Spelling Acquisition in French Children with Developmental Language Disorder: An Analysis of Spelling Error Patterns

Autor/inn/en	Godin, Marie-Pier; Gagné, Andréanne; Chapleau, Nathalie
Titel	Spelling Acquisition in French Children with Developmental Language Disorder: An Analysis of Spelling Error Patterns
Quelle	In: Child Language Teaching and Therapy, 34 (2018) 3, S.221-233 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0265-6590
DOI	10.1177/0265659018785938
Schlagwörter	Spelling; French; Language Acquisition; Error Patterns; Phonological Awareness; Longitudinal Studies; Developmental Delays; Language Impairments; Matched Groups; Accuracy; Vocabulary; Grade 2; Elementary School Students; Foreign Countries; Intelligence Tests; Nonverbal Ability; Language Tests; Receptive Language; Profiles; Comparative Analysis; Canada; Test of Nonverbal Intelligence; Clinical Evaluation of Language Fundamentals; Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Schreibweise; Französisch; Sprachaneignung; Spracherwerb; Fehlertyp; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Entwicklungsverzögerung; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Wortschatz; School year 02; 2. Schuljahr; Schuljahr 02; Ausland; Intelligence test; Intelligenztest; Language test; Sprachtest; Rezeptive Kommunikationsfähigkeit; Charakterisierung; Profilanalyse; Kanada
Abstract	The aim of this longitudinal study was to examine spelling acquisition in French children with developmental language disorder (DLD) over a school year. Through a fine-grained spelling error analysis, we investigated whether spelling profiles could be established in the DLD population. This study comprised three groups: a typically developing (TD) group (n = 16), a group of DLD children matched on spelling skills with the TD group (n = 8), and a group of DLD children matched on chronological age and phonological awareness skills with their DLD peers (n = 8), but showing weaker spelling skills. Results indicated that the DLD group matched on spelling skills with the TD group tended to produce more phonologically accurate spellings than the other DLD group. However, the two DLD groups did not differ on phonological awareness skills or vocabulary. Throughout the school year, the TD group and their DLD peers matched on spelling skills tended to add more silent letters in their spelling attempts than the other DLD group. With respect to phase models of spelling acquisition, our findings suggest that more advanced phases--like the orthographic and morphographic literacy phases--can be acquired even if the foundation processes are not well developed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01