Lexical quality and the Simple View revisited

“Spell what you mean, not just what you hear,” is researcher and speech pathologist Kim Murphy’s advice to students. While spelling instruction often focuses on pronunciation, spelling-meaning instruction makes so much more sense to students and their teachers. Graphemes (letter patterns) and morphemes, the meaningful core of every written word, spell words in predictable and consistent ways, even as their pronunciation shifts.  

Joined by Peter Bowers, creator of Structured Word Inquiry, Kim shows that yes, English spelling is complex, but it doesn’t have to be confusing. In fact, students enjoy learning spelling-meaning connections, as they make sense and are easier to memorize and recall accurately when writing. 

Kim and Pete also explain why spelling lists pale in comparison to morphological word sums and matrices, which organize the spelling of words around a common base. As a bonus, Kim shows how spelling-meaning connections benefit reading comprehension.  Bruce@ReadingShift.com ReadingShift.com

 Kim Murphy:

Contact Kim at The Scottish Rite Childhood Language Center in Richmond, VA. 

Perfetti, C., & Stafura, J. (2014). Word knowledge in a theory of reading comprehension. Scientific Studies of Reading, 18(1), 22-37. https://doi.org/10.1080/10888438.2013.827687

Free access link https://www.lrdc.pitt.edu/perfettilab/pubpdfs/WordKnowledge.pdf

This article describes the Reading Systems Framework, in which the lexicon, or word knowledge, is a central connection point between word identification with reading comprehension. Aligned with the Lexical Quality Hypothesis (Perfetti, 2007; Perfetti & Hart, 2002), the lexicon is seen as a ‘pressure point’ in the reading system.

Murphy, K.A., & Justice, L.M. (2019). Lexical-level predictors of reading comprehension in third grade: Is spelling a unique contributor? American Journal of Speech-Language Pathology, 28(4), 1597-1610. https://doi.org/10.1044/2019_AJSLP-18-0299 

Free access link https://digitalcommons.odu.edu/cgi/viewcontent.cgi?article=1052&context=cdse_pubs

This study examines the contributions of lexical-level skills to reading comprehension, and whether spelling adds anything unique to the prediction of reading comprehension. Spelling was scored using binary (correct-incorrect) and non-binary (partially correct) methods. Results showed that spelling uniquely predicted reading comprehension, above and beyond the contribution of word recognition and vocabulary combined when scored using Correct Letter Sequences. This highlights the importance of including assessment of spelling skills when evaluating children for reading comprehension difficulties.

Murphy, K.A., & Diehm, E.A. (2020). Collecting words: A clinical example of a morphology-focused orthographic intervention. Language, Speech, and Hearing Services in Schools, 51(3), 544-560.  https://doi.org/10.1044/2020_LSHSS-19-00050

This paper describes a morphology-focused orthography intervention for children with word-level reading and spelling difficulties, using Structured Word Inquiry. Results comparing pre- and post-test scores showed that children improved in reading and/or spelling, and that their largest gains were in spelling affixes correctly. The study supports the use of interventions that integrate morphology with orthography and phonology to improve children’s literacy skills.