title: Effect of modality on spelling words varying in linguistic demands.
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.
authors.affiliation: Department of Communication Sciences and Disorders, Missouri State University, Springfield, 65804, USA. juliemasterson@missouristate.edu
authors.forename: Julie J
authors.initials: JJ
authors.lastname: Masterson
authors.forename: Kenn
authors.initials: K
authors.lastname: Apel
mesh_terms: D000293:Adolescent; D000367:Age Factors; D000704:Analysis of Variance; D002648:Child; D005260:Female; D006236:Handwriting; D006801:Humans; D008037:Linguistics; D008297:Male; D008838:Microcomputers; D009483:Neuropsychological Tests / Q000706:statistics & numerical data; D011597:Psychomotor Performance / Q000502:physiology; D012737:Sex Factors; D014706:Verbal Learning / Q000502:physiology*