Spelling Performance and Semantic Understanding of Compound Words by Greek Students with Learning Disabilities

Autor/inn/en	Tsesmeli, Styliani N.; Koutselaki, Despoina
Titel	Spelling Performance and Semantic Understanding of Compound Words by Greek Students with Learning Disabilities
Quelle	In: Journal of Learning Disabilities, 46 (2013) 3, S.241-251 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/0022219412449442
Schlagwörter	Foreign Countries; Learning Disabilities; Spelling; Semantics; Elementary School Students; Comparative Analysis; Etymology; Definitions; Reading Skills; Word Recognition; Greece + Suchen Sie Ihr Suchwort? Ausland; Learning handicap; Lernbehinderung; Schreibweise; Semantik; Etymologie; Begriffsbestimmung; Reading skill; Lesefertigkeit; Worterkennung; Griechenland
Abstract	The study aimed to investigate the spelling performance and the semantic understanding of compound words by 103 Greek primary school children (first through sixth grade). The experimental group comprised of 25 children with spelling difficulties and compared with a control group of 78 children of typical development. Children were asked to spell and define 20 concrete and abstract compounds. They were also asked to spell 20 different compounds after providing their definitions in terms of their morphological constituents. Main results indicated that concrete compounds were spelled and defined better than abstract ones, but the experimental group performed significantly lower than the control group on both word types. Children with spelling disabilities were able to use less etymological information in defining compound words than their typical classmates, suggesting that they understand less the internal structure of morphologically complex words. These results are compatible with the experimental literature and are discussed in terms of the morphophonemic nature of Greek language as a transparent orthography with a rich morphology. (Contains 5 notes, 5 tables, and 1 figure.) (As Provided).
Anmerkungen	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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10