Spelling in Finnish : the case of the double consonant
Marinus, E., Torppa, M., Hautala, J., & Aro, M. (2022). Spelling in Finnish : the case of the double consonant. Reading and Writing, 35(5), 1157-1176. https://doi.org/10.1007/s11145-021-10217-7
Published inReading and Writing
DisciplineResurssiviisausyhteisöErityispedagogiikkaKasvatuspsykologiaSchool of Resource WisdomSpecial EducationKasvatuspsykologia
© 2021 the Authors
Because of its regularity, it is relatively easy to learn to read and spell in Finnish. However, a specific hurdle in spelling acquisition seems to be the doubling of consonant letters. In this study on consonant letter doubling spelling in Finnish children (91 Grade 1 and 191 Grade 2 children), we asked two questions. First, are items with double consonant letters (e.g., “kissa” [ˈkisːɑ] ‘cat’) indeed harder to spell than single consonant items (e.g., “kisa” [ˈkisɑ] ‘contest’)? Second, is consonant doubling harder for stop consonants (e.g., “takki” [ˈtɑkːi] ‘coat’) than for continuant consonants (e.g., “kissa” [ˈkisːɑ] ‘cat’)? We found that Finnish children made more errors on items with double consonant letters than on items with single consonant letters and that this effect was larger for stop than for continuant consonant letters. Exploratory analyses showed that these effects were stronger for younger and poorer spellers. Post hoc analyses of the errors made on double consonant items showed that the children predominantly made nonlexical errors (> 90%). When they did make a lexical error, these errors typically did not map on the type of errors that would be expected from a corpus analysis of the higher-frequency orthographic neighbors. Overall, lexical influences on spelling of Finnish children seem to be minimal and unpredictable. We discuss two potential reasons why it is more difficult to spell items with double consonant letters than with single consonant letters and suggest how these could be investigated in future research. ...
PublisherSpringer Science and Business Media LLC
ISSN Search the Publication Forum0922-4777
Publication in research information system
MetadataShow full item record
Related funder(s)Academy of Finland
Funding program(s)Academy Research Fellow, AoF
Additional information about fundingE.M. was supported by the Australian Research Council Centre of Excellence for Cognitions and its Disorders (CE110001021), www.ccd.edu.au. M.T. and J.H. were supported by the Academy of Finland (276239, 317030). Open Access funding was provided by the institution of E.M., the Pädagogische Hochschule Schwyz.
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