Home > Research > Publications & Outputs > Learning to spell a regularly spelled language ...

Research

Links

Text available via DOI:

Keywords

View graph of relations

Learning to spell a regularly spelled language is not a trivial task - patterns of errors in Kiswahili.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Published

Standard

Learning to spell a regularly spelled language is not a trivial task - patterns of errors in Kiswahili. / Alcock, Katie J.; Ngorosho, Damaris.
In: Reading and Writing, Vol. 16, No. 7, 10.2003, p. 635-666.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Alcock, KJ & Ngorosho, D 2003, 'Learning to spell a regularly spelled language is not a trivial task - patterns of errors in Kiswahili.', Reading and Writing, vol. 16, no. 7, pp. 635-666. https://doi.org/10.1023/A:1025824314378

APA

Alcock, K. J., & Ngorosho, D. (2003). Learning to spell a regularly spelled language is not a trivial task - patterns of errors in Kiswahili. Reading and Writing, 16(7), 635-666. https://doi.org/10.1023/A:1025824314378

Vancouver

Alcock KJ, Ngorosho D. Learning to spell a regularly spelled language is not a trivial task - patterns of errors in Kiswahili. Reading and Writing. 2003 Oct;16(7):635-666. doi: 10.1023/A:1025824314378

Author

Alcock, Katie J. ; Ngorosho, Damaris. / Learning to spell a regularly spelled language is not a trivial task - patterns of errors in Kiswahili. In: Reading and Writing. 2003 ; Vol. 16, No. 7. pp. 635-666.

Bibtex

@article{cb6e37b903ca4618b2d740984cf50e86,
title = "Learning to spell a regularly spelled language is not a trivial task - patterns of errors in Kiswahili.",
abstract = "Various theories of spelling development are discussed, includingtheir relevance to regularly spelled languages. For those languagesstudied so far, models including the incorporation of a wide variety oflinguistic knowledge seem most fruitful. Data from studies of reading,however, suggest that when the language is regularly spelled children donot make many errors after the initial stages. Data are presented fromspelling errors in children learning to spell Kiswahili, a regularlyspelled, non-European language. Patterns of errors and even specificphonemes and graphemes that are problematic are shown to resembleclosely the patterns found in English and other European languages. Itis concluded that, as in other languages, children are integrating manydifferent types of linguistic knowledge in their attempt to spell wordscorrectly; dialect, orthography, and grammatical knowledge are allimportant. Unlike reading such a language, spelling a regularly spelledlanguage is a cognitively challenging task.",
keywords = "African languages - Kiswahili - Regular orthography - Spelling",
author = "Alcock, {Katie J.} and Damaris Ngorosho",
note = "TY - JOUR RP - NOT IN FILE",
year = "2003",
month = oct,
doi = "10.1023/A:1025824314378",
language = "English",
volume = "16",
pages = "635--666",
journal = "Reading and Writing",
issn = "0922-4777",
publisher = "Springer Netherlands",
number = "7",

}

RIS

TY - JOUR

T1 - Learning to spell a regularly spelled language is not a trivial task - patterns of errors in Kiswahili.

AU - Alcock, Katie J.

AU - Ngorosho, Damaris

N1 - TY - JOUR RP - NOT IN FILE

PY - 2003/10

Y1 - 2003/10

N2 - Various theories of spelling development are discussed, includingtheir relevance to regularly spelled languages. For those languagesstudied so far, models including the incorporation of a wide variety oflinguistic knowledge seem most fruitful. Data from studies of reading,however, suggest that when the language is regularly spelled children donot make many errors after the initial stages. Data are presented fromspelling errors in children learning to spell Kiswahili, a regularlyspelled, non-European language. Patterns of errors and even specificphonemes and graphemes that are problematic are shown to resembleclosely the patterns found in English and other European languages. Itis concluded that, as in other languages, children are integrating manydifferent types of linguistic knowledge in their attempt to spell wordscorrectly; dialect, orthography, and grammatical knowledge are allimportant. Unlike reading such a language, spelling a regularly spelledlanguage is a cognitively challenging task.

AB - Various theories of spelling development are discussed, includingtheir relevance to regularly spelled languages. For those languagesstudied so far, models including the incorporation of a wide variety oflinguistic knowledge seem most fruitful. Data from studies of reading,however, suggest that when the language is regularly spelled children donot make many errors after the initial stages. Data are presented fromspelling errors in children learning to spell Kiswahili, a regularlyspelled, non-European language. Patterns of errors and even specificphonemes and graphemes that are problematic are shown to resembleclosely the patterns found in English and other European languages. Itis concluded that, as in other languages, children are integrating manydifferent types of linguistic knowledge in their attempt to spell wordscorrectly; dialect, orthography, and grammatical knowledge are allimportant. Unlike reading such a language, spelling a regularly spelledlanguage is a cognitively challenging task.

KW - African languages - Kiswahili - Regular orthography - Spelling

U2 - 10.1023/A:1025824314378

DO - 10.1023/A:1025824314378

M3 - Journal article

VL - 16

SP - 635

EP - 666

JO - Reading and Writing

JF - Reading and Writing

SN - 0922-4777

IS - 7

ER -