Characteristics of early spelling of children with Specific Language Impairment

Cordewener, Kim A.H.; Bosman, A.M.T.

doi:10.1016/j.jcomdis.2012.01.003

Cited by 21 publications

(30 citation statements)

References 43 publications

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“…Children with SLI score lower on spelling measures than children with typical language (Bishop & Adams, 1990; Cordewener et al, 2012; Wagovich et al, 2012; Young et al, 2002). Spelling deficits in children with SLI are evident in elementary school (e.g., age 8; Bishop & Adams, 1990), and difficulties with spelling persist into young adulthood (Young et al, 2002).…”

Section: Spelling Of Children With Slimentioning

confidence: 88%

“…Spelling skill is dependent on a variety of types of linguistic knowledge and awareness, including phonological awareness (Stahl & Murray, 1994; Treiman, 1991), morphological knowledge (Apel et al, 2012; Treiman & Cassar, 1996; Treiman, Cassar, & Zukowski, 1994), and orthographic knowledge (Treiman, 1994; Walker & Hauerwas, 2006), among others. It is therefore unsurprising that spelling deficits are abundant in children with SLI, who exhibit deficits across these types of linguistic knowledge and awareness (Bishop & Adams, 1990; Cordewener, Bosman, & Verhoeven, 2012; Wagovich, Pak, & Miller, 2012; Young et al, 2002). …”

Section: Spelling Theories and Instructionmentioning

confidence: 99%

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Utility of the Spelling Sensitivity Score to analyze spellings of children with specific language impairment

Werfel

Krimm

2015

Australian Journal of Learning Difficulties

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The purpose of this study was to examine the utility of the Spelling Sensitivity Score (SSS) beyond percentage correct scoring in analysing the spellings of children with specific language impairment (SLI). Participants were 31 children with SLI and 28 children with typical language in grades 2 through 4. Spellings of individual words were scored using two methods: (a) percentage correct and (b) SSS. Children with SLI scored lower than children with typical language when spelling was analysed with percentage correct scoring and with SSS scoring. Additionally, SSS scoring highlighted group differences in the nature of spelling errors. Children with SLI were more likely than children with typical language to omit elements and to represent elements with an illegal grapheme in words, whereas children with typical language were more likely than children with SLI to represent all elements with correct letters.

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Section: Spelling Of Children With Slimentioning

confidence: 88%

Section: Spelling Theories and Instructionmentioning

confidence: 99%

Utility of the Spelling Sensitivity Score to analyze spellings of children with specific language impairment

Werfel

Krimm

2015

Australian Journal of Learning Difficulties

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“…The intervention geared at written language in SLI should occur concurrently to the approach of orality (16,17) and phonological processing aspects, including those represented in this research -alliteration and rhyme -should also receive attention in the therapeutic space.…”

Section: Discussionmentioning

confidence: 99%

“…They present, among other clinical manifestations, difficulty in acquiring new words, delay in working memory and in short-term phonological memory, common and idiosyncratic phonological processes, simplified and little varied grammatical structure and unusual ordering of words (3,(13)(14)(15) . The intrinsic relationship between oral and written language leads us to understand that the multiple changes in the spoken language of children with SLI, including the phonological representation, make them more likely to show changes in phonological processing and in reading and writing skills (7,16,17) . Thus, the present study aimed to investigate and compare the performance of school-aged children with specific language impairment (SLI) to the performance of peers typically developing language in alliteration and rhyme identification activities and verify the influence of semantic and phonological distractors in both tasks.…”

Section: Introductionmentioning

confidence: 99%

Habilidades de aliteração e rima em crianças com distúrbio específico de linguagem

Pedott

Cáceres-Assenço

Befi-Lopes

2017

CoDAS

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Purpose: this study investigated and compared the performance of school-aged children with specific language impairment (SLI) and their peers typically developing language in alliteration and rhyme tests. The study also aimed to evaluate the influence of semantic and phonological distractors on both tests. Methods: twelve school-aged children with SLI (study group -SG) and 48 peers typically developing language (control group -CG) aged 7 to 9 years. All of them were on 2 nd or 3 rd grade and presented hearing thresholds within normal limits and appropriate nonverbal intellectual performance. The experimental assessment consisted in alliteration and rhyme tests with semantic and/or phonological distractors. Results: intragroup analysis showed that both groups presented lower performance in rhyme than alliteration activities (CG p<.001; SG p=.011). Intergroup analyses revealed that the SG had a poorer performance in both tasks in comparison to the CG (alliteration p=.001; rhyme p=.009). The error analysis pointed out that in alliteration, the SG opted more frequently for semantic (p=.004) and other distractors (p<.001) than the CG, whereas in rhyme tests, they opted more frequently for phonological (p=.048) and other distractors (p=.031). Conclusion: the SG presented difficulty in alliteration and rhyme tasks, indicating poorer performance than their peers without language impairment. School-aged children with SLI attested that they analyze phonological awareness stimuli in a more general way, leading them to overlook relevant segmental aspects. These data reinforce the need for early intervention of these abilities in this population. RESUMOObjetivo: investigar e comparar o desempenho de escolares com distúrbio específico de linguagem (DEL) e em desenvolvimento típico de linguagem em atividades de identificação de aliteração e rima e verificar, em ambas as tarefas, a influência dos distratores semânticos e fonológicos. Método: participaram do estudo 12 escolares previamente diagnosticados com DEL (GP) e 48 escolares em desenvolvimento típico (GC) com idade entre 7 anos e 9 anos e 11 meses. Todos cursavam o 2º ou 3º ano do ensino fundamental I e apresentavam audição e inteligência não verbal preservadas. Como medidas experimentais, foram utilizados testes padronizados de identificação de aliteração e rima, com presença de distratores semânticos e/ou fonológicos. Resultados: a análise intragrupo demonstrou que ambos os grupos apresentaram desempenho inferior em rima do que em aliteração (GC p<0,001; GP p=0,011). A análise intergrupos indicou que o desempenho do GP foi inferior ao do GC em ambas as tarefas (aliteração p=0,001; rima p=0,009). A análise dos erros indicou que na aliteração, em comparação ao GC, os escolares do GP utilizaram mais distratores semânticos (p=0,004) e outros (p<0,001), enquanto na rima utilizaram mais distratores fonológicos (p=0,048) e outros (p=0,031). Conclusão: o GP apresentou dificuldade em tarefas de aliteração e rima, demonstrando estar aquém dos seus pares sem alteração de l...

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“…Quelques recherches ont mis en évidence que ces enfants présentent aussi des difficultés d'apprentissage de la langue écrite, notamment en orthographe (Bishop, & Clarkson, 2003 ;Cordewener, Bosman, & Verhoeven, 2012). Cependant, les travaux menés sur l'orthographe ne l'ont étudiée que de façon lacunaire, soit en considérant le versant lexical, soit en considérant le versant morphologique flexionnel, sans jamais comparer les deux.…”

Section: Introductionunclassified

Narrations écrites et orthographe chez les enfants et adolescents dysphasiques : Pourquoi les erreurs morphologiques augmentent-elles avec l’âge ?

Broc

Bernicot

Olive

et al. 2014

SHS Web of Conferences

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Characteristics of early spelling of children with Specific Language Impairment

Cited by 21 publications

References 43 publications

Utility of the Spelling Sensitivity Score to analyze spellings of children with specific language impairment

Utility of the Spelling Sensitivity Score to analyze spellings of children with specific language impairment

Habilidades de aliteração e rima em crianças com distúrbio específico de linguagem

Narrations écrites et orthographe chez les enfants et adolescents dysphasiques : Pourquoi les erreurs morphologiques augmentent-elles avec l’âge ?

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