Characteristics of early spelling of children with Specific Language Impairment

Journal of Communication Disorders
Kim A H CordewenerLudo Verhoeven

Abstract

The present study investigated active grapheme knowledge and early spelling of 59 first grade children with Specific Language Impairment (SLI). Speed, nature, and knowledge transfer of spelling acquisition were taken into account. Four orthographic characteristics that influence early spelling, namely, 'Type of Grapheme', 'Grapheme Position', 'Number of Graphemes', and 'Word Structure' were examined at the middle and at the end of first grade. At the beginning of first grade when children were between 71 and 97 months, they performed well below national norms on assessment of active grapheme knowledge. The delay in word spelling persisted, but decreased between the middle and the end of first grade. Despite this delay, the findings suggest that characteristics of early spelling for children with SLI are rather similar to those of children with typical language development. For example, children with SLI represented more graphemes at the end of first grade than at the middle of first grade, found it easier to represent the initial grapheme in words than the final or medial grapheme (Grapheme Position), were more successful spelling shorter than longer words (Number of Graphemes), and spelled words with simple structures (CVC) mo...Continue Reading

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Citations

Apr 17, 2012·Research in Developmental Disabilities·Kim A H CordewenerLudo Verhoeven
Sep 29, 2015·Australian Journal of Learning Difficulties·Krystal L Werfel, Hannah Krimm
Aug 21, 2013·Journal of Communication Disorders·Rebecca F LarkinSamarita Blaggan
Apr 6, 2017·CoDAS·Paula Renata PedottDebora Maria Befi-Lopes
Jun 10, 2015·Journal of Learning Disabilities·Rachel SchiffElisheva Ben-Artzi
Aug 27, 2021·Language, Speech, and Hearing Services in Schools·Lucie BrocThierry Olive
Sep 14, 2021·Journal of Speech, Language, and Hearing Research : JSLHR·Gareth J WilliamsClare Wood

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