Clinical appraisal of spelling ability and its relationship to phonemic awareness (blending, segmenting, elision, and reversal), phonological memory, and reading in reading disabled, ADHD, and normal children.

Autor: Kroese, Judith M., Hynd, George W., Knight, Deborah F., Hiemenz, Jennifer R., Hall, Josh
Předmět:
Zdroj: Reading & Writing; Sep2000, Vol. 13 Issue 1/2, p105-131, 27p
Abstrakt: Seventy-eight 8-to-12-year-old children (34 Reading Disabled; 31 Attention-Deficit-Hyperactivity-Disordered; and 13 diagnosed normal controls) were given a battery of tests including cognitive, linguistic, academic, phonemic awareness, and memory tests. As part of the academic battery an 8-point spelling rating scale was developed (Rating Scale) that resulted in three different scores which reliably discriminated among the three groups. Relationships between phonemic awareness, phonological memory, reading and spelling were explored. Zero-order and second-order correlations were completed with indications that phonemic awareness tasks (elision, blending, reversal, and segmenting) and phonological memory (WISC-III Digit Span) are significantly correlated with reading decoding and spelling measures with slightly higher correlations with the Rating Scale. Regression analyses resulted in a large proportion of the variance on reading and spelling tasks accounted for by phonemic awareness (particularly elision and reversal) and phonological memory. The Reading Disabled group was found to produce more errors that were phonetically inaccurate than the other two groups. The demand of spelling ten ``error'' words beyond the RD students' achievement level appeared to elicit greater weaknesses in their phonological recoding abilities than in those of the ADHD or normally achieving students. [ABSTRACT FROM AUTHOR]
Databáze: Complementary Index
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