Aparecida Capellini
Keyword(s):  
Elementary Education ◽  
Intervention Program ◽  
Fifth Grade ◽  
Spelling Errors ◽  
The Third ◽  
Spelling Performance ◽  
Program Efficacy ◽  
The City ◽  
Intervention Procedure

OBJECTIVE: To develop an intervention procedure for spelling difficulties and to verify the effectiveness of the intervention program in students with lower spelling performance. METHOD: We developed an intervention program for spelling difficulties, according to the semiology of the errors. The program consisted of three modules totaling 16 sessions. The study included 40 students of the third to fifth grade of public elementary education of the city of Marilia (SP), of both genders, in aged of eight to 12 years old, being distributed in the following groups: GI (20 students with lower spelling performance) and GII (20 students with higher spelling performance). In situation of pre and post-testing, all groups were submitted to the Pro-Orthography. RESULTS: The results statistically analyzed showed that, in general, all groups had average of right that has higher in post-testing, reducing the types of errors second semiologycal classification, mainly related to natural spelling errors. However, the results also showed that the groups submitted to the intervention program showed better performance on spelling tests in relation to not submitted. CONCLUSION: The intervention program developed was effective once the groups submitted showed better performance on spelling tests in relation to not submitted. Therefore, the intervention program can help professionals in the Health and Education to minimize the problems related to spelling, giving students an intervention that is effective for the development of the spelling knowledge.

Relationship between the Wide Range Achievement Test 3 and the Wechsler Individual Achievement Test

1998 ◽  
Vol 83 (3) ◽  
pp. 963-967 ◽  
Author(s):  
Teresa D. Smith ◽  
Billy L. Smith
Keyword(s):  
Learning Disabled ◽  
Achievement Test ◽  
Wide Range Achievement Test ◽  
Wide Range ◽  
Two Measures ◽  
Individual Achievement ◽  
And Mathematics ◽  
Mean Differences ◽  
Education Resource ◽  
Wide Range Achievement

The present study examined the relationship between the Wide Range Achievement Test 3 and the Wechsler Individual Achievement Test for a sample of children with learning disabilities in two rural school districts. Data were collected for 87 school children who had been classified as learning disabled and placed in special education resource services. Pearson product-moment correlations between scores on the two measures were significant and moderate to high; however, mean scores were not significantly different on Reading, Spelling, and Arithmetic subtests of the Wide Range Achievement Test 3 compared to those for the Basic Reading, Spelling, and Mathematics Reasoning subtests of the Wechsler Individual Achievement Test. Although there were significant mean differences between scores on Reading and Reading Comprehension and on Arithmetic and Numerical Operations, magnitudes were small. It appears that the two tests provide similar results when screening for reading spelling, and arithmetic.

scholarly journals Desempenho acadêmico de estudantes do segundo segmento do ensino fundamental examinado por uma adaptação do wide range achievement test (WRAT 3)

2012 ◽  
Vol 22 (2) ◽  
pp. 209
Author(s):  
Gilberto N. O. Brito
Keyword(s):  
Achievement Test ◽  
Wide Range Achievement Test ◽  
Wide Range ◽  
Para Determinar ◽  
Wide Range Achievement

OBJETIVOS: examinar o desempenho acadêmico de escolares brasileiros do 6º. ao 9º. ano através de uma adaptação das formas Azul e Marrom do Wide Range Achievement Test (WRAT3-TDA3). MÉTODO: o desempenho de 722 escolares (281 meninos e 441 meninas com idade média de 13,5 anos, DP= 1,4) foi avaliado. Os dados foram analisados através de uma análise multivariada de variância para determinar a relação entre o desempenho no Ditado, Aritmética e Leitura e características demográficas das crianças, história de repetência, dominância manual, e disfunção auditiva e visual. RESULTADOS: a forma do teste (Azul e Marrom) teve um efeito significativo e, por isso, os dados foram examinados separadamente para cada forma do TDA3. Demonstrou-se que o sexo, idade, etnia, ocupação materna e paterna, história de repetência e disfunção auditiva e visual estavam significativamente associados ao desempenho nos subtestes Ditado, Aritmética e Leitura de ambas as formas. Além disso, a idade e dominância manual apresentaram efeitos significativos no desempenho dos subtestes da forma Azul e escolares com disfunção auditiva ou visual mostraram um desempenho pior nos subtestes da forma Marrom em comparação com os escolares sem qualquer disfunção. CONCLUSÃO: é possível que o perfil do desempenho acadêmico dos escolares documentado no presente estudo esteja relacionado com aspectos fundamentais da linguagem e pesquisa nesta direção está atualmente em andamento.

scholarly journals Greek word recognition by Greek readers and the DRC model

2020 ◽  
Author(s):  
Efthymia C Kapnoula ◽  
Athanassios Protopapas ◽  
Steven J. Saunders ◽  
Max Coltheart
Keyword(s):  
Word Recognition ◽  
Visual Word Recognition ◽  
Word Length ◽  
Native Speakers ◽  
Visual Word ◽  
Bigram Frequency ◽  
Nonword Naming ◽  
Wide Range ◽  
Psycholinguistic Variables ◽  
Dual Route

We evaluated the dual route cascaded (DRC) model of visual word recognition using Greek behavioural data on word and nonword naming and lexical decision, focusing on the effects of syllable and bigram frequency. DRC was modified to process polysyllabic Greek words and nonwords. The Greek DRC and native speakers of Greek were presented with the same sets of word and nonword stimuli, spanning a wide range on several psycholinguistic variables, and the sensitivity of the model to lexical and sublexical variables was compared to the effects of these factors on the behavioural data. DRC pronounced correctly all the stimuli and successfully simulated the effects of frequency in words, and of length and bigram frequency in nonwords. However, unlike native speakers of Greek, DRC failed to demonstrate sensitivity to word length and syllabic frequency. We discuss the significance of these findings in constraining models of visual word recognition.

Picture-naming agreement in monolingulas and biliguals

1994 ◽  
Vol 15 (2) ◽  
pp. 177-193 ◽  
Author(s):  
Judith P. Goggin ◽  
Patricia Estrada ◽  
Ronald P. Villarreal
Keyword(s):  
Word Frequency ◽  
Picture Naming ◽  
Word Length ◽  
Age Of Acquisition ◽  
Language Skill ◽  
Frequency Word ◽  
Line Drawings ◽  
Name Agreement ◽  
The Relationship

ABSTRACTName agreement in Spanish and English in response to 264 pictures was assessed in monolinguals and in bilinguals, who varied in rated skill in the two languages. Most of the pictures were adapted from a standardized set of line drawings of common objects (Snodgrass & Vanderwart, 1980). Name agreement decreased as language skill decreased, and agreement was lower when labels were given in Spanish rather than in English. The relationship between name agreement and word frequency, word length, and (in the case of English) age of acquisition was assessed; both word frequency and word length were found to be related to agreement. Modal responses given by monolingual subjects were nearly identical in the two languages, and the types of non-modal responses were affected by both naming language and language skill.

scholarly journals ZIPF'S LAW AND RANDOM TEXTS

2002 ◽  
Vol 05 (01) ◽  
pp. 1-6 ◽  
Author(s):  
RAMON FERRER i CANCHO ◽  
RICARD V. SOLÉ
Keyword(s):  
Word Frequency ◽  
Power Law ◽  
Word Length ◽  
A Priori ◽  
Zipf’S Law ◽  
Strict Sense ◽  
A Priori Information ◽  
Zipf's Law ◽  
Priori Information ◽  
Random Text

Random-text models have been proposed as an explanation for the power law relationship between word frequency and rank, the so-called Zipf's law. They are generally regarded as null hypotheses rather than models in the strict sense. In this context, recent theories of language emergence and evolution assume this law as a priori information with no need of explanation. Here, random texts and real texts are compared through (a) the so-called lexical spectrum and (b) the distribution of words having the same length. It is shown that real texts fill the lexical spectrum much more efficiently and regardless of the word length, suggesting that the meaningfulness of Zipf's law is high.

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