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      Spelling Error Detection : A Valid and Economical Task for Assessing Spelling Skills in Elementary-School Children

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          Abstract

          Abstract. The ability to spell words correctly is a key competence for educational and professional achievement. Economical procedures are essential to identifying children with spelling problems as early as possible. Given the strong evidence showing that reading and spelling are based on the same orthographic knowledge, error-detection tasks (EDTs) could be considered such an economical procedure. Although EDTs are widely used in English-speaking countries, the few studies in German-speaking countries investigated only pupils in secondary school. The present study investigated N = 1,513 children in elementary school. We predicted spelling competencies (measured by dictation or gap-fill dictation) based on an EDT via linear regression. Error-detection abilities significantly predicted spelling competencies ( between .509 and .679), indicating a strong connection. Predictive values in identifying children with poor spelling abilities with an EDT proved to be sufficient. Error detection for the assessment of spelling skills is therefore a valid instrument for transparent languages as well.

          Fehleridentifikation: Ein valides und ökonomisches Verfahren zur Erfassung von Rechtschreibkompetenzen in der Grundschule

          Zusammenfassung. Rechtschreibung zählt zu den Schlüsselkompetenzen für schulischen und beruflichen Erfolg. Um Kinder mit Rechtschreibproblemen adäquat zu unterstützen, ist eine frühe, möglichst niederschwellige Diagnostik essenziell. Aufgaben, in denen Rechtschreibfehler in präsentierten Texten zu identifizieren sind, könnten derartige ökonomische Verfahren darstellen. Obgleich Fehleridentifikationstests im angloamerikanischen Sprachraum weit verbreitet sind, haben sich die wenigen Studien im deutschsprachigen Raum bisher ausschließlich mit Kindern der Sekundarstufe beschäftigt. Die vorliegende Arbeit untersuchte in vier unabhängigen Studien N = 1.513 Grundschulkinder. Mittels linearer Regressionen wurden Rechtschreibkompetenzen (erhoben durch Fließ- und Lückendiktate) durch Leistungen in Fehleridentifikationstests vorhergesagt. Leistungen im Fehleridentifikationstest sagten Rechtschreibkompetenzen in allen Studien signifikant voraus ( R² zwischen .509 und .679), was eine starke Assoziation der beiden Maße belegt. Prädiktive Werte zur Identifikation von Kindern mit schwachen Rechtschreibleistungen durch den Fehleridentifikationstest waren gut. Fehleridentifikation als Maß für Rechtschreibkompetenzen ist damit ein valides Instrument nicht nur für den angloamerikanischen Sprachraum, sondern auch für transparente Sprachen.

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          Thanks Coefficient Alpha, We’ll Take It From Here.

          Empirical studies in psychology commonly report Cronbach's alpha as a measure of internal consistency reliability despite the fact that many methodological studies have shown that Cronbach's alpha is riddled with problems stemming from unrealistic assumptions. In many circumstances, violating these assumptions yields estimates of reliability that are too small, making measures look less reliable than they actually are. Although methodological critiques of Cronbach's alpha are being cited with increasing frequency in empirical studies, in this tutorial we discuss how the trend is not necessarily improving methodology used in the literature. That is, many studies continue to use Cronbach's alpha without regard for its assumptions or merely cite methodological articles advising against its use to rationalize unfavorable Cronbach's alpha estimates. This tutorial first provides evidence that recommendations against Cronbach's alpha have not appreciably changed how empirical studies report reliability. Then, we summarize the drawbacks of Cronbach's alpha conceptually without relying on mathematical or simulation-based arguments so that these arguments are accessible to a broad audience. We continue by discussing several alternative measures that make less rigid assumptions which provide justifiably higher estimates of reliability compared to Cronbach's alpha. We conclude with empirical examples to illustrate advantages of alternative measures of reliability including omega total, Revelle's omega total, the greatest lower bound, and Coefficient H. A detailed software appendix is also provided to help researchers implement alternative methods. (PsycINFO Database Record
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            DRC: A dual route cascaded model of visual word recognition and reading aloud.

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              Applied Missing Data Analysis

              Walking readers step by step through complex concepts, this book translates missing data techniques into something that applied researchers and graduate students can understand and utilize in their own research. Enders explains the rationale and procedural details for maximum likelihood estimation, Bayesian estimation, multiple imputation, and models for handling missing not at random (MNAR) data. Easy-to-follow examples and small simulated data sets illustrate the techniques and clarify the underlying principles. The companion website (www.appliedmissingdata.com) includes data files and syntax for the examples in the book as well as up-to-date information on software. The book is accessible to substantive researchers while providing a level of detail that will satisfy quantitative specialists.
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                Author and article information

                Contributors
                Journal
                zep
                Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie
                Hogrefe Verlag, Göttingen
                0049-8637
                2190-6262
                January 2020
                : 52
                : 1-2
                : 25-40
                Affiliations
                [ 1 ] Department of Psychology IV, Educational Psychology, Julius-Maximilians-Universität of Würzburg, Germany
                [ 2 ] Department of Child and Adolescent Psychiatry, Psychosomatics, and Psychotherapy, University of Munich, Germany
                Author notes
                Darius Endlich, Julius-Maximilians-Universität of Würzburg, Department of Psychology IV, Röntgenring 10, 97070 Würzburg, Germany, darius.endlich@ 123456uni-wuerzburg.de
                Author information
                https://orcid.org/0000-0002-5647-7671
                Article
                zep_52_1-2_25
                10.1026/0049-8637/a000227
                9fc0aa4b-f76c-4d2a-980c-ab04a93cf379
                Distributed as a Hogrefe OpenMind article under the license CC BY-NC-ND 4.0 (https://creativecommons.org/licenses/by-nc-nd/4.0)

                Distributed as a Hogrefe OpenMind article under the license CC BY-NC-ND 4.0 ( https://creativecommons.org/licenses/by-nc-nd/4.0)

                History
                Funding
                Funding: This research was funded by the German Federal Ministry of Research (Bundesministerium für Bildung und Forschung, BMBF) in the project LONDI (Development of an Online Platform for Diagnosis and Remediation of Children with Learning Disabilities). Open access publication enabled by Julius-Maximilians-Universität of Würzburg.
                Categories
                Original Article

                Psychology,Family & Child studies,Development studies,Clinical Psychology & Psychiatry
                spelling,dictation,error detection,developmental dyslexia,diagnosis,Rechtschreibung,Diktat,Fehleridentifikation,Lese-Rechtschreibstörung,Diagnose

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