Alcock, Katie J. and Ngorosho, Damaris (2003) Learning to spell a regularly spelled language is not a trivial task - patterns of errors in Kiswahili. Reading and Writing, 16 (7). pp. 635-666. ISSN 0922-4777Full text not available from this repository.
Various theories of spelling development are discussed, includingtheir relevance to regularly spelled languages. For those languagesstudied so far, models including the incorporation of a wide variety oflinguistic knowledge seem most fruitful. Data from studies of reading,however, suggest that when the language is regularly spelled children donot make many errors after the initial stages. Data are presented fromspelling errors in children learning to spell Kiswahili, a regularlyspelled, non-European language. Patterns of errors and even specificphonemes and graphemes that are problematic are shown to resembleclosely the patterns found in English and other European languages. Itis concluded that, as in other languages, children are integrating manydifferent types of linguistic knowledge in their attempt to spell wordscorrectly; dialect, orthography, and grammatical knowledge are allimportant. Unlike reading such a language, spelling a regularly spelledlanguage is a cognitively challenging task.
|Journal or Publication Title:||Reading and Writing|
|Additional Information:||TY - JOUR RP - NOT IN FILE|
|Uncontrolled Keywords:||African languages - Kiswahili - Regular orthography - Spelling|
|Subjects:||B Philosophy. Psychology. Religion > BF Psychology|
|Departments:||Faculty of Science and Technology > Psychology|
|Deposited By:||Dr Katherine Alcock|
|Deposited On:||19 May 2009 11:44|
|Last Modified:||23 Jan 2017 01:56|
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