Prediction of Children's Spelling Performance by Metacognition, Motivation for Spelling, and Home Literacy Experiences

Abstract

The Dutch Inspectorate of Education reported 4500 children in had not even achieved the fundamental level of spelling in 2017. These notifications are worrying, as students and adults who have difficulties in spelling are at a disadvantage in this era. This study examined to what extent metacognition, motivation and home literacy experiences (HLE) predict spelling performance in third-grade children. In total, 37 Dutch third-grade children participated in this study, of which their spelling performance is measured by analyzing the results of six different method tests for spelling. The children completed a questionnaire about metacognition and motivation for spelling and the parents completed a questionnaire about HLE. A multiple regression analysis was performed to answer the research question. Contrary to the expectations, results seem to disprove the prediction of children’s spelling performance by metacognition, motivation for spelling and home literacy experiences. Concluding, to improve the spelling education in the Netherlands, new research on the predictive value of metacognition, motivation for spelling and, home literacy experiences is needed with a sample of minimal 50 children, with more measure moments on motivation for spelling and, a standardized, reliable spelling test to measure spelling performance among third-grade children.