Capturing the Nature of the Spelling Errors in Developmental Language Disorder: A Scoping Review.
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, t...
| Publicado en: | Language, Speech & Hearing Services in Schools Vol. 52; no. 4; pp. 1127 - 1141 |
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| Autores principales: | , , , |
| Formato: | research systematic review tables/charts Journal Article |
| Publicado: |
American Speech-Language-Hearing Association
Oct2021
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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=153140084&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 153140084 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 01611461 LSH jtl: Language, Speech & Hearing Services in Schools issn: 01611461 maglogo: N pubinfo: dt: Oct2021 vid: 52 iid: 4 pid: 42 pub: American Speech-Language-Hearing Association place: Rockville, Maryland artinfo: ui: 153140084 153140084 153140084 10.1044/2021_LSHSS-20-00086 153140084 ppf: 1127 ppct: 14 formats: tig: atl: Capturing the Nature of the Spelling Errors in Developmental Language Disorder: A Scoping Review. aug: au: Broc, Lucie Joye, Nelly Dockrell, Julie E. Olive, Thierry affil: Université Côte d'Azur, CNRS, Nice, France sug: subj: Spelling Evaluation Language Disorders Physiopathology Comorbidity Language Processing Phonology Task Performance and Analysis Evaluation Human Scoping Review Child Quality Improvement Qualitative Studies Peer Group Reading Writing Dyslexia Adolescence Articulation Disorders Funding Source Child: 6-12 years Adolescent: 13-18 years ab: 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): (a) specifying the research question; (b) identifying relevant studies; (c) selecting studies; (d) charting the data; and (e) 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. pubtype: Academic Journal doctype: research systematic review tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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