TYPOLOGY OF DYSGRAPHIA ERRORS IN PERFORMING THE WRITING TASK 'PRODUCING YOUR OWN TEXT' BY BILINGUAL PRIMARY-SCHOOL STUDENTS
Keywords:typographical errors, bilingualism, written text, factors
The article presents the results of a field logopedic study of third- and fourth-grade bilingual students and the research material created by them while carrying out a writing task of producing a text of their own. The aim of the experiment is to analyze the quantitative and qualitative parameters of the dysgraphia errors in bilingual students (ethnic Roma and Turks) at the text level and on this basis to identify their typology and dependence on some linguistic and social factors. For the purposes of the research, a toolkit has been developed that includes groups of methods for the study of the following: the psychosomatic and the academic status, the elementary graphic habits; the phonemic gnosis; writing in different situations; identification and typologization of typographical errors through a criterion system. The results clearly show that the prevailing errors made by the bilinguals are analytic-synthetic. Regarding the other types of errors, significant differences have not been registered. The analysis of the results showed significant differences in terms of gender, ethnicity/language status and type of settlement.
Abu-Rabia, S. & Siegel, L. S. (2002). Reading, Syntactic, Orthographic, and Working Memory Skills of Bilingual Arabic-English Speaking Canadian Children, Journal of Psycholinguistics, 31 (6), 661-678.
Bishop, DVM, Clarkson, B. (2003). Written language as a window into residual language deficits: A study of children with persistent and residual speech and language impairments, Cortex, 39, 215-237.
Chen, X., Xu, F., Nguyen, T., Hong, G. & Wang, Y. (2010). Effects of cross-language transfer on first-language phonological awareness and literacy skills in Chinese children receiving English instruction. Journal of Educational Psychology, 102, 712-728.
Cummins, J. (1976). The influence of bilingualism onward cognitive growth: A synthesis of research findings and explanatory hypotheses, Working Papers forward Bilingualism, 9, 1-43.
Figueredo, L. (2006). Using the known to chart the unknown: A review of first language influence on the development of English-as-a-second-language spelling skill. Reading and Writing, 19, 873-905.
Houghton, G., & Zorzi, M. (2003). Normal and impaired spelling in a connectionist dual-route architecture. Cognitive
Neuropsychology, 20, 115-162.
Jones, J. F. (2004) A cultural context for language anxiety, English Australia Journal, 21 (2), 30-39.
Kaweera, Ch. (2013). Writing error: A review of interlingual and intralingual interference in EFL context, English Language Teaching, 6 (7), 9-18.
Kingdon, D., Serbin, L., Stack, D. (2017). Understanding the gender gap in school performance among low-income children: A developmental trajectory analysis, International Journal of Behavioral Development, 41 (2), 265-274.
Koleva, Ir. (1994). Concept for socialization of Roma children in disadvantaged social status, S.
Kyuchukov, H. (2002). The written Bulgarian language of Roma pupils in 3th-5th grade, S.
Moll, L. (1992) Bilingual classroom studies and community analysis: Some recent trends, Educational Researcher 21 (2), 20-24.
Moll, K., & Landerl, K. (2009). Double dissociation between reading and spelling deficits. Scientific Studies of Reading, 13, 359-382.
Rowse, H. J. & Wilshire, C. E. (2007). Comparison of phonological and whole-word treatments for two contrasting cases of
developmental dyslexia. Cognitive Neuropsychology, 24 (8), 817-842.
Sebastian, R., Laird, A. & Kiran, S. (2011). Meta-analysis of the neural representation of firs language, Applied Psycholinguistics, 32, 799-819.
Simeonova, A. I. (2007). The Roma in Bulgaria: the new challenges, Report of Foundation “Friedrich Ebert”.
Stamov, V. (1989). Speech therapy, Bl.
Teneva, M. (2018). Professional characteristics and qualities of teacher, Pedagogy, 90 (2), 194-204.
Shivacheva-Pineda, I. (2019). Teacher’s profesional-lersonal reflection, Pedagogy, 91 (5), 615-625.
Weekes, W. S. (2005). Acquired disorders of reading and writing: cross-script comparisons. Behavioural Neurology, 16 (2-3), 51-57.
Wei, L. (2002). The Bilingual Mental Lexicon and Speech Production Process. Brain and Language, 81, 691-707.
Yoshimasu, K., Barbaresi, W. J., Colligan, R. S., Killian, J. M., Voigt, R. G., Weaver, A. L. & Katusic, S. K. (2010). Gender, attention-deficityperactivity disorder, and reading disability in a population-based birth cohort, Pediatrics, 126 (4) 788-795.
How to Cite
This work is licensed under a Creative Commons Attribution 4.0 International License.
The author is the copyright holder. Distribution license: CC Attribution 4.0.