Predicting Early Spelling Difficulties in Children with Specific Language Impairment: A Clinical Perspective

Autor/inn/en	Cordewener, Kim A. H.; Bosman, Anna M. T.; Verhoeven, Ludo
Titel	Predicting Early Spelling Difficulties in Children with Specific Language Impairment: A Clinical Perspective
Quelle	In: Research in Developmental Disabilities: A Multidisciplinary Journal, 33 (2012) 6, S.2279-2291 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0891-4222
DOI	10.1016/j.ridd.2012.07.003
Schlagwörter	Prediction; Spelling; Language Impairments; Young Children; Kindergarten; Grade 1; Longitudinal Studies; Intervention; Foreign Countries; Netherlands + Suchen Sie Ihr Suchwort? Vorhersage; Schreibweise; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Frühe Kindheit; School year 01; 1. Schuljahr; Schuljahr 01; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Ausland; Niederlande
Abstract	This study focused on the precursors of spelling difficulties in first grade for children with specific language impairment (SLI). A sample of 58 second-year kindergartners in the Netherlands was followed until the end of first grade. Linguistic, phonological, orthographic, letter knowledge, memory, and nonverbal-reasoning skills were considered as precursors, as was spelling level at an earlier point in time. Spelling difficulties at the end of first grade were most accurately identified by letter knowledge at the beginning of first grade and word spelling at the middle of first grade. It is concluded that spelling development in children with SLI can be seen as an autocatalytic process in which, without intervention, poor spellers generally remain poor spellers, and good spellers remain good spellers. A focus on early spelling intervention is thus emphasized. (Contains 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10