Speech errors across the lifespan

Dell, Burger, and Svec (1997) proposed that the proportion of speech errors classified as anticipations (e.g., " moot and mouth ") can be predicted solely from the overall error rate, such that the greater the error rate, the lower the anticipatory proportion (AP) of errors. We report a study examining whether this effect applies to changes in error rates that occur developmentally and as a result of ageing. Speech errors were elicited from 8- and 11-year-old children, young adults, and older adults. The error rate decreased and the AP increased from children to young adults, but neither error rate nor AP differed significantly between young and older adults. In cases where fast speech resulted in a higher error rate than slow speech, the AP was lower. Thus, there was overall support for Dell et al.'s prediction from speech error data across the lifespan

Serial control of phonology in speech production

The aim of this thesis is to further our understanding of the processes which control the sequencing of phonemes as we speak: this is an example of what is commonly known as the serial order problem. Such a process is apparent in normal speech and also from the existence of a class of speech errors known as sound movement errors, where sounds are anticipated (spoken too soon), perseverated (repeated again later), or exchanged (the sounds are transposed). I argue that this process is temporally governed, that is, the serial ordering mechanism is restricted to processing sounds that are close together in time. This is in conflict with frame-based accounts (e.g. Dell, 1986; Lapointe & Dell, 1979), serial buffer accounts (Shattuck-Hufnagel, 1979) and associative chaining theories (Wickelgren, 1969). An analysis of sound movement errors from Harley and MacAndrew's (1995) corpus shows how temporal processing bears on the production of speech sounds by the temporal constraint observed in the pattern of errors, and I suggest an appropriate computational model of this process. Specifically, I show how parallel temporal processing in an oscillator-based model can account for the movement of sounds in speech. Similar predictions were made by the model to the pattern of movement errors actually observed in speech error corpora. This has been demonstrated without recourse to an assumption of frame and slot structures. The OSCillator-based Associative REcall (OSCAR) model, on the other hand, is able to account for these effects and other positional effects, providing support for a temporal based theory of serial control

A linguistic awareness intervention targeting spelling and written expression in a 10-year-old dyslexic child

We report the case of a monolingual English-speaking boy (AM) aged 10, and the intervention targeting AM’s spelling and written expression difficulties. AM’s performance was contrasted in all experimental measures to a group of 13 typically developing spellers attending the same class. Literacy and cognitive assessments revealed for AM pseudowordreading difficulties, and deficits in spelling, written expression, phonological ability, verbal memory and rapid automatised naming. AM took part in nine sessions of linguistic awareness intervention that focused on promoting simultaneous attention to phonology, orthography, morphology, semantics and syntax. Results revealed a substantial improvement in spelling, pseudowordreading, writing and handwriting. The results indicate that raising linguistic awareness can have a robust impact on spelling and written expression

A linguistic awareness intervention targeting spelling and written expression in a 10-year-old dyslexic child

We report the case of a monolingual English-speaking boy (AM) aged 10-years, and the intervention targeting spelling and written expression difficulties that AM had. AM’s performance was contrasted in all experimental measures to a group of 13 typically developing spellers attending the same class. Literacy and cognitive assessments revealed for AM non-word reading difficulties, and deficits in spelling, written expression, phonological ability, verbal memory and rapid automatized naming. AM took part in nine sessions of linguistic awareness intervention that focused on promoting simultaneous attention to phonology, orthography, morphology, semantics and syntax. Results revealed a significant improvement in spelling, non-word reading, writing and handwriting. The results indicate that raising linguistic awareness can have a robust impact on spelling and written expression

What spelling errors can tell us about the development of processes involved in children’s spelling

Introduction: Spelling is an essential foundation for reading and writing. However, many children leave school with spelling difficulties. By understanding the processes children use when they spell, we can intervene with appropriate instruction tailored to their needs. Methods: Our study aimed to identify key processes (lexical-semantic and phonological) by using a spelling assessment that distinguishes different printed letter strings/word types (regular and irregular words, and pseudowords). Misspellings in the test from 641 pupils in Reception Year to Year 6 were scored using alternatives to binary correct versus incorrect scoring systems. The measures looked at phonological plausibility, phoneme representations and letter distance. These have been used successfully in the past but not with a spelling test that distinguishes irregularly spelled words from regular words and pseudowords. Results: The findings suggest that children in primary school rely on both lexical-semantic and phonological processes to spell all types of letter string, but this varies depending on the level of spelling experience (younger Foundation/Key stage 1 and older Key stage 2). Although children in younger year groups seemed to rely more on phonics, based on the strongest correlation coefficients for all word types, with further spelling experience, lexical processes seemed to be more evident, depending on the type of word examined. Discussion: The findings have implications for the way we teach and assess spelling and could prove to be valuable for educators

An experimental comparison of additional training in phoneme awareness, letter-sound knowledge and decoding for struggling beginner readers

Background Despite evidence that synthetic phonics teaching has increased reading attainments, a sizable minority of children struggle to acquire phonics skills and teachers lack clear principles for deciding what types of additional support are most beneficial. Synthetic phonics teaches children to read using a decoding strategy to translate letters into sounds and blend them (e.g., c-a-t = “k - æ – t” = “cat”). To use a decoding strategy, children require letter-sound knowledge (LSK) and the ability to blend sound units (phonological awareness; PA). Training on PA has been shown to benefit struggling beginning readers. However, teachers in English primary schools do not routinely check PA. Instead, struggling beginner readers usually receive additional LSK support. Aims Until now, there has been no systematic comparison of the effectiveness of training on each component of the decoding process. Should additional support for struggling readers focus on improving PA, or on supplementary LSK and/or decoding instruction? We aim to increase understanding of the roles of LSK and PA in children's acquisition of phonics skills and uncover which types of additional training are most likely to be effective for struggling beginner readers. Sample and Method We will compare training on each of these components, using a carefully controlled experimental design. We will identify reception-age children at risk of reading difficulties (target n = 225) and randomly allocate them to either PA, LSK or decoding (DEC) training. We will test whether training type influences post-test performance on word reading and whether any effects depend on participants' pre-test PA and/or LSK. Results and Conclusions Two hundred and twenty-two participants completed the training. Planned analyses showed no effects of condition on word reading. However, exploratory analyses indicated that the advantage of trained over untrained words was significantly greater for the PA and DEC conditions. There was also a significantly greater improvement in PA for the DEC condition. Overall, our findings suggest a potential advantage of training that includes blending skills, particularly when decoding words that had been included in training. Future research is needed to develop a programme of training on blending skills combined with direct vocabulary instruction for struggling beginner readers

Teaching assistants, computers and classroom management: evidence from a randomised control trial

Many students still leave school without a good grasp of basic literacy, despite the negative implications for future educational and labour market outcomes. We evaluate a programme that involves changing how resources are used within classrooms to reinforce the teaching of literacy. Specifically, the programme involves training teaching assistants to deliver a tightly structured package of materials to groups of young children. Further, we compare the effectiveness of computer-aided instruction using available software with the paper equivalent. We implement the experiment in the context of a Randomised Control Trial in English schools. Both interventions have a short-term impact on children’s reading scores, although the effect is bigger for the paper intervention and more enduring in the subsequent year. This paper shows how teaching assistants can be used to better effect within schools, and at a low cost

Spelling Predictors; Investigating the role of Phonological ability and rapid naming in a large cross-sectional British study

This study aimed to identify predictors of single word spelling performance in children using a novel test containing regular words, irregular words and pseudowords. We assessed reading ability, letter-sound knowledge, phonological awareness (PA) and rapid automatised naming (RAN) in children aged 4–12 years (N = 641). Mixed model analyses with hierarchical nested data were conducted with Year_group (Yr R to Yr 6) included as a factor, PA and RAN as predictors, and reading and letter-sound knowledge as covariates. For irregular word spelling, PA and RAN were significant predictors, but the associations were dependent upon the year the children attended. Interestingly, for regular words and pseudowords PA was not significantly related. For pseudowords, only RAN was a significant predictor and only in Yr 2. We argue that a better understanding of spelling development can be achieved using tools that distinguish between regular and irregular words and pseudowords, as different processes seem to be associated with the different types of letter string across the variable levels of spelling experience

Predictors of single word spelling in English-speaking children: a cross sectional study

Background: The study aimed to explore to what extent variables associated with lexical and sublexical spelling processes predicted single word spelling ability, and whether patterns of lexical and sublexical processes were different across ages. Methods: Beginning (mean age 7-years, N=144) and advanced (mean age 9-years, N=114) English-speaking spellers completed tasks associated with sublexical processing (phonological ability and phonological short-term memory), lexical processing (visual short-term memory, visual attention span), and factors known to predict spelling (e.g., rapid automatised naming). Results: Phonological ability, rapid automatised naming, visual short-term memory and visual attention span were significant predictors of spelling accuracy for beginning spellers, while for more advanced spellers, only visual attention span was a significant predictor. Conclusions: The findings suggested that for beginning spellers, both lexical and sublexical processes are important for single word spelling, but with increasing literacy experience, lexically related variables are more important