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ERIC Number: EJ1021229
Record Type: Journal
Publication Date: 2014
Pages: 9
Abstractor: As Provided
Reference Count: 39
ISBN: N/A
ISSN: ISSN-0022-2194
The Representation of Roots in the Spelling of Children with Specific Language Impairment
Deacon, S. Hélène; Cleave, Patricia L.; Baylis, Julia; Fraser, Jillian; Ingram, Elizabeth; Perlmutter, Signy
Journal of Learning Disabilities, v47 n1 p13-21 Jan-Feb 2014
Children with Specific Language Impairment (SLI) have demonstrated general spelling and writing difficulties. We investigated the sensitivity of children with SLI to the consistent spelling of root morphemes, a feature to which young typically developing children demonstrate sensitivity. We asked children with SLI and two groups of typically developing children ("n" = 17 in each group) to spell the same letter-sound sequence (e.g., "win") as a root, and as a component of inflected, derived, and control words (e.g., "win," "wins," "winner," "wink"). Children with SLI and spelling-age-matched children (mean age of 9 and 7 years, respectively) were more accurate and more consistent in spelling the initial sections of the inflected and derived words than of the control words, a pattern that suggests sensitivity to the representation of roots in spelling. The absence of a group-level interaction suggests comparable sensitivity in the two groups. Our results suggest that elementary-school-aged children with SLI are sensitive to the consistent spelling of roots, at least to the extent predicted by their general spelling abilities.
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Reports - Research; Journal Articles
Education Level: Elementary Education; Grade 2; Grade 3; Grade 4; Grade 5
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada
Identifiers - Assessments and Surveys: Clinical Evaluation of Language Fundamentals; Test of Nonverbal Intelligence; Wide Range Achievement Test