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Analyizing spelling errors

Spelling Analysis

Here is a chart that you can use to analyze a client's spelling error patterns. 

Although the article this approach is based on (cited below) addressed 2nd graders' spelling errors, you can collect data on a client of any age and make observations about spelling error patterns their relationship to language processing. 

DIRECTIONS:   Write the word the client intended (spelled correctly) in the far left column and write the word as the client mis-spelled it in the column that represents its error type.  Some words may contain more than one error type.  Calculate percentage of each error type.

SPELLING ANALYSIS:  ERROR TYPES  

Word intended

phonological

orthographic

orthographic image

morphological

transposition

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Totals

 

 

 

 

 

# correct/ # words  =  ___% of words spelled accurately                                          __  words written per min.

 

ERROR TYPES- DEFINITIONS

phonological

orthographic

orthographic image

morphological

transposition

A phoneme is not represented by a grapheme.  (e.g., sip for  slip)

The letter(s) used to represent the phoneme is incorrect or a spelling rule is not applied. (e.g., slep for  slip)

The grapheme choice is plausible but incorrect in the specific word or syllable context (e.g., boyl for boil)

A prefix or suffix is omitted, misspelled or, when the suffix is added, the required modification to the base word is not spelled accurately.

The correct representation of phonemes is selected but two adjacent phonemes occur in the wrong sequence  (e.g., silp for  slip)

 

 

INTERPRETATION

Percent Correct  spelling of specific patterns in the spelling of beginning 2nd Graders

  • Doubling Rule: 3%
  • Changing Rule: 12%
  • Irregular plural noun spellings: 37%
  • Past tense –ed spellings: 47%
  • r-controlled vowel spellings: 50%
  • Vowel team spellings: 60%
  • f,l,s,z Rule: 63%
  • Vowel-consonant –e spellings: 72%
  • s-blend initial spellings: 77%
  • -ck pattern spelling: 79%
  • Plural spelling with /s/ and /z/:  80%
  • Short vowel sounds spellings: 87%
  • Long vowel sounds spellings: 89%
  • Consonant digraph spellings: 91%

Of all the opportunities to make linguistic spelling errors phonological errors occurred 1.30%, orthographic errors occurred 8.52%, orthographic image errors occurred 8.23% and morphological errors occurred 56.2%, transposition errors occurred rarely.

 

 Based on: Arndt, E.J. and Foorman, B.R. (2010) Second Graders as Spellers: What Types of Errors Are They Making? Assessment for Effective Intervention. 36(1), 57-61.

 

 

 

 

 

 

 

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