The role of spelling recognition was examined in word reading skills and reading comprehension for dyslexic and nondyslexic children. Dyslexic and nondyslexic children were matched on their raw word reading proficiency. Relationships between spelling recognition and the following were examined for both groups of children: verbal ability, working memory, phonological measures, rapid naming, word...

In this paper we describe a connectionist model of the development of alphabetic spelling, and show that its performance resembles that of dyslexic spellers if its computational resources are restricted during learning. We then describe the results of an experiment which tests the predictions of the model on normal and dyslexic spellers. Our results suggest that dyslexic children show a similar...

Although English lacks one-to-one relationships between sounds and spellings, considering the context in which a phoneme occurs can often aid in selecting a spelling. For example, /ɑ/ is typically spelled as a when it follows /w/, as in wand, but as o when it follows other consonants, as in pond. In two experiments, we asked whether children’s spellings of vowels in nonwords were affected by th...

This study was designed to develop and test an auditory event-related potential (ERP) based spelling system for a brain-computer interface (BCI) and to compare user's performance between the auditory and visual modality. The spelling system, where letters in a matrix were coded with acoustically presented numbers, was tested on a group of healthy volunteers. The results were compared with a vis...

as a test case to examine the roles of phonology and morphology in the spelling process. We introduced university students to novel meanings of spoken forms, for example, presenting /fid/ as a rare word 10 for a type of furniture. We asked whether participants avoided spelling the new word as ‹feed›, instead using alternatives such as ‹fead›. Although participants produced some alternative spel...

Given the importance of syllables in the development of reading, spelling, and phonological awareness, information is needed about how children syllabify spoken words. To what extent is syllabification affected by knowledge of spelling, to what extent by phonology, and which phonological factors are influential? In Experiment 1, six- and seven-year-old children did not show effects of spelling ...

The general aim of this study is to contribute to a better understanding of the cognitive processes that underpin skilled adult spelling. More specifically, it investigates the influence of lexical neighbors on pseudo-word spelling with the goal of providing a more detailed account of the interaction between lexical and sublexical sources of knowledge in spelling. In prior research examining th...

This paper is a cross-linguistic examination of teachers’ perception of morphologically-mediated spelling patterns, compared with children’s actual spelling performance on these same patterns. The study was conducted on two languages differing greatly in their typologies: Hebrew and Dutch. The research design of this study consisted of two spelling tests, one for Hebrew and one for Dutch. Each ...

This paper focuses on selection techniques for best correction of misspelt words at the lexical level. Spelling errors are introduced by either cognitive or typographical mistakes. A robust spelling correction algorithm is needed to cover both cognitive and typographical errors. For the most effective spelling correction system, various strategies are considered in this paper: ranking heuristic...

In many language learning scenarios, it is important to anticipate spelling errors. We model the spelling difficulty of words with new features that capture phonetic phenomena and are based on psycholinguistic findings. To train our model, we extract more than 140,000 spelling errors from three learner corpora covering English, German and Italian essays. The evaluation shows that our model pred...