The research tackles to study spelling mistakes of the primary fourth grade pupils from a linguistic
perspective, as well as, explaining and classifying these mistakes according to descriptive method.
Generally, the study is performed on the basis of the following questions: is the main reason for the
spelling mistakes of the fourth grade students of primary, linguistic or non-linguistic? To which
linguistic level (word or sequence linking words), goes back majority percentage of the spelling
mistakes of the fourth grade pupils of primary? To which type of mistakes, (sensitiveness of hearing,
teaching, accuracy, sensitiveness of seeing, unusual writing, upside down writing, vision sequence
memory, or illiteracy), goes back majority spelling mistakes of fourth grade pupils of primary?
Following points have been taken into consideration while collecting data from pupils: All
the chosen children were of normal sense; the school is chosen carefully; their mother language is
Kurdish and they are all monolingual; they were all chosen from fourth grade of primary, i.e. their
ages ranging 1011- years old.
Regarding the content of the study, the first part was devoted to theoretical scope of the study.
The problem of learning spelling consists of having difficulty in writing and linking the alphabetical
letters in a specific word in the right way. This problem occurs might be because the weakness of
vision or hearing, environmental factors, lack of motivation, as well as, existence of phonological
problems...etc.. These mistakes can be divided into following: wrong replacement of letters (because
of their shape); forgetting the letters; forgetting letters which compose the words; because of hearing
problems; forgetting letters that composes the word; because of misunderstanding sounds; wrong
replacement of letters; as a result of misunderstanding sounds; wrong replacement of letters instead
of each other as a result of replacement process; forgetting full stops; not putting full stops as a result
of not recognizing the letters correctly; forgetting apostrophe.
The second part of this study classifies spelling mistakes of primary fourth grade pupils. After
classifying and explaining spellings of primary fourth grade pupils and comparing them on both
levels, word and sequence linking words, the Researchers found that the majority mistakes were on
word level: out of 373 students, while %73 (274) of them made spelling mistakes at the level of word,
another %27 (99) of them made mistakes for sequence linking words. Mistakes of learners were
divided into nine types: some of them are sensitiveness of hearing, teaching, accuracy, sensitiveness
of vision, vision sequence memory and illiteracy. After this attempt their research was accepted. It
became clear that mistakes related with sensitiveness of hearing come at first place with average
(27%) ,and mistakes related with teaching type and those unreadable dictations take second place
with average (24%). As indicated in the following sentence, spelling mistakes and their ratios are:
sensitiveness of hearing is %27 (102); teaching %24 (90); accuracy %7 (27); sensitiveness of vision %8
(29); vision sequence memory %6 (24); illiteracy %24 (90); others %4 (15).
This Study concludes that linguistic factors are the main reason behind the majority of spelling
mistakes of the primary fourth grade pupils . The majority percentage of this mistakes go back to
linguistic level of the word which estimated (73%).Mistakes related with sensitiveness of hearing
come at first place with average (27%),and mistakes related with teaching type and those unreadable
dictation come in the second place with average (24%).
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