A Multilinguistic Approach to Evaluating Student Spelling in Writing Samples Purpose Spelling is a critical component of literacy and language arts that can negatively influence other aspects of written composition. This clinical focus article describes a spelling error classification system that can be used to identify underlying linguistic deficits that contribute to students' spelling errors. The system is designed to ... Clinical Focus
Clinical Focus  |   July 05, 2018
A Multilinguistic Approach to Evaluating Student Spelling in Writing Samples
 
Author Affiliations & Notes
  • Nancy Quick
    Center for Literacy and Disability Studies, The University of North Carolina at Chapel Hill
  • Karen Erickson
    Center for Literacy and Disability Studies, The University of North Carolina at Chapel Hill
  • Disclosure: The authors have declared that no competing interests existed at the time of publication.
    Disclosure: The authors have declared that no competing interests existed at the time of publication. ×
  • Correspondence to Nancy Quick: nancy_quick@med.unc.edu
  • Editor-in-Chief: Shelley Gray
    Editor-in-Chief: Shelley Gray×
  • Editor: Patrick Proctor
    Editor: Patrick Proctor×
Article Information
Clinical Focus
Clinical Focus   |   July 05, 2018
A Multilinguistic Approach to Evaluating Student Spelling in Writing Samples
Language, Speech, and Hearing Services in Schools, July 2018, Vol. 49, 509-523. doi:10.1044/2018_LSHSS-17-0095
History: Received September 11, 2017 , Revised November 30, 2017 , Accepted January 25, 2018
 
Language, Speech, and Hearing Services in Schools, July 2018, Vol. 49, 509-523. doi:10.1044/2018_LSHSS-17-0095
History: Received September 11, 2017; Revised November 30, 2017; Accepted January 25, 2018

Purpose Spelling is a critical component of literacy and language arts that can negatively influence other aspects of written composition. This clinical focus article describes a spelling error classification system that can be used to identify underlying linguistic deficits that contribute to students' spelling errors. The system is designed to take advantage of the linguistic expertise of speech-language pathologists to efficiently assess student errors in written compositions that are generated as a component of everyday classroom instruction.

Method A review of the literature was conducted regarding spelling as a component of literacy and language arts, the development of spelling, and the linguistic contributions to spelling. Then, existing criterion-referenced measures of spelling simple and morphologically complex words were reviewed, and a new, manual technique for analyzing spelling in student written compositions was created.

Conclusions The language expertise of speech-language pathologists enables them to readily evaluate the phonological, orthographic, and morphological errors in student misspellings, in order to identify specific underlying linguistic deficits and plan targeted interventions. The error classification system provides speech-language pathologists with a tool that is both simple and time efficient and, thus, may help increase their confidence and ability in addressing the spelling needs of students.

Acknowledgments
This document was produced in part under U.S. Department of Education, Office of Special Education Programs Grant H327A110023, awarded to the University of North Carolina at Chapel Hill. The views expressed herein do not necessarily represent the positions or polices of the Department of Education. No official endorsement by the U.S. Department of Education of any product, commodity, service, or enterprise mentioned in this publication is intended or should be inferred.
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