Cognitive predictors of shallow-orthography spelling
Vibeke Rønneberg (Universitetet i Stavanger),
This study investigates spelling behavior in a sample of 121 Norwegian 6th
graders completing a standardized spelling-to-dictation task. Students spelled
on computers with accurate recordings of initial onset latency and keystroke
latencies (the time interval between pressing keys). Measures of keyboard
familiarity, typing speed, short term memory, RAN, word reading, and non-
verbal cognitive skills were also collected. The present research had two aims.
First, we wanted to investigate what student-level cognitive factors affect
spelling performance, both spelling accuracy and the spelling process.
Second we aimed to develop understanding of time course of orthographic
planning in Norwegian, a language with a relatively shallow orthography, and
specifically the extent to which orthographic planning is complete before
typing onset. Results suggest that the activation of the orthographic
representation of a word is not complete when the children start to spell.