An Investigation into Phonological and Orthographical Influences on English Spelling Errors Among Grade 8 Learners in One Secondary School in Maseru

Abstract

This research focuses on the impact of phonological and orthographic factors on spelling errors among Grade 8 learners in Maseru, Lesotho. Employing the Psycholinguistic Grain Size Theory as a basis, the study analysed written work from 40 learners using a mixed-methods approach. The findings indicated that orthographic errors were significantly more prevalent (94%) compared to phonological errors (6%), with incorrect vowel patterns (55%) being the most frequently observed issue. Other orthographic errors included missing letters (18%) and added letters (14%). Phonological errors were mainly characterised by vowel substitutions. These types of mistakes often diminished clarity and comprehension, requiring readers to derive meaning from the surrounding context. The study suggests focused interventions to enhance orthographic awareness, especially regarding vowel usage, and advocates for extensive research across schools to guide curriculum development and teacher training aimed at improving literacy results.