Spelling in adolescents with dyslexia: errors and modes of assessment

In this study we focused on the spelling of high-functioning students with dyslexia. We made a detailed classification of the errors in a word and sentence dictation task made by 100 students with dyslexia and 100 matched control students. All participants were in the first year of their bachelor’s studies and had Dutch as mother tongue. Three main error categories were distinguished: phonological, orthographic, and grammatical errors (on the basis of morphology and language-specific spelling rules). The results indicated that higher-education students with dyslexia made on average twice as many spelling errors as the controls, with effect sizes of d ≥ 2. When the errors were classified as phonological, orthographic, or grammatical, we found a slight dominance of phonological errors in students with dyslexia. Sentence dictation did not provide more information than word dictation in the correct classification of students with and without dyslexia

Interjections and the Language Functions Debate

Five views of the function of interjections, developed in the first half of the 20th century by the psychologist-linguist Bühler, the linguists Gardiner, and Jakobson, and the psychologists Révész and Duijker, are discussed. All five scholars reject the earlier psychologism that reinforced the traditional emotion-expressive view of interjections; all of them argue for a listener-directed, communicative view of language in general, and all include a specific appeal-to-the-listener-function in their model of language functions. My original hypothesis was therefore that these scholars would reject the one-sided traditional view that interjections mainly express the speaker’s emotions, acknowledging instead that the central function of most interjections is to make some appeal to the listener (a view supported by recent investigation of a corpus of spoken Dutch, which shows that only 7% fulfils a purely expressive function). As it turns out, however, all five scholars support the traditional view and attributed an expressive function to interjections. In this paper I try to explain this unexpected result

Dummy auxiliaries in the second language acquisition of Moroccan learners of Dutch: form and Function

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