The "Sound of Silence": Sensitivity to Silent Letters in Children with and without Developmental Language Disorder

Autor/inn/en	Godin, Marie-Pier; Berthiaume, Rachel; Daigle, Daniel
Titel	The "Sound of Silence": Sensitivity to Silent Letters in Children with and without Developmental Language Disorder
Quelle	In: Language, Speech, and Hearing Services in Schools, 52 (2021) 4, S.1007-1019 (13 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Godin, Marie-Pier)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-1461
Schlagwörter	Developmental Delays; Language Impairments; Error Patterns; Accuracy; Comparative Analysis; Morphology (Languages); Spelling; Phoneme Grapheme Correspondence; Alphabets; Difficulty Level; Spelling Instruction; Elementary School Students; Achievement Tests; French; Screening Tests; Phonological Awareness; Dyslexia; Wechsler Individual Achievement Test + Suchen Sie Ihr Suchwort? Entwicklungsverzögerung; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Fehlertyp; Morphology; Morphologie; Schreibweise; Buchstabenschrift; Schwierigkeitsgrad; Orthographieunterricht; Rechtschreibunterricht; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Französisch; Screening-Verfahren; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; WIAT; Eignungsprüfung; Eignungstest
Abstract	Purpose: Children with developmental language disorder (DLD) demonstrate general spelling difficulties. This study investigated accuracy on and sensitivity to silent letters in spelling in children with and without DLD. Investigating silent-letter production provides a window into orthographic and morphological knowledge and enhances understanding of children's spelling skills. Method: A group of children with DLD (M[subscript age] = 9;11 [years;months]) and two control groups of typically developing children (n = 30 in each group) were given a dictated spelling task of 44 words that each contained a derivational or a nonderivational silent letter. We coded the silent letter in each word and counted 1 point for each correctly spelled letter in order to examine accuracy on silent letters. Two error patterns were distinguished to analyze sensitivity to silent letters: silent-letter substitutions and silent-letter omissions. Results: Repeated-measures ANOVA showed that children with DLD produced significantly more errors on silent letters than did both control groups. Both control groups showed a greater sensitivity to silent-letter endings, as they tended to substitute incorrect silent letters where they made errors. In contrast, children with DLD tended to omit silent letters in their spelling attempts. Conclusions: Our results suggest that silent-letter production is a major source of difficulty for spellers, especially for those with DLD, who appear to lack sensitivity to silent letters. These results highlight the importance of promoting spelling instruction to enhance orthographic knowledge in children with DLD. (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