Orthographic Knowledge and Clue Word Facilitated Spelling in Children with Developmental Language Disorder

Autor/inn/en	Williams, Gareth J.; Larkin, Rebecca F.; Rose, Naomi V.; Whitaker, Emily; Roeser, Jens; Wood, Clare
Titel	Orthographic Knowledge and Clue Word Facilitated Spelling in Children with Developmental Language Disorder
Quelle	In: Journal of Speech, Language, and Hearing Research, 64 (2021) 10, S.3909-3927 (19 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Williams, Gareth J.) ORCID (Larkin, Rebecca F.) ORCID (Wood, Clare)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1092-4388
Schlagwörter	Spelling; Developmental Delays; Language Impairments; Matched Groups; Pretests Posttests; Accuracy; Phonology; Task Analysis; Cues; Scores; Comparative Analysis; Spelling Instruction; Intervention; Language Tests; Reaction Time; Clinical Evaluation of Language Fundamentals + Suchen Sie Ihr Suchwort? Schreibweise; Entwicklungsverzögerung; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Fonologie; Aufgabenanalyse; Stichwort; Orthographieunterricht; Rechtschreibunterricht; Language test; Sprachtest; Reaktionsvermögen
Abstract	Purpose: This study investigated the orthographic knowledge and how orthographic and phonological information could support children with developmental language disorder (DLD) to make more accurate spelling attempts. Method: Children with DLD (N = 37) were matched with chronological age-matched (CAM) children and language age-matched children. These children completed specific and general orthographic knowledge tasks as well as spelling task conditions with either no clue word (pretest), a phonological clue word, or an orthographic clue word. Results: Children with DLD were significantly less accurate in their specific orthographic knowledge, compared with CAM children, but had similar scores for general orthographic knowledge to CAM children. Children with DLD and both controls had significantly higher spelling scores in the orthographic clue word condition compared with a pretest pseudoword spelling task. Conclusions: Children with DLD acquire the general knowledge of a written language's orthography but, possibly through less print exposure, have less well-represented word-specific orthographic knowledge. Moreover, children with DLD are able to extract the orthographic features of a clue word and employ these to produce more accurate spellings. These findings offer support for a spelling intervention approach based on orthography. (As Provided).
Anmerkungen	American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: slhr@asha.org; Web site: http://jslhr.pubs.asha.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01