Specific Language Impairment Affects the Early Spelling Process Quantitatively but Not Qualitatively

Autor/inn/en	Cordewener, Kim A. H.; Bosman, Anna M. T.; Verhoeven, Ludo
Titel	Specific Language Impairment Affects the Early Spelling Process Quantitatively but Not Qualitatively
Quelle	In: Research in Developmental Disabilities: A Multidisciplinary Journal, 33 (2012) 4, S.1041-1047 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0891-4222
DOI	10.1016/j.ridd.2012.01.011
Schlagwörter	Spelling; Language Impairments; Grade 1; Language Acquisition; Elementary School Students; Graphemes; Skill Development; Comparative Analysis; Learning Processes; Special Education + Suchen Sie Ihr Suchwort? Schreibweise; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; School year 01; 1. Schuljahr; Schuljahr 01; Sprachaneignung; Spracherwerb; Kompetenzentwicklung; Qualifikationsentwicklung; Learning process; Lernprozess; Special needs education; Sonderpädagogik; Sonderschulwesen
Abstract	The present study investigated whether children with Specific Language Impairment (SLI) need a special spelling education program, by examining whether the early spelling of children with SLI is quantitatively and qualitatively different from the spelling of typically developing children. Two groups of first grade children participated: 39 children with a typical language development between the age of 73 and 88 months, and 59 children with SLI between the age of 71 and 97 months. The results indicated that children with SLI do have a quantitative delay in both grapheme knowledge and spelling during first grade. However, there was no qualitative difference between the early spelling of children with SLI and typically developing children. This indicated that children with SLI have the same spelling processes as typically developing children, although they develop slower. For clinical practice, this means that teachers of children with SLI can practice the same skills as with typically developing children, but they have to practice substantially more than typically developing children. (Contains 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10