Renewal of the Spelling Test 'Het Wonderlijke Weer'

During the first year of high school, students make an important transition from primary to secondary education. During this phase, their language and spelling skills are put to the test, as the complexity and volume of texts and writing assignments increase. To ensure that children who struggle with reading and spelling are not overlooked, a diagnostic spelling test is often administered in the first year. A diagnostic spelling test is an effective tool for early detection of persistent spelling difficulties and for determining whether a student requires additional support. Early identification is particularly crucial for students with (potential) dyslexia, so they can receive appropriate help in time and avoid academic difficulties.

At Dr. Nassau College, the spelling test Het Wonderlijke Weer ('the curious wheather') has been used for years to identify spelling problems among first-year high school students. However, the school has indicated that this test no longer aligns well with students' experiences and that its scoring standards are outdated. This presents a problem, as a spelling test should not only assess spelling proficiency but also be engaging and relevant for its target audience. If a test no longer aligns with students' experiences, it may lead to a distorted assessment of their spelling abilities and potentially less effective identification of spelling difficulties.

This study focuses on developing a renewed version of the spelling test Het Wonderlijke Weer, titled De Magie van Muziek ('the magic of music'). The goal is to design a test that better aligns with the experiences and language proficiency of first-year vocational secondary school students while still providing a reliable assessment of their spelling skills. The revised version of the test will be administered in the first-year vocational classes at Dr. Nassau College, allowing for the establishment of a new, representative scoring standard. With this updated test, schools can better determine which students require additional support. In this way, this research contributes to more effective identification of students with spelling difficulties and possible dyslexia.