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Effect of modality on spelling words varying in linguistic demands.

Masterson JJ, Apel K

Department of Communication Sciences and Disorders, Missouri State University, Springfield, 65804, USA. juliemasterson@missouristate.edu

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.

Published 4 January 2006 in Dev Neuropsychol, 29(1): 261-77.
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