Munkamemória és helyesírás

Abstract

Learning and teaching spelling as a competence at school brings more and more challenge both for students and teachers. In the last few years, the number of students who have been exempted from evaluation and qualification has grown due to disorthography. In case the motivational background can be defined more precisely, the symptoms can be reduced with targeted therapy and children can become more successful learners. This study emphasizes the effect that cognitive competences and linguistic performance have on each other. It aims to answer the question what influence working memory has on spelling. The findings may contribute to the understanding of the background of competences acquisition at the school mentioned above, to the teaching and more successful application of spelling. It may also help the development of spelling, the therapy of disorthography, and rethinking speech therapy examinations.