Preliteracy speech sound production skill and linguistic characteristics of grade 3 spellings

A study using the Templin archive

Megan S. Overby, Julie J. Masterson, Jonathan Preston

Research output: Contribution to journalArticle

3 Citations (Scopus)

Abstract

Purpose: This archival investigation examined the relationship between preliteracy speech sound production skill (SSPS) and spelling in Grade 3 using a dataset in which children’s receptive vocabulary was generally within normal limits, speech therapy was not provided until Grade 2, and phonological awareness instruction was discouraged at the time data were collected. Method: Participants (N = 250), selected from the Templin Archive (Templin, 2004), varied on prekindergarten SSPS. Participants’ real word spellings in Grade 3 were evaluated using a metric of linguistic knowledge, the Computerized Spelling Sensitivity System (Masterson & Apel, 2013). Relationships between kindergarten speech error types and later spellings also were explored. Results: Prekindergarten children in the lowest SPSS (7th percentile) scored poorest among articulatory subgroups on both individual spelling elements (phonetic elements, junctures, and affixes) and acceptable spelling (using relatively more omissions and illegal spelling patterns). Within the 7th percentile subgroup, there were no statistical spelling differences between those with mostly atypical speech sound errors and those with mostly typical speech sound errors. Conclusions: Findings were consistent with predictions from dual route models of spelling that SSPS is one of many variables associated with spelling skill and that children with impaired SSPS are at risk for spelling difficulty.

Original languageEnglish (US)
Pages (from-to)1654-1669
Number of pages16
JournalJournal of Speech, Language, and Hearing Research
Volume58
Issue number6
DOIs
StatePublished - Dec 1 2015

Fingerprint

Phonetics
Linguistics
school grade
linguistics
speech therapy
Speech Therapy
Vocabulary
SPSS
Spelling
Speech Sounds
kindergarten
phonetics
vocabulary
instruction

ASJC Scopus subject areas

  • Speech and Hearing
  • Language and Linguistics
  • Linguistics and Language

Cite this

Preliteracy speech sound production skill and linguistic characteristics of grade 3 spellings : A study using the Templin archive. / Overby, Megan S.; Masterson, Julie J.; Preston, Jonathan.

In: Journal of Speech, Language, and Hearing Research, Vol. 58, No. 6, 01.12.2015, p. 1654-1669.

Research output: Contribution to journalArticle

@article{80778c282927406a95f79f9aebf8a350,
title = "Preliteracy speech sound production skill and linguistic characteristics of grade 3 spellings: A study using the Templin archive",
abstract = "Purpose: This archival investigation examined the relationship between preliteracy speech sound production skill (SSPS) and spelling in Grade 3 using a dataset in which children’s receptive vocabulary was generally within normal limits, speech therapy was not provided until Grade 2, and phonological awareness instruction was discouraged at the time data were collected. Method: Participants (N = 250), selected from the Templin Archive (Templin, 2004), varied on prekindergarten SSPS. Participants’ real word spellings in Grade 3 were evaluated using a metric of linguistic knowledge, the Computerized Spelling Sensitivity System (Masterson & Apel, 2013). Relationships between kindergarten speech error types and later spellings also were explored. Results: Prekindergarten children in the lowest SPSS (7th percentile) scored poorest among articulatory subgroups on both individual spelling elements (phonetic elements, junctures, and affixes) and acceptable spelling (using relatively more omissions and illegal spelling patterns). Within the 7th percentile subgroup, there were no statistical spelling differences between those with mostly atypical speech sound errors and those with mostly typical speech sound errors. Conclusions: Findings were consistent with predictions from dual route models of spelling that SSPS is one of many variables associated with spelling skill and that children with impaired SSPS are at risk for spelling difficulty.",
author = "Overby, {Megan S.} and Masterson, {Julie J.} and Jonathan Preston",
year = "2015",
month = "12",
day = "1",
doi = "10.1044/2015_JSLHR-S-14-0276",
language = "English (US)",
volume = "58",
pages = "1654--1669",
journal = "Journal of Speech, Language, and Hearing Research",
issn = "1092-4388",
publisher = "American Speech-Language-Hearing Association (ASHA)",
number = "6",

}

TY - JOUR

T1 - Preliteracy speech sound production skill and linguistic characteristics of grade 3 spellings

T2 - A study using the Templin archive

AU - Overby, Megan S.

AU - Masterson, Julie J.

AU - Preston, Jonathan

PY - 2015/12/1

Y1 - 2015/12/1

N2 - Purpose: This archival investigation examined the relationship between preliteracy speech sound production skill (SSPS) and spelling in Grade 3 using a dataset in which children’s receptive vocabulary was generally within normal limits, speech therapy was not provided until Grade 2, and phonological awareness instruction was discouraged at the time data were collected. Method: Participants (N = 250), selected from the Templin Archive (Templin, 2004), varied on prekindergarten SSPS. Participants’ real word spellings in Grade 3 were evaluated using a metric of linguistic knowledge, the Computerized Spelling Sensitivity System (Masterson & Apel, 2013). Relationships between kindergarten speech error types and later spellings also were explored. Results: Prekindergarten children in the lowest SPSS (7th percentile) scored poorest among articulatory subgroups on both individual spelling elements (phonetic elements, junctures, and affixes) and acceptable spelling (using relatively more omissions and illegal spelling patterns). Within the 7th percentile subgroup, there were no statistical spelling differences between those with mostly atypical speech sound errors and those with mostly typical speech sound errors. Conclusions: Findings were consistent with predictions from dual route models of spelling that SSPS is one of many variables associated with spelling skill and that children with impaired SSPS are at risk for spelling difficulty.

AB - Purpose: This archival investigation examined the relationship between preliteracy speech sound production skill (SSPS) and spelling in Grade 3 using a dataset in which children’s receptive vocabulary was generally within normal limits, speech therapy was not provided until Grade 2, and phonological awareness instruction was discouraged at the time data were collected. Method: Participants (N = 250), selected from the Templin Archive (Templin, 2004), varied on prekindergarten SSPS. Participants’ real word spellings in Grade 3 were evaluated using a metric of linguistic knowledge, the Computerized Spelling Sensitivity System (Masterson & Apel, 2013). Relationships between kindergarten speech error types and later spellings also were explored. Results: Prekindergarten children in the lowest SPSS (7th percentile) scored poorest among articulatory subgroups on both individual spelling elements (phonetic elements, junctures, and affixes) and acceptable spelling (using relatively more omissions and illegal spelling patterns). Within the 7th percentile subgroup, there were no statistical spelling differences between those with mostly atypical speech sound errors and those with mostly typical speech sound errors. Conclusions: Findings were consistent with predictions from dual route models of spelling that SSPS is one of many variables associated with spelling skill and that children with impaired SSPS are at risk for spelling difficulty.

UR - http://www.scopus.com/inward/record.url?scp=84953247220&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84953247220&partnerID=8YFLogxK

U2 - 10.1044/2015_JSLHR-S-14-0276

DO - 10.1044/2015_JSLHR-S-14-0276

M3 - Article

VL - 58

SP - 1654

EP - 1669

JO - Journal of Speech, Language, and Hearing Research

JF - Journal of Speech, Language, and Hearing Research

SN - 1092-4388

IS - 6

ER -