Comparing the Verbal Self-Reports of Spelling Strategies Used by Children With and Without Dyslexia
| Autor: | Jennifer L. Donovan, Chloё R. Marshall |
|---|---|
| Rok vydání: | 2015 |
| Předmět: |
Health (social science)
business.industry 05 social sciences Dyslexia 050301 education Educational psychology Standardized test Phonetics Phonics medicine.disease Health Professions (miscellaneous) 050105 experimental psychology Spelling Education Task (project management) Word recognition Developmental and Educational Psychology medicine 0501 psychology and cognitive sciences business Psychology 0503 education Cognitive psychology |
| Zdroj: | International Journal of Disability, Development and Education. 63:27-44 |
| ISSN: | 1465-346X 1034-912X |
| Popis: | This study explores the ability of children with and without dyslexia to provide meaningful verbal self-reports of the strategies they used in a spelling recognition task. Sixty-six children aged 6 years 3 months–9 years 9 months were tested on a range of standardised measures and on an experimental spelling recognition task based on the work of Critten, Pine, and Steffler [Critten, S., Pine, K., & Steffler, D. (2007). Spelling development in young children: A case of representational redescription? Journal of Educational Psychology, 99, 207–220]. Children identified with dyslexia (n = 22, mean age 8 years 10 months) were compared to two typically developing groups of children: the first matched by age (n = 22, 8 years 11 months), the second by spelling ability (n = 22, 7 years 5 months). In the recognition task, children were asked to identify the correct spelling of the target word from three phonologically and/or orthographically plausible alternatives and to verbally self-report the strategy they used... |
| Databáze: | OpenAIRE |
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