Orientador: Lourenço Chacon Jurado Filho / Banca: Raquel Salek Fiad / Banca: Luciani Ester Tenani / Resumo: Propusemos, neste trabalho, a observação de operações de reelaboração da segmentação em textos infantis. Interessaram-nos, particularmente, as marcas de reelaboração textual (mais especificamente, de reelaboração da segmentação). O propósito foi observar que fatores estariam envolvidos em momentos nos quais crianças, em momentos iniciais do processo de aquisição da escrita, distribuíam o material gráfico que produziam em porções menores e realizavam o que denominamos reelaboração da segmentação textual. O material que usamos foi formado de produções textuais de alunos de uma escola da rede pública de ensino do município de São José do Rio Preto (SP), que foram coletadas quinzenalmente e acompanhadas de modo longitudinal por um período de quatro anos. A partir desse conjunto, elegemos 62 textos, de 20 sujeitos que, durante o ano de 2002, cursavam a segunda série do ensino fundamental I. Cada produção foi selecionada por apresentar pelo menos duas ocorrências, num mesmo texto, em que o escrevente flutuava quanto à segmentação escrita. Fizemos um levantamento quantitativo das ocorrências de reelaboração em relação a constituintes prosódicos mobilizados, a fim de possibilitar a formulação de mais argumentos para o fato de que os constituintes prosódicos mobilizados nessas ocorrências teriam algum tipo de realidade para a criança/aprendiz da escrita. Estivemos atentos também para o que, nestas ocorrências, nos possibilitou conjeturar sobre a relação entre o que pôde ser considerado como fatos episódicos de escrita infantil e para o que pôde ser considerado como genérico. Com base, de um lado, em pressupostos teórico-metodológicos vinculados ao Paradigma Indiciário proposto por Ginzburg (1986) e, de outro, na idéia de um modo heterogêneo de constituição da escrita, tal como formulada por Corrêa (1997 e 2004)...(Resumo completo, clicar acesso eletrônico abaixo). / Abstract: In this work, we propose the observation of operations involved in the redevelopment of segmentation of infant writing. We concentrate, particulary, on textual redevelopment marks (more specifically on segment redevelopment). Our aim was to observe which factors are involved in the initial process of written acquisition and how, at this crucial time, children distribute and produce graphic material along the texts and realize sucessfully what we refer to as textual section development. Resource material came from written work from public school students in São José do Rio Preto (SP), which were collected on a fortnightly basis during a four year period. From this material, we selected 62 texts written by twenty people who attended the second grade of fundamental education in 2002. Each text was chosen due to the appearance of floating writing in the written segments on at least two occasions. A quantitative analysis between the incidence of redevelopment and the relation of prosodic constituents that are involved was carried out with the aim to enabling the formulation of arguments to the fact that prosodic constituents on these occasions had some contribution to children skill aquision. We also took care to note that these events enable us to deliberate about the possibility of what might be consider sporadic facts in infant writting and that could be considered as generic. Based upon presumed theorectical-methods tied to "Paradigma Indiciário" on one side, and the idea of a heterogenic method of written formulation, such as that proposed by Côrrea (1997 and 2004), on the other, we arrive at a proposition that, on these occasions, the interlacing of reconstructed aspects of the origin of written skills (in the case of children), and the institucionalized written code stirred up not only tension concerning the delimitation of works...(Complete abstract, click electronic address below). / Mestre

CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel Superior / Os ParÃmetros Curriculares Nacionais de LÃngua Portuguesa (1997, 1998) alertam que o estudo tradicional da ortografia, nas salas de aula, concretiza-se como a prÃtica de exercÃcios de repetiÃÃo de fÃrmulas e de correÃÃo da grafia dos estudantes. Essa metodologia, porÃm, tem se mostrado pouco produtiva, uma vez que as redaÃÃes de alunos das sÃries finais do Ensino Fundamental, bem como de alunos do Ensino MÃdio, ainda revelam muitos erros ortogrÃficos. Ao processo de ensino-aprendizagem da ortografia, falta, entÃo, uma dinÃmica que leve os alunos a reconhecerem as convenÃÃes estabelecidas pelo sistema ortogrÃfico da LÃngua Portuguesa e a terem consciÃncia de suas prÃprias pronÃncias, visto que, mesmo havendo diferentes modos de falar, apenas uma Ãnica notaÃÃo foi convencionada para a modalidade escrita. Pautando-se nos trabalhos de Bisol (2001), Bortoni-Ricardo (2004, 2013), Cagliari (2003), Camara Jr. (2008, 2015), Lamprecht et al. (2004, 2012), Lemle (2001), Morais (2005, 2008), Roberto (2016), Silva (2008), Seara et al. (2011), Soares (1992) e Spinelli e Ferrand (2009), esta pesquisa se debruÃa sobre as dificuldades ortogrÃficas motivadas pela oralidade, enfrentadas por estudantes do 9Â ano do Ensino Fundamental de uma escola da rede pÃblica de ensino. Trata-se de uma pesquisa-aÃÃo, cujos dados serÃo avaliados quantitativa e qualitativamente, que tem como objetivos: i) identificar os tipos e a frequÃncia das dificuldades ortogrÃficas presentes na escrita de estudantes do 9Â Ano do Ensino Fundamental; ii) propor atividades para o tratamento das principais dificuldades ortogrÃficas presentes na escrita desses estudantes; e iii) avaliar a efetividade das aÃÃes de intervenÃÃo aplicadas para o tratamento dos erros ortogrÃficos identificados. Para tanto, foi realizado um diagnÃstico dos erros ortogrÃficos mais frequentes por meio de redaÃÃo e questÃes avaliativas, cujo resultado revelou a monotongaÃÃo como o erro mais comum. Posteriormente, foi proposta uma sequÃncia de atividades para o tratamento desse erro, a qual foi seguida de uma avaliaÃÃo por meio da repetiÃÃo dos procedimentos de diagnÃstico, agora como pÃs-testes. Como resultado, constatou-se que a intervenÃÃo aplicada, fundamentada na reflexÃo sobre o sistema ortogrÃfico da LÃngua Portuguesa e sobre os dialetos e as produÃÃes orais dos prÃprios alunos, contribuiu para reduzir a incidÃncia dos erros de ortografia que foram alvo de tratamento. / The National Curriculum Parameters for Portuguese Language (1997, 1998) alert that the traditional study of orthography in classrooms is fulfilled with the practice of exercises in formula repetition and in the correction of studentsâ spelling. This methodology, however, has proved little productive, since the compositions of students in the final years of primary school, as well as secondary school, still show many spelling mistakes. The orthography teaching-learning process lacks, therefore, a method that helps the students to recognize the conventions established by the Portuguese system of spelling and to be conscious of their own pronunciation, since, although there are different ways to pronounce words, only one notation was stipulated for the written form. Based on the works of Bisol (2001), Bortoni-Ricardo (2004, 2013), Cagliari (2003), Camara Jr. (2008, 2015), Lamprecht et al (2004, 2012), Lemle (2001), Morais (2005, 2008), Roberto (2016), Silva (2008), Seara et al (2011), Soares (1992) and Spinelli and Ferrand (2009), this research approaches the orality-motivated spelling difficulties faced by 9th grade students in a public school. This is an action research, whose data will be evaluated quantitatively and qualitatively. The objectives of this research are: i) identifying the types and frequency of spelling difficulties present in the writing of 9th grade students; ii) proposing activities for the treatment of the main spelling difficulties present in those studentsâ writing; and iii) evaluating the effectiveness of the intervention actions used in the treatment of the spelling mistakes that were identified. To that effect, a diagnosis of the most frequent spelling mistakes was carried out through compositions and evaluative questions, and the results showed monophthongization as the most common mistake. Later, a sequence of activities was proposed for the treatment of that mistake, which was followed by an evaluation through the repetition of the diagnosis procedures, now as a post-test. As a result, it was evidenced that the intervention applied, based on the reflection on the Portuguese system of spelling and on the studentsâ dialect and oral productions, contributed to reduce the incidence of the spelling mistakes that were the target of treatment.

Esta tese tem por objetivos apresentar a edição criteriosa de manuscritos brasileiros seiscentistas; mostrar tendências gramaticais do português do século XVII, com base nesses manuscritos e em impressos coetâneos; analisar a retenção gráfica desses textos, muito mais próxima da escrita fonética do que da etimológica e, ainda, analisar o uso freqüente das conjunções coordenativas. A preocupação com o estado da língua portuguesa no século XVII justifica-se pela pouca quantidade de estudos voltados especificamente a esse período, através de fontes primárias, e por ser este um período em que a escrita, baseada de modo geral nos textos literários, é considerada pelos lingüistas de modo geral como pseudo-etimológica, contrariando fatos apresentados nas cartas e textos notariais seiscentistas. Os passos seguidos para a análise partiram da edição criteriosa de manuscritos seiscentistas brasileiros, da comparação com impressos e com gramáticas e tratados de ortografia de mesma época e do confronto com o que dizem os atuais especialistas em lingüística diacrônica. Os resultados obtidos permitemnos afirmar que a ortografia portuguesa do século XVII e o uso dos nexos de coordenação apresentam fortes características do português medieval, contrariando o que se pregava na época, em função da revolução filosófica desencadeada pelo Renascimento. Tal conclusão, a nosso ver, deve-se, especialmente, ao fato de a educação em Portugal, e conseqüentemente no Brasil, estar nas mãos da Companhia de Jesus, defensora da filosofia escolástica e opositora, portanto, ao pensamento racional e cartesiano dos países reformados, o que manteve Portugal afastado das grandes correntes filosóficas do século em questão. / The purpose of this thesis is to present a discerning edition of seventeenth Brazilian manuscripts; to demonstrate grammatical trends of Portuguese from the Seventeenth Century, based on these manuscripts and on coetaneous printed versions; to analyze the graphical retention of these texts, much more near to the phonetic writing than to the etymological one, and, also, to analyze the frequent use of the coordinative conjunctions in those texts. The concern with the Portuguese language condition in the Seventeenth Century is justified by the little quantity of studies specifically focused on that period, through primary sources, and because that is a period in which the writing, usually based upon literary texts, is considered by almost all linguists as pseudo-etymological, contesting facts presented in letters and in seventeenth century notarial texts.The steps followed for the analysis arose from the discerning edition of seventeenth Brazilian manuscripts, the comparison with printed versions and with grammar books and treaties on orthography from the same period and from the parallel with what the specialists on diachronic linguistic say. The obtained results allow us to affirm that the Portuguese orthography from the Seventeenth Century and the use of the coordination nexus present strong characteristics of medieval Portuguese, opposing to what was preached in that period, on account of the philosophical revolution broken out by the Renascence. Such conclusion, in our point of view, is specially due to the fact that the Education in Portugal, and consequently in Brazil, in the hands of \"Companhia de Jesus\", defensor of the scholastic philosophy and, therefore, opponent of the Rational and Cartesian thought of the reformed countries, what kept Portugal away from the great philosophical chains of the century under discussion.

Made available in DSpace on 2017-07-10T16:21:13Z (GMT). No. of bitstreams: 1 Dissertacao_Valeria.pdf: 2424663 bytes, checksum: 6a58826e3ac87c75a358618b4ddbc2c9 (MD5) Previous issue date: 2015-08-03 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This research has the aim to present reflections about the Portuguese language education from phenomena of linguistic variation, students difficulty to comprehend the written code and the opacity between speaking and writing. Most of the orthographic problems that wait to get over for students in the final grades of Elementary School persist, committing the development in the linguistic operations needed to the sense and the signification of reading and writing. The text productions from 9th grade students searched in this work, present, in general, difficulties related to the domain of written code. Buss (2013), the students still reveal hypothesis about orthographic mistakes, from the relation speaking and writing, registered in productions students of final grades of elementary school and to create a didactic proposal for trying to solve them. When we identify the orthographic problems and analyze them, from the principles of linguistic variation and the phonology, it was developed a script of reading activities, writing and language system, as the code domain. As a result of this investigation process, we understand that it is necessary a systematized work with orthography to correct problems that get stuck in the school trajectory of students, and a turning back to questions about linguistic variety and from language education guided in a pedagogy culturally sensitive. / Esta pesquisa tem o objetivo de apresentar reflexões sobre o ensino da Língua Portuguesa diante de fenômenos da variação linguística, das dificuldades dos alunos na compreensão do código escrito e da opacidade entre fala e escrita. Muitos dos problemas ortográficos, que se esperam superados por alunos nas séries finais do Ensino Fundamental, ainda persistem, comprometendo o desempenho nas operações linguísticas necessárias ao sentido e à significação da leitura e da escrita. As produções de textos de alunos do 9º ano, investigados neste trabalho, apresentam, de modo geral, dificuldades em relação ao domínio do código escrito. Segundo Busse (2013), os alunos ainda revelam hipóteses sobre regras ortográficas e de organização da escrita que comprometem o desenvolvimento do texto no nível da coesão e da coerência. Com o propósito de encontrar resposta(s) para essa problematização, propomo-nos a descrever e a analisar erros ortográficos, provenientes da relação fala e escrita, registrados em produções dos alunos das séries finais do Ensino Fundamental e criar uma proposta didática para tentar saná-los. Ao identificar os problemas ortográficos e analisá-los, a partir dos princípios da variação linguística e da fonologia, desenvolveu-se um roteiro de atividades de leitura, de escrita e de sistematização da língua para aplicação em sala de aula. Após a aplicação, verificaram-se os resultados, no que tange ao domínio do código. Como resultado desse processo de investigação, entendemos que é necessário tanto um trabalho sistematizado com a ortografia, a fim de corrigir problemas que se arrastam e se perpetuam na trajetória escolar dos alunos, quanto voltar-se para as questões da variação linguística e do ensino da língua pautadas numa pedagogia culturalmente sensível.

Made available in DSpace on 2017-07-10T16:21:14Z (GMT). No. of bitstreams: 1 Disserta_Michele -.pdf: 4000998 bytes, checksum: 268b268db66bdb6bc4f4bf6a62038e77 (MD5) Previous issue date: 2015-08-03 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The work with Portuguese language in the Elementary and final school grades has provoked reflections of questions related to the knowledge of writing. Among the aspects that involves the text organization, there are the paragraphs, punctuation, the use of capital and lower letters and the spelling, which, in parts, is related to the usage of language in the oral part and the reading practice, to dominate the written code. The teaching of orthography, foreseeing the relation between speaking and writing, and the crossing relations and arbitrary of language, it is a challenge for Portuguese teachers, mainly, because the students mistakes and doubts are still present in the final grades of Elementary School. The orthography has the important role to permit the reading, because it depends on the speaking, pronunciation or the reader s dialect, the writing is going to be only one. The domain of the written code helps the student to understand the language and it gives him autonomy to use writing in the several communication spheres. In the final grades of Elementary school, the orthographic registers that violate the written rules can lead the student to become a reader and text producer that has its development failed, in the formal plan and in the content plan. Among the problems found in the written productions of students (inappropriate usage of capital and lower letters, lack of punctuation, lack of accentuation, lack of cohesion and coherence, lack of verbal or nominal concordance), the most typical are the change of letters and the omission or addiction of letters. . In this research, we aim, for means of written productions from students of the 8th grade from Elementary School, to identify, describe, analyze, classify the orthographic registers and, from the occurrence of the phenomena and phonologic processes, to plan and provide reading activities, writing and linguistic analyses, turned to the orthography. Building on Oliveira (2005) studies, this research is organized from the investigation of the relation between speaking and writing and the study about the way the student uses to assimilate and domain the written language, separating it from the speaking and the system s opacity. When the student goes at school he already has his first language, and, in his speaking, he can use it efficiently in situations of interaction. Being the oral part the main communication, it is necessary to consider that from the speaking the student is introduced in the written language. In this sense, work with the written language must take as a reference the operation of speech and the reality that is considering the issues of linguistic variation present in the speech community of the student, considering that, to overcome the doubts and conflicts writing, the student begins to deepen their knowledge of the other levels of language and language. / O trabalho com a Língua Portuguesa nos anos iniciais e finais do Ensino Fundamental tem provocado reflexões sobre questões relacionadas à aprendizagem da escrita. Dentre os aspectos que envolvem a organização de um texto, destacam-se a paragrafação, a pontuação, o uso de letra maiúscula e minúscula e a ortografia, que, em parte, relaciona-se ao uso da língua na modalidade oral e às práticas de leitura, para o domínio do código escrito. O ensino da ortografia, prevendo a relação entre fala e escrita, e as relações cruzadas e arbitrárias da língua, é um desafio aos professores de Língua Portuguesa, principalmente porque os erros e as dúvidas dos alunos ainda estão presentes nos anos finais do Ensino Fundamental. A ortografia desempenha o importante papel de permitir a leitura, pois, independente da fala, da pronúncia ou do dialeto do leitor, a escrita será uma só. O domínio do código escrito auxilia o aluno a compreender o funcionamento da língua e lhe dá autonomia para utilizar a escrita nas diversas esferas de comunicação. Nos anos finais do Ensino Fundamental, os registros ortográficos que violam as regras da escrita podem levar o aluno a se tornar um leitor e produtor de texto que tem seu desempenho comprometido no plano formal e no plano do conteúdo. Entre os problemas encontrados nas produções escritas dos alunos (uso inadequado de letra maiúscula e minúscula, falta de pontuação, falta de acentuação, falta de coerência e coesão, falta de concordância nominal ou verbal), os mais recorrentes são as trocas de letras e a omissão, ou o acréscimo, de letras. Nesta pesquisa objetivamos, por meio de produções escritas de alunos do 8º ano do Ensino Fundamental, identificar, descrever, analisar, classificar os registros ortográficos e, a partir da ocorrência dos fenômenos e processos fonológicos, planejar e propor atividades de leitura, escrita e análise linguística, voltadas à ortografia, para levar o aluno ao domínio do código escrito. Tomando como base os estudos de Oliveira (2005), esta pesquisa organiza-se a partir da investigação da relação entre fala e escrita e do estudo sobre o percurso que o aluno traça para assimilar e dominar a língua escrita, dissociando-a da fala e da opacidade do sistema. Quando o aluno chega à escola, já possui o domínio da língua materna e, em sua fala, consegue usá-la com eficiência comunicativa nas situações de interação. Sendo a forma de comunicação predominante na modalidade oral, é preciso considerar que, a partir da fala, o aluno é introduzido na linguagem escrita. Nesse sentido, o trabalho com a língua escrita deve tomar como referência o funcionamento da fala e a realidade em que ocorre, considerando as questões de variação linguística presentes na comunidade de fala do aluno, tendo em vista que, ao superar as dúvidas e conflitos da escrita, o aluno passa a aprofundar seu conhecimento sobre os outros níveis da língua e da linguagem.

In this two-part study, English spelling errors of Arabic speaking students are investigated. Specifically, an empirical study is done to document and investigate exactly what kinds of English spelling errors Arabic-speaking students actually make. Then these data are analyzed. and spelling error patterns are discovered. Next. a study is done to determine if the presence of spelling errors in written work has a significant negative effect on readers' evaluations of this writing.

Logographic character handwriting, such as Hanzi in Chinese, Kanji in Japanese, or Hanja in Korean, is notoriously challenging for foreign language learners. Fortunately, computer-assisted learning systems for handwriting are being improved to meet the instructional needs of teachers and learners in foreign language education. However, the effect of computer-assisted language learning in logographic handwriting has never been explored. To anchor the inquiry of the current study, the extensive complementarity approach was adopted, in which SLA research complements L2 instruction by studying the impact of a theory-based instructional method on the learning of an aspect of the L2. The present study explores the orthographic development at the initial stage of character learning among non-heritage, beginning-level learners of Chinese as a foreign language (CFL) by investigating the effect of Interactionist-instructed mediations on orthographic attrition and maintenance and by examining the relationships among awareness of internal formation sequencing, character recognition and production. Data was collected from 167 first-year CFL students in a Chinese program at a large research university in North America. In phase one, 63 students completed all the six-week lab writing tasks. In phase two, 125 students completed all the end-of-semester correlation tasks in their first semester of learning Chinese. The findings of the study are multifold. First, by closely examining the roles of input, output, and feedback in the Interactionist model, the results show that, to maximize orthographic retention and reduce attrition, the effect of working memory needs to be taken into consideration in the design of instruction for immediate kinesthetic skill training and for better development of orthographic awareness among CFL non-heritage beginners. Second, the effect of multimedia input enhancements along with handwriting output on reducing variations of character formation in character learning is also significant. Third, the effect of the handwriting feedback is not found to be significant when compared to its counterpart without feedback in computer-assisted handwriting instruction; however, its influence on the participants' writing motivations and learning objectives were observed and addressed in the study. Finally, the CFL non-heritage beginning learners' awareness of internal formation sequencing was found to be correlated with their performance in character recognition and reproduction. The pedagogical implications are discussed.

Spelling ability is not static; rather, as children age, learning how to encode morphophonologically complex words in conventional ways is motivated by the increasingly complex demands imposed by academic experiences with morphologically complex words. Success requires ongoing integration of phonological (P), orthographic (O) and morphological (M) knowledge. However, current research on the development and assessment of spelling has not sufficiently accounted for the way word features and participant characteristics interact with students' POM knowledge in the spelling of derived words. This study used a linear mixed effects regression approach to provide new insights about how both word characteristics and students' linguistic knowledge affected the application of POM from grades 3-7 in the spelling of derived forms. Spelling data (WIAT-II) were taken from a larger longitudinal study focused on reading development (Garcia et. al., 2010). Eleven words from the WIAT-II with derivational morphology (which included one inflected form with a derived homophone possibility) were analyzed first with the Phonological Orthographic Morphological Analysis of Spelling (POMAS; an unconstrained scoring system) in order to identify linguistic feature errors within misspellings. Next, misspellings were quantified with the POMplexity metric to evaluate the individual and combined influences of phonology (P), orthography (O), and morphology (M) to derivational misspellings over time. A linear mixed effects regression approach evaluated the impact of item-level characteristics (derivational frequency and shifts), participant characteristics (rime, spelling choice and morphological awareness task scores), and time (grade level) on POMplexity scores. Results indicated item-level characteristics, participant characteristics and time significantly predicted variation in P, O, M, and total POMplexity scores. Frequency had a significant impact on scores, with high frequency words resulting in lower POMplexity scores than low frequency words and these effects were most obvious in grades 3 and 4. Slope differences between words suggested that low frequency misspellings resolve more rapidly than high frequency words. Derivational shift was shown to have a significant interaction with time for O, M and Total scores, but not P scores. In all cases, the slopes for derived words with no shift improved more quickly than shift categories. Finally, performance on measures on the measures of linguistic skill correlated to improved scores for the related POMplexity code. These results strongly suggest that the developmental course of learning to spell derivations is not a linear accumulation of POM knowledge, but instead is a recursive process with both general and word-specific knowledge affecting how an individual student produces a derivational spelling at any given point in time. Contributions of word characteristics, such as frequency and number/type of derivational shift, suggest that morphemic features challenge encoding; that is, increased complexity taxes the system's ability to represent both sound and meaning orthographically. Educational and clinical implications will be described.

An experimental comparison was made of two mediations of spelling instruction with sight words: a traditional paper and pencil presentation and a computer-assisted presentation. Five students identified as learning disabled participated in the investigation over the course of five to six weeks in an elementary mainstreamed setting. The microcomputer presentation consisted of a commercially available spelling program incorporating visual and auditory error verification procedures. A counterbalanced ABAC/ACAB intrasubject replication design was used to evaluate the spelling performances (percent correct, correct spelling sequences, and rates of responses).Findings1. The results indicated that the microcomputer presentation of the spelling words did not effectively enhance achievement over that of paper and pencil.2. The use of error verification procedures with the microcomputer format did not result in more efficient learning. Rather, these subjects learned more quickly without the verification procedures. Informal observations further indicated that the students ignored the cues provided for verification.3. The intrasubject replication format of this investigation indicated that there were no order effects of the treatment conditions or of the error verification conditions.4. The students in this experiment required a longer session each day and took more time to respond when working on the microcomputer than with the paper and pencil presentation. These students, however, lacked typing skills which increased their response times on the microcomputer.5. Informal observations indicated that attention-to-task behavior was enhanced by the microcomputer. Although the subjects worked for a longer period of time in this mode, their attention was focused on the task.6. Because of the questionable instructional value of much of the software, the use of microcomputers in comparison with traditional and less costly modes of instruction should be carefully evaluated.

The goal of this study was to examine the spelling errors of children with Autism Spectrum Disorder (ASD) when asked to spell morphologically complex words. Specifically, this study sought to determine if percent accuracy across morphological areas would be similar to patterns noted in typical developing children, correlate with participant age, and correlate to performance on standardized measures of achievement. Additionally, the study wanted to highlight the types of errors made by children with ASD on homonyms and the specific linguistic patterns noted when spelling derivational and inflectional word types. Participants included 29 children diagnosed with Autism, PDD-NOS, and Asperger’s Disorder, ages 8-15 years. The spelling protocol consisted of 36 words differing in morphological complexity, including homonyms, inflections and derivations. The derivational categories included: no shift, orthographic shift, phonologic shift, and orthographic + phonologic shift words (Carlisle, 2000). Spelling errors were analyzed both quantitatively and qualitatively. The qualitative analysis used a unique coding system, the Phonological, Orthographic, and Morphological Analysis of Spelling (POMAS; Silliman et al., 2006), which identified both the linguistic category of an error, as well as the specific linguistic feature in error. Results indicated that the spelling errors of children with ASD seemed to follow a developmental pattern that was similar to typically developing children (Carlisle, 1988; 2000). To be specific, phonologic and orthographic+phonologic shift categories evidenced significantly more errors than the no shift, orthographic shift, and inflections categories, which were not significantly different from each other. As expected, academic achievement, as measured by letter-word decoding, spelling, and age, were correlated with morphological spelling ability. Findings supported the use of the POMAS as a coding measure sensitive to spelling error patterns found in children with ASD. Several common feature errors emerged including: 1) vowel errors, 2) consonant deletions, 3) letter doubling, 4) derivational suffix errors, and 5) whole word substitutions. Overall, this heterogeneous group of spellers fit into three profiles of spelling ability: 1) competent spelling ability, 2) morphologically challenged spellers, and 3) generally challenged spellers. Hence, qualitative investigations of spelling errors play a crucial part in the characterization of spelling skill in children with ASD.