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Autor/inn/en | Werfel, Krystal L.; Al Otaiba, Stephanie; Kim, Young-Suk; Wanzek, Jeanne |
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Titel | Linguistic Predictors of Single-Word Spelling in First-Grade Students with Speech and/or Language Impairments |
Quelle | In: Remedial and Special Education, 42 (2021) 2, S.118-128 (11 Seiten)Infoseite zur Zeitschrift
PDF als Volltext (1); PDF als Volltext (2) |
Zusatzinformation | ORCID (Werfel, Krystal L.) Weitere Informationen |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0741-9325 |
DOI | 10.1177/0741932520918858 |
Schlagwörter | Spelling; Predictor Variables; Grade 1; Elementary School Students; Speech Impairments; Language Impairments; Early Reading; Phonological Awareness; Morphology (Languages); Expressive Language; Woodcock Johnson Tests of Achievement Schreibweise; Prädiktor; School year 01; 1. Schuljahr; Schuljahr 01; Speech impairment; Speech handicap; Speech handicaps; Language handicps; Language impairments; Sprachbehinderung; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech impairments; Language handicaps; Frühlesen; Morphology; Morphologie |
Abstract | The purpose of this study was (a) to compare the single-word spelling performance of first graders across four groups that varied by speech and language status; and (b) to determine the linguistic predictors of first-grade spelling for children with speech and/or language impairment compared to children with typical development. First-grade children (N = 529) completed measures of spelling, early word reading, expressive vocabulary, phonological awareness, and morphosyntactic knowledge. Children with language impairment, with or without speech impairments, demonstrated lower spelling performance than children with typical development; children with speech impairment only did not differ from children with typical development. In addition, early word reading and phonological awareness predicted spelling performance, regardless of group. Study findings indicate that language status, but not speech status, is a risk factor for low spelling performance in first grade, and that first-grade spelling instruction should focus on developing early word reading and phonological awareness. (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 | 2024/1/01 |