The phonological skills of spelling disordered children

Dodd B., Sprainger N. and Oerlemans M. (1989) The phonological skills of spelling disordered children. Reading and Writing, 1 4: 333-355. doi:10.1007/BF00386266


Author Dodd B.
Sprainger N.
Oerlemans M.
Title The phonological skills of spelling disordered children
Journal name Reading and Writing   Check publisher's open access policy
ISSN 0922-4777
Publication date 1989-01-01
Sub-type Article (original research)
DOI 10.1007/BF00386266
Volume 1
Issue 4
Start page 333
End page 355
Total pages 23
Publisher Kluwer Academic Publishers
Subject 3304 Education
Abstract Children identified as having a reading disorder or a speech disorder are usually reported to have concurrent spelling difficulties. Does a central deficit involving phonological coding underlie all three abilities, so that if spelling is disordered, reading and speaking are also impaired to some degree? A group of five 11-12 year old children identified as poor spellers on an adaptation of the Schonell Graded Spelling Test were compared with reading age matched controls on a series of tasks tapping a variety of phonological skills. The tasks assessed real and nonsense word spelling and reading, the segmentation of speech sounds and syllables, rhyme judgement, and imitation of spoken polysyllabic words. The results indicated that children with disordered spelling had a general difficulty processing phonological information when reading, spelling and speaking. Performance deteriorated when phonological complexity increased. Qualitative analyses of errors provided some indication of compensatory strategy use. A tentative description of the nature of the underlying phonological deficit is offered.
Keyword phonological deficit
segmentation
speech disorder
spelling disorder
Q-Index Code C1
Q-Index Status Provisional Code
Institutional Status Unknown

Document type: Journal Article
Sub-type: Article (original research)
Collection: Scopus Import
 
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Created: Sat, 09 Jul 2016, 15:35:31 EST by System User