Spelling Problems after Early Oral Language Difficulties

Autor/inn/en	Buil-Legaz, Lucía; Suárez-Coalla, Paz; Santamarina-Rabanal, Liliana; Martínez-García, Cristina; Rodríguez-Ferreiro, Javier; Cuetos, Fernando
Titel	Spelling Problems after Early Oral Language Difficulties
Quelle	In: International Journal of Language & Communication Disorders, 58 (2023) 3, S.756-764 (9 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Buil-Legaz, Lucía) ORCID (Suárez-Coalla, Paz) ORCID (Santamarina-Rabanal, Liliana) ORCID (Martínez-García, Cristina) ORCID (Rodríguez-Ferreiro, Javier)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1368-2822
DOI	10.1111/1460-6984.12819
Schlagwörter	Oral Language; Language Acquisition; Language Impairments; Reading Difficulties; Writing Difficulties; Developmental Disabilities; Young Children; Spelling; Spanish Speaking; Error Patterns; Accuracy; Morphology (Languages) + Suchen Sie Ihr Suchwort? Oral interpretation; Mündlicher Sprachgebrauch; Sprachaneignung; Spracherwerb; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Reading difficulty; Leseschwierigkeit; Schreibstörung; Entwicklungsstörung; Frühe Kindheit; Schreibweise; Fehlertyp; Morphology; Morphologie
Abstract	Recent research has stated that early oral language acquisition difficulties are related to reading and writing difficulties. Children with developmental language disorder (DLD) experience difficulties with several dimensions of language. In this study we focus on the specific difficulties of children with DLD in spelling. We examine the impact of lexicality and length in written production of Spanish-speaking children with DLD. A total of 18 children with language difficulties (M[subscript age] = 8;4) were compared with age-matched children (M[subscript age] = 8;2). Participants completed a spelling-to-dictation task of words and pseudo-words, where length was manipulated. A digital tablet was used to collect data and obtain measures of accuracy, latencies and total writing durations. Results showed that children with DLD produced more errors, longer latencies and longer writing durations than age-matched children. Regarding accuracy, analysis of the errors shows that children in the control group produce few errors, most being substitutions, while children with DLD made more errors and of more varied categories. Moreover, they were more affected by length on writing accuracy than the control group. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01