Abstract
Spelling Errors on Syllable-Initial Consonant Clusters in Spanish Children: A Cross-Sectional Study. The main aim of this study was to analyze, from a developmental view, children's ability to spell syllable-initial consonant clusters. We also studied whether the difficulty in analyzing the internal structure of the onsets of spoken words is also present in children who fail to spell consonants correctly in clusters at the beginning of words. A sample of 58 subjects from different grades was selected: 1) 20 first graders; 2) 18 second graders; and 3) 20 third graders. The results showed that children had trouble in spelling syllable-initial consonant clusters when they were asked to produce their own spelling and when they were asked to judge whether a letter was included in the spelling of a word. Moreover, difficulties in phonemic awareness were associated to difficulties in spelling in younger subjects.
