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ERIC Number: EJ831586
Record Type: Journal
Publication Date: 2009
Pages: 12
Abstractor: As Provided
Reference Count: 37
ISSN: ISSN-1534-5084
A Comparison of Spelling Performance across Young Adults with and without Dyslexia
Coleman, Chris; Gregg, Noel; McLain, Lisa; Bellair, Leslie W.
Assessment for Effective Intervention, v34 n2 p94-105 2009
In this study, the authors analyzed 2,056 spelling errors produced by 130 young adults (65 with dyslexia, 65 typically achieving), which came from two sources: a standardized spelling test and an impromptu essay-writing task. Students with dyslexia exhibited higher spelling error rates across both tasks. To characterize the inaccurate spelling attempts of both groups, the authors conducted linguistic and item-level analyses. Among unconstrained errors (essay), students with dyslexia had more difficulty than their typically achieving peers with familiar, low-level items (indexed by word frequency and number of syllables). Among constrained errors (spelling dictation), group differences in phonetic plausibility, morphological awareness, and visual accuracy varied by item. These analyses were telling on low-frequency items for which the groups obtained similar (dichotomous) accuracy rates. The authors suggest that diagnosticians and educators employ error analysis to obtain critical information not typically reflected in the standard scores used to make learning disability identification decisions. (Contains 8 tables and 2 notes.)
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:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A