Hoe taken en takken elkaar beïnvloeden: De invloed van parallelvormen op spelling

We examined two difficult spelling patterns that are related: spelling of plurals with long vowels, requiring one grapheme for the vowel (teen, tenen, toe, toes), and with short vowels, requiring two consonants in the plural (tas,tassen, bag, bags). Some of the words with these patterns can be seen as parallel forms (e.g., taken (chores), takken (branches)). To evaluate whether parallel forms influence spelling, Grade 3 and 5 children spelled or selected words with short and long vowels with and without a parallel form. Results showed that Grade 5 performed better than Grade 3, that plurals with short vowel plurals were spelled better than with long vowels, and that dictation rendered better outcomes than selection. Importantly, spelling is more difficult for words with a parallel form, indicating that implicitly acquired orthographic knowledge influences spelling. Therefore, parallel forms should be explicitly addressed when teaching these spelling patterns.