orthography

orthography

regards spelling. when a child learns to write, this is one of the core language levels we use for analysis

substitution

orthographic error where one letter is swapped for another letter

omission

orthographic error where unstressed sounds get missed out

insertion

orthographic error where a spurious letter is added

transposition

orthographic error where the letter is the wrong way round

dyslexic children will often get the letters < b >, < p > and < d > mixed up

grapheme cluster substitution

orthographic error where a combination of letters are swapped for a different set of letters

Read

states that children’s spellings are creative because they notice distinctions that adults are no longer aware of e.g. a child may spell ‘cruise’ as ‘crews’ as adults may have over-exposure to the words that we no longer think of the irregular spelling it has

Ferreiro

believes that children think that words must have several letters e.g. QWE could be a word but QW couldn’t

he also states that children believe that words should have different letters

as a result, you may often see double letters in words missed out

Biancardi

believes that children think that the bigger the object, the bigger the word should be e.g. they may include more letters in ‘whale’ than ‘ladybird’

statistical learning

psychologists believe it’s key for children learning to read

it essentially states that kids find patterns in spelling from exposure to forms of writing

in this sense, you can link reading development to writing development

Seidenberg

believes that pattern finding is all part of finding connections between words e.g. a child may notice that lots of words end in ‘-ed’ when we’re talking about things in the past

Treiman

says that the child’s own name can have an influence on their orthography

he states that quite often, the child will use a capital when there is no need because it is drilled into them that their name needs a capital

Reyner

believes that children should be taught to write from sounding out the word and writing down what they hear

issues with phonics

this method doesn’t work well for words that don’t have PGC or homonyms

Curtis

believes that children should be taught to write as whole words as this is more fluent and adult-like

he says this aids comprehension over pronunciation

issues with whole word

if the child hasn’t seen the word before, then this can make it very difficult to write, even if the word has PGC