Exploring spelling ability in school-aged children with literacy learning difficulties using data collected in a clinical setting
| Autor: | Carol Kass, Natalie Ong, Benjamin Bailey, Gillian Bale, Kalaichelvi Ganesalingam, Rebecca Sutherland, Natalie Silove, Suzi Drevensek, Joanne Arciuli, Marie Antoinette Hodge |
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| Rok vydání: | 2021 |
| Předmět: |
Linguistics and Language
School age child 05 social sciences 050301 education Morphological awareness 050105 experimental psychology Language and Linguistics Spelling Education Developmental psychology Literacy development Speech and Hearing Clinical Psychology Spelling ability Phonological awareness Learning disability Developmental and Educational Psychology medicine 0501 psychology and cognitive sciences medicine.symptom Psychology 0503 education psychological phenomena and processes Literacy learning |
| Zdroj: | Child Language Teaching and Therapy. 37:264-278 |
| ISSN: | 1477-0865 0265-6590 |
| DOI: | 10.1177/02656590211019446 |
| Popis: | Spelling analyses can be used to investigate sources of linguistic knowledge underlying children’s literacy development and may be useful in predicting later achievement. This study explored the utility of six analysis metrics in predicting the spelling achievement of school-aged children with literacy learning difficulties via post-hoc analyses of data collected in a clinic. Participants were 48 children aged 7 to 12 years. Spelling accuracy was assessed using the Dalwood Spelling Test (Dalwood Assessment Centre, 2008) at baseline and 37–70 weeks later. Spelling attempts at baseline were analysed using metrics designed to quantify evidence of phonological, orthographic, and/or morphological awareness. Scores from each metric were associated with baseline and later conventional spelling accuracy. A metric which credits evidence of phonological, orthographic and morphological awareness shared a significantly stronger association with baseline conventional spelling accuracy as compared to the remaining metrics. There were no significant differences in the strength of associations among the baseline metrics and later spelling achievement. Supplementary analyses focused exclusively on children’s spelling errors returned a similar pattern of results with a few notable exceptions. The utility of spelling analyses is discussed. |
| Databáze: | OpenAIRE |
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