Capturing the Nature of the Spelling Errors in Developmental Language Disorder: A Scoping Review

Autor/inn/en	Broc, Lucie; Joye, Nelly; Dockrell, Julie E.; Olive, Thierry
Titel	Capturing the Nature of the Spelling Errors in Developmental Language Disorder: A Scoping Review
Quelle	In: Language, Speech, and Hearing Services in Schools, 52 (2021) 4, S.1127-1140 (14 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Broc, Lucie) ORCID (Joye, Nelly) ORCID (Dockrell, Julie E.) ORCID (Olive, Thierry)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-1461
Schlagwörter	Spelling; Error Patterns; Language Impairments; Developmental Disabilities; Children; Comorbidity; Adolescents; Phonological Awareness; Morphology (Languages); Reading Skills; Phoneme Grapheme Correspondence; Written Language + Suchen Sie Ihr Suchwort? Schreibweise; Fehlertyp; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Entwicklungsstörung; Child; Kind; Kinder; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Morphology; Morphologie; Reading skill; Lesefertigkeit; Geschriebene Sprache
Abstract	Purpose: This scoping review aims to identify and analyze the nature of the spelling errors produced by children with developmental language disorder (DLD) across different orthographies. Building on a previous meta-analysis identifying the extent of the spelling difficulties of children with DLD, the review extends our understanding of the nature of the spelling errors produced by children with DLD. Three questions are addressed: Do spelling difficulties in children with DLD stem from weak phonological, orthographic, or morphological representations? What are the patterns of spelling performance in DLD depending on orthographic depth? Do comorbid difficulties with DLD impact spelling? Method: The scoping review followed the five phases outlined by Arksey and O'Malley (2005) and extended by Levac et al. (2010): (1) specifying the research question; (2) identifying relevant studies; (3) selecting studies; (4) charting the data; and (5) collating, summarizing, and reporting the results. Results: Eighteen studies that provided a qualitative description of the nature of spelling errors produced by children and adolescents with DLD were identified. Spelling performance was examined in relation to control groups that were matched on age, on language features (language, spelling, or reading age), or on co-occurring difficulties. Conclusions: This review article highlights the key elements that need to be considered when practitioners examine spelling difficulties and provides benchmarks for assessment in a range of alphabetic languages for school-age children. The qualitative analyses indicated that when practitioners evaluate spelling performance in children or adolescents with DLD, three factors should be considered: phonological representations, morphological awareness, and reading skills. (As Provided).
Anmerkungen	American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: lshss@asha.org; Web site: http://lshss.pubs.asha.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01