Training Implicit Learning of Spelling in Italian Children With Developmental Dyslexia.
It had been hypothesized that, in developmental dyslexia (DD), an implicit learning deficit explains children's problems in encoding the phoneme--grapheme correspondences underlying thewriting system and thus the development of spelling skills. The present study tested the efficacy of an interventio...
| Publicado en: | Topics in Language Disorders Vol. 38; no. 4; pp. 299 - 316 |
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| Autores principales: | , , |
| Formato: | research tables/charts Journal Article |
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Lippincott Williams & Wilkins
Oct-Dec2018
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=133165290&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 133165290 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02718294 TLD jtl: Topics in Language Disorders issn: 02718294 maglogo: N pubinfo: dt: Oct-Dec2018 vid: 38 iid: 4 pid: 5086 pub: Lippincott Williams & Wilkins place: Baltimore, Maryland artinfo: ui: 133165290 133165290 133165290 10.1097/TLD.0000000000000163 133165290 ppf: 299 ppct: 17 formats: tig: atl: Training Implicit Learning of Spelling in Italian Children With Developmental Dyslexia. aug: au: Arfé, Barbara Cona, Elisa Merella, Anne affil: Department of Developmental Psychology and Socialization, University of Padova, Padova, Italy sug: subj: Dyslexia Diagnosis Developmental Disabilities Spelling Learning Methods Evaluation Human Students, Elementary Articulation Disorders Phonology Language Development Evaluation Group Processes Analysis of Variance Analytic Research Comparative Studies Reaction Time Reading Word Lists Descriptive Statistics Outcome Assessment Child Child: 6-12 years ab: It had been hypothesized that, in developmental dyslexia (DD), an implicit learning deficit explains children's problems in encoding the phoneme--grapheme correspondences underlying thewriting system and thus the development of spelling skills. The present study tested the efficacy of an intervention to facilitate implicit learning of context-sensitive spelling rules with Italian children with DD. Mapping of phonological and orthographic information during spelling was implicitly modeled during 6 sessions of intervention. Thirty-eight elementary-aged children with DD were assigned either to this (phonological--orthographic mapping) condition (n = 19) or to a comparison condition (n = 19) in which phonological spelling procedures and spelling from dictation were used to train word spelling. The two groups were matched on intelligence, vocabulary, and their spelling skills at pretest. The experimental group showed significant improvements in spelling the words trained during the intervention and generalized their acquired spelling knowledge to untrained words. The comparison group also showed improvements, but these were in most cases not significant. Moreover, this group did not show generalization to untrained words. The results seem to confirm that the core problem in DD is inaccurate mappings between phonological and orthographic spelling units and that phonological--orthographic mapping in written word encoding can be modeled for children with DD to facilitate implicit learning. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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