Spelling well Despite Developmental Language Disorder: What Makes It Possible?

Autor/inn/en	Rakhlin, Natalia; Cardoso-Martins, Cláudia; Kornilov, Sergey A.; Grigorenko, Elena L.
Titel	Spelling well Despite Developmental Language Disorder: What Makes It Possible?
Quelle	In: Annals of Dyslexia, 63 (2013) 3-4, S.253-273 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0736-9387
DOI	10.1007/s11881-013-0084-x
Schlagwörter	Spelling; Language Impairments; Developmental Disabilities; Dyslexia; Russian; Phonemic Awareness; Naming; Repetition; Comparative Analysis; Children + Suchen Sie Ihr Suchwort? Schreibweise; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Entwicklungsstörung; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Russisch; Wiederholung; Child; Kind; Kinder
Abstract	The goal of the study was to investigate the overlap between developmental language disorder (DLD) and developmental dyslexia, identified through spelling difficulties (SD), in Russian-speaking children. In particular, we studied the role of phoneme awareness (PA), rapid automatized naming (RAN), pseudoword repetition (PWR), morphological (MA), and orthographic awareness (OA) in differentiating between children with DLD who have SD from children with DLD who are average spellers by comparing the two groups to each other, to typically developing children as well as children with SD but without spoken language deficits. One hundred forty-nine children, aged 10.40 to 14.00 years, participated in the study. The results indicated that the SD, DLD, and DLD/SD groups did not differ from each other on PA and RAN Letters and underperformed in comparison to the control groups. However, whereas the children with written language deficits (SD and DLD/SD groups) underperformed on RAN Objects and Digits, PWR, OA, and MA, the children with DLD and no SD performed similarly to the children from the control groups on these measures. In contrast, the two groups with spoken language deficits (DLD and DLD/SD) underperformed on RAN Colors in comparison to the control groups and the group of children with SD only. The results support the notion that those children with DLD who have unimpaired PWR and RAN skills are able to overcome their weaknesses in spoken language and PA and acquire basic literacy on a par with their age peers with typical language. We also argue that our findings support a multifactorial model of DLD. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10