Title

Effect of Modality on Spelling Words Varying in Linguistic Demands

Document Type

Article

Publication Date

2006

Abstract

The purpose of this study was to determine the extent to which spelling accuracy is influenced by response modality. A spelling list consisting of 40 words that varied in linguistic complexity was administered to students in Grades 2 through 6. Each student completed three tasks: (a) a words-per-minute measure to determine keyboarding proficiency, (b) spelling a word list via handwriting, and (c) spelling a word list on a computer. Independent variables included response modality, linguistic complexity, and grade level. Dependent measures included the percent words spelled correctly. Keyboarding proficiency was included as a covariate. Modality rarely affected spelling accuracy, regardless of the linguistic complexity of the target words. These findings suggest that spelling knowledge draws on modality-free, lexical representations stored in long-term memory. Further, they suggest that computer-based instruments are a viable option for spelling assessment.

Recommended Citation

Masterson, Julie J., and Kenn Apel. "Effect of modality on spelling words varying in linguistic demands." Developmental Neuropsychology 29, no. 1 (2006): 261-277.

DOI for the article

10.1207/s15326942dn2901_13

Department

Communication Sciences and Disorders

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