Linguistic Predictors of Single-Word Spelling in First-Grade Students with Speech and/or Language Impairments

Autor/inn/en	Werfel, Krystal L.; Al Otaiba, Stephanie; Kim, Young-Suk; Wanzek, Jeanne
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 kostenfreie Datei (2) Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01