Morphological Skills: A Key Parameter in Dealing with Written Expression and Spelling in Specific Learning Disabilities

Abstract

Many researchers recently focus on Specific Learning Disabilities due to the significant percentage of students recently diagnosed with SLD (American Psychiatric Association, 2013). This study basically aims in investigating the effect of Morphological Skills in written expression and spelling through an intervention project. The sample of the research consisted of 7 participants who coped with significant difficulty in written speech and orthography. Their chronological age was between 10;01 (y;m) and 12;08 (M = 11.07, SD = 0.05). The project lasted for a 10-week period (March 2017-May 2017). Semi-structured interviews with participants' parents, teachers and special educators were also conducted in order to increase the credibility and validity of the results. A screening test was also designed in order to evaluate the qualitative elements of the participants' progress with accuracy. The results from Friedman non-parametric statistical test showed statistically significant elimination of errors in general (χ 2 F(1) = 7.000, p = 0.008 < 0.05), in nouns (χ 2 F(1) = 7.000, p = 0.008 < 0.05), in verbs (χ 2 F(1) = 7.000, p = 0.008 < 0.05) and in adjectives (χ 2 F(1) = 4.000, p = 0.046 < 0.05).

Use of mobile technology in the development of cognitive skills of high school students with special educational needs

“…First, addressing A/C encompasses a fundamental training for all content domains, since a deficiency in this skill can interfere with the learning itself and even cause an academic performance lower than the students' actual potential (Charitaki et al, 2018). Second, literature related to teaching indicates that spelling has turned out to be a complex endeavor, mainly due to methods based on rote learning of spelling rules and the abuse of dictation as an evaluation instrument (Wakui, 2016).…”