Foutenanalyses volgens globale of fijnmazige categorieën. Wat is de beste methode om spellingvaardigheid en ‒ontwikkeling in kaart te brengen?*: Een onderzoek naar hoe gedetailleerd de categorieverdeling moet zijn om de spellingvaardigheid en ‒ontwikkeling te beschrijven, geïllustreerd aan de hand van medeklinkerverdubbeling.

A tétel rövid nézete
dc.creatorEskes, Carine
dc.date2015-09-01
dc.date.accessioned2023-02-21T08:42:23Z
dc.date.available2023-02-21T08:42:23Z
dc.descriptionWhat is the best method to map out spelling competence and development? That question will be answered by means of consonant duplication at the primary school in grades 3 to 8 (Dutch system). According to previous research, describing spelling competence on the basis of global category 4.2 (‘inheemse verdubbelingswoorden’) in the Van Dale Basisspellinggids does not give enough information. Spelling development, on the other hand, seems to be described quite well with this global distinction as regardless of the possible differences in development of the ‘inheemse verdubbelingswoorden’, the ‘goedpercentage’ in the 8th grade almost reaches 100%. The more detailed breakdown in subcategories 4.2a, 4.2b, 4.2c and 4.2d show that ‘puddingwords’ (subcategory 4.2c: words ending in -ing, -ig, -lijk, a schwa that is not written as ) and ‘herrie-words’ (subcategory 4.2d: native ‘verdubbelingswoorden’ that look like other categories, but differ from them because they have more than one ‘volle vocaal’) hardly occur in the corpus. The ‘tamme words’ (subcategory 4.2a: words with a suffix which contain a schwa, written as ) and ‘korrel words’ (subcategory 4.2b: words ending in ‒el, -er which are part of the base, no flectional suffixes, schwa written as ) give a valuable description of the spelling competence and development. The detailed 38 Carine Eskes distinction in triplet clusters gives a clear picture and that is mainly because of the limited number of observations made in these categoriesde-DE
dc.descriptionWhat is the best method to map out spelling competence and development? That question will be answered by means of consonant duplication at the primary school in grades 3 to 8 (Dutch system). According to previous research, describing spelling competence on the basis of global category 4.2 (‘inheemse verdubbelingswoorden’) in the Van Dale Basisspellinggids does not give enough information. Spelling development, on the other hand, seems to be described quite well with this global distinction as regardless of the possible differences in development of the ‘inheemse verdubbelingswoorden’, the ‘goedpercentage’ in the 8th grade almost reaches 100%. The more detailed breakdown in subcategories 4.2a, 4.2b, 4.2c and 4.2d show that ‘puddingwords’ (subcategory 4.2c: words ending in -ing, -ig, -lijk, a schwa that is not written as ) and ‘herrie-words’ (subcategory 4.2d: native ‘verdubbelingswoorden’ that look like other categories, but differ from them because they have more than one ‘volle vocaal’) hardly occur in the corpus. The ‘tamme words’ (subcategory 4.2a: words with a suffix which contain a schwa, written as ) and ‘korrel words’ (subcategory 4.2b: words ending in ‒el, -er which are part of the base, no flectional suffixes, schwa written as ) give a valuable description of the spelling competence and development. The detailed 38 Carine Eskes distinction in triplet clusters gives a clear picture and that is mainly because of the limited number of observations made in these categoriesen-US
dc.descriptionWhat is the best method to map out spelling competence and development? That question will be answered by means of consonant duplication at the primary school in grades 3 to 8 (Dutch system). According to previous research, describing spelling competence on the basis of global category 4.2 (‘inheemse verdubbelingswoorden’) in the Van Dale Basisspellinggids does not give enough information. Spelling development, on the other hand, seems to be described quite well with this global distinction as regardless of the possible differences in development of the ‘inheemse verdubbelingswoorden’, the ‘goedpercentage’ in the 8th grade almost reaches 100%. The more detailed breakdown in subcategories 4.2a, 4.2b, 4.2c and 4.2d show that ‘puddingwords’ (subcategory 4.2c: words ending in -ing, -ig, -lijk, a schwa that is not written as ) and ‘herrie-words’ (subcategory 4.2d: native ‘verdubbelingswoorden’ that look like other categories, but differ from them because they have more than one ‘volle vocaal’) hardly occur in the corpus. The ‘tamme words’ (subcategory 4.2a: words with a suffix which contain a schwa, written as ) and ‘korrel words’ (subcategory 4.2b: words ending in ‒el, -er which are part of the base, no flectional suffixes, schwa written as ) give a valuable description of the spelling competence and development. The detailed 38 Carine Eskes distinction in triplet clusters gives a clear picture and that is mainly because of the limited number of observations made in these categorieshu-HU
dc.descriptionWhat is the best method to map out spelling competence and development? That question will be answered by means of consonant duplication at the primary school in grades 3 to 8 (Dutch system). According to previous research, describing spelling competence on the basis of global category 4.2 (‘inheemse verdubbelingswoorden’) in the Van Dale Basisspellinggids does not give enough information. Spelling development, on the other hand, seems to be described quite well with this global distinction as regardless of the possible differences in development of the ‘inheemse verdubbelingswoorden’, the ‘goedpercentage’ in the 8th grade almost reaches 100%. The more detailed breakdown in subcategories 4.2a, 4.2b, 4.2c and 4.2d show that ‘puddingwords’ (subcategory 4.2c: words ending in -ing, -ig, -lijk, a schwa that is not written as ) and ‘herrie-words’ (subcategory 4.2d: native ‘verdubbelingswoorden’ that look like other categories, but differ from them because they have more than one ‘volle vocaal’) hardly occur in the corpus. The ‘tamme words’ (subcategory 4.2a: words with a suffix which contain a schwa, written as ) and ‘korrel words’ (subcategory 4.2b: words ending in ‒el, -er which are part of the base, no flectional suffixes, schwa written as ) give a valuable description of the spelling competence and development. The detailed 38 Carine Eskes distinction in triplet clusters gives a clear picture and that is mainly because of the limited number of observations made in these categoriesnl-NL
dc.formatapplication/pdf
dc.identifierhttps://ojs.lib.unideb.hu/actaneer/article/view/10490
dc.identifier.urihttps://hdl.handle.net/2437/346292
dc.languagenld
dc.publisherDebreceni Egyetemi Kiadóen-US
dc.relationhttps://ojs.lib.unideb.hu/actaneer/article/view/10490/9336
dc.rightsCopyright (c) 2015 Acta Neerlandicaen-US
dc.rightshttps://creativecommons.org/licenses/by/4.0en-US
dc.sourceActa Neerlandica; Nr. 11 (2015): Taal toetsen; 37-63de-DE
dc.sourceActa Neerlandica; No. 11 (2015): Taal toetsen; 37-63en-US
dc.sourceActa Neerlandica; No 11 (2015): Taal toetsen; 37-63fr-FR
dc.sourceActa Neerlandica; szám 11 (2015): Taal toetsen; 37-63hu-HU
dc.sourceActa Neerlandica; N. 11 (2015): Taal toetsen; 37-63it-IT
dc.sourceActa Neerlandica; № 11 (2015): Taal toetsen; 37-63ru-RU
dc.source1587-8171
dc.subjectspellingen-US
dc.subjectspelling developmenten-US
dc.subjectspelling competenceen-US
dc.subjectconsonant duplicationen-US
dc.subjecttripletsen-US
dc.subjectspellinghu-HU
dc.subjectspelling developmenthu-HU
dc.subjectspelling competencehu-HU
dc.subjectconsonant duplicationhu-HU
dc.subjecttripletshu-HU
dc.subjectspellingde-DE
dc.subjectspelling developmentde-DE
dc.subjectspelling competencede-DE
dc.subjectconsonant duplicationde-DE
dc.subjecttripletsde-DE
dc.subjectspellingnl-NL
dc.subjectspelling developmentnl-NL
dc.subjectspelling competencenl-NL
dc.subjectconsonant duplicationnl-NL
dc.subjecttripletsnl-NL
dc.titleFoutenanalyses volgens globale of fijnmazige categorieën. Wat is de beste methode om spellingvaardigheid en ‒ontwikkeling in kaart te brengen?*: Een onderzoek naar hoe gedetailleerd de categorieverdeling moet zijn om de spellingvaardigheid en ‒ontwikkeling te beschrijven, geïllustreerd aan de hand van medeklinkerverdubbeling.de-DE
dc.titleFoutenanalyses volgens globale of fijnmazige categorieën. Wat is de beste methode om spellingvaardigheid en ‒ontwikkeling in kaart te brengen?*: Een onderzoek naar hoe gedetailleerd de categorieverdeling moet zijn om de spellingvaardigheid en ‒ontwikkeling te beschrijven, geïllustreerd aan de hand van medeklinkerverdubbeling.en-US
dc.titleFoutenanalyses volgens globale of fijnmazige categorieën. Wat is de beste methode om spellingvaardigheid en ‒ontwikkeling in kaart te brengen?*: Een onderzoek naar hoe gedetailleerd de categorieverdeling moet zijn om de spellingvaardigheid en ‒ontwikkeling te beschrijven, geïllustreerd aan de hand van medeklinkerverdubbeling.hu-HU
dc.titleFoutenanalyses volgens globale of fijnmazige categorieën. Wat is de beste methode om spellingvaardigheid en ‒ontwikkeling in kaart te brengen?*: Een onderzoek naar hoe gedetailleerd de categorieverdeling moet zijn om de spellingvaardigheid en ‒ontwikkeling te beschrijven, geïllustreerd aan de hand van medeklinkerverdubbeling.nl-NL
dc.typeinfo:eu-repo/semantics/article
dc.typeinfo:eu-repo/semantics/publishedVersion
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