Development of Spelling Skills in Children with and without Learning Disabilities.

dc.creator	Hoefflin, G.
dc.creator	Franck, J.
dc.date	2005-12-01T00:00:00Z
dc.date.accessioned	2015-08-12T11:32:23Z
dc.date.available	2015-08-12T11:32:23Z
dc.identifier	1567-6617
dc.identifier	1573-1731
dc.identifier	https://doaj.org/article/8113a7ffae8c4644b34f37caf4a18ef2
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/31175
dc.description	A number of French-speaking children show difficulties in learning to write, partly as a result of the high complexity of the orthographic system. In order to shed light on the nature of these difficulties, we designed a study which examines the written performances of seven children (mean age 10.0) with learning disabilities (LDS) in comparison to a control group of 22 age-matched normally developing children in a dictation task. Orthographic errors produced by the two groups were analysed according to the linguistic classification of Catach, N., Duprez, D. & Legris, M. (1980, L’Enseignement de l’orthographe, l’alphabet phone ́tique international, la typologie des fautes, la typologie des exercises. Paris: Fernand Nathan). Analysis revealed: (1) important difficulties with grammatical morphology, both in the control group and in the LDS group, and (2) a predominance of phonetic errors in the productions of the group of LDS children, while these are nearly non-existent in the control group. A follow-up study shows that a second control group of 20 younger normally developing children do not show such a predominance of phonetic errors. Across these three groups, studies revealed that the proportion of phonetic errors increases exponentially with the global number of errors. This finding, together with the LDS children’s weakness in phonological awareness, suggests that a restraint at the phonetic level of language, independently of the production modality, may constitute a relevant predictor of upcoming difficulties in the acquisition of written speech.
dc.language	English
dc.publisher	Springer
dc.relation	http://l1.publication-archive.com/next?cont=7GlAku3rBQI=
dc.relation	https://doaj.org/toc/1567-6617
dc.relation	https://doaj.org/toc/1573-1731
dc.rights	CC BY-NC-ND
dc.source	L1 Educational Studies in Language and Literature, Vol 5, Iss 2, Pp 175-192 (2005)
dc.subject	children
dc.subject	linguistic typology
dc.subject	phonetic errors
dc.subject	spelling difficulties
dc.subject	Philology. Linguistics
dc.subject	P1-1091
dc.subject	Language and Literature
dc.subject	P
dc.subject	DOAJ:Linguistics
dc.subject	DOAJ:Languages and Literatures
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Philology. Linguistics
dc.subject	P1-1091
dc.subject	Language and Literature
dc.subject	P
dc.subject	DOAJ:Linguistics
dc.subject	DOAJ:Languages and Literatures
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Philology. Linguistics
dc.subject	P1-1091
dc.subject	Language and Literature
dc.subject	P
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	Philology. Linguistics
dc.subject	P1-1091
dc.subject	Language and Literature
dc.subject	P
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	Philology. Linguistics
dc.subject	P1-1091
dc.subject	Language and Literature
dc.subject	P
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.title	Development of Spelling Skills in Children with and without Learning Disabilities.
dc.type	article