Spelling problems after early oral language difficulties.

Autor: Buil-Legaz L; Investigació en Desenvolupament, Educació i Llenguatge (I+DEL), Institut de Recerca i Innovació Educativa (IRIE), Universitat de les Illes Balears, Palma, Spain., Suárez-Coalla P; Departamento de Psicología, Grupo de Investigación en Neurociencia Cognitiva, University of Oviedo, Oviedo, Spain., Santamarina-Rabanal L; Departamento de Psicología, Grupo de Investigación en Neurociencia Cognitiva, University of Oviedo, Oviedo, Spain., Martínez-García C; Faculty of Psychology and Educational Sciences, Universitat Oberta de Catalunya (UOC), Barcelona, Spain., Rodríguez-Ferreiro J; Departament de Cognició, Desenvolupament i Psicologia de la Educació, Institut de Neurociències, Grup de Recerca en Cognició i Llenguatge, Universitat de Barcelona, Barcelona, Spain., Cuetos F; Departamento de Psicología, Grupo de Investigación en Neurociencia Cognitiva, University of Oviedo, Oviedo, Spain.
Jazyk: angličtina
Zdroj: International journal of language & communication disorders [Int J Lang Commun Disord] 2023 May; Vol. 58 (3), pp. 756-764. Date of Electronic Publication: 2022 Nov 24.
DOI: 10.1111/1460-6984.12819
Abstrakt: 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 age = 8;4) were compared with age-matched children (M 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. WHAT THIS PAPER ADDS: What is already known on this subject Children with language difficulties are more likely to present reading difficulties. There are fewer studies analysing the impact of oral language difficulties in writing skills. What this paper adds to existing knowledge The study suggests that children with oral language difficulties also have impairments in spelling, impacting on accuracy, duration and reaction time, possibly related to poor phonological working memory. What are the potential or actual clinical implications of this work? This study highlights the need to emphasize early oral intervention and language-related processing skills to help prevent written language difficulties.
(© 2022 The Authors. International Journal of Language & Communication Disorders published by John Wiley & Sons Ltd on behalf of Royal College of Speech and Language Therapists.)
Databáze: MEDLINE
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