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Word spelling abilities in English of preschool and school-age children.

Purpose: To investigate the word spelling abilities in English of preschool and school-age children. Materials and Methods: Word spelling subtests from Dyslexia Assessment for Languages of India – Language Assessment Battery were administered to 167 typically developing children within the age range...

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Publicado en:Journal of the All India Institute of Speech & Hearing Vol. 44; no. 1; pp. 81 - 89
Autores principales: Mathur, Arena V., Waknis, Aarti
Formato: research tables/charts Journal Article
Publicado: Wolters Kluwer India Pvt Ltd Jan-Jun2025
Acceso en línea:Ver este registro en EBSCOhost
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      dt: Jan-Jun2025
      vid: 44
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      pub: Wolters Kluwer India Pvt Ltd
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        atl: Word spelling abilities in English of preschool and school-age children.
      aug:
        au:
          Mathur, Arena V.
          Waknis, Aarti
        affil: Homeopathic Hospital, Bharati Vidyapeeth
      sug:
        subj:
          Spelling In Infancy and Childhood
          Word Lists
          English Language
          Language Development
          Human
          Child, Preschool
          Child
          Language Tests
          India
          Task Performance and Analysis
          Consonants
          Vowels
          Phonetics
          Literacy
          Reading
          Writing
          Nonparametric Statistics
          Descriptive Statistics
          Post Hoc Analysis
          Data Analysis Software
          Child, Preschool: 2-5 years
          Child: 6-12 years
      ab: Purpose: To investigate the word spelling abilities in English of preschool and school-age children. Materials and Methods: Word spelling subtests from Dyslexia Assessment for Languages of India – Language Assessment Battery were administered to 167 typically developing children within the age range of 4–7 years studying in Junior Kindergarten, Senior Kindergarten, and Grade 1 of English-medium schools. Results: The children's performance on word spellings improved significantly (P < 0.05) with an increase in grade from Junior Kindergarten to Grade 1. The correct use of beginning consonants, single vowels, mixed vowels, semivowels, and diphthongs improved by Grade 1. The use of drawings and pre-phonemic spelling strategy was replaced by phonetic strategy by Grade 1. Conclusion: It was inferred that the word spelling ability of typically developing children studying in English-medium schools improves from Junior Kindergarten to Grade 1. The study reveals preliminary information on the spelling abilities of typically developing children from Junior Kindergarten to Grade 1 studying in English-medium schools.
      pubtype: Academic Journal
      doctype:
        research
        tables/charts
        Journal Article
      ougenre: Article
    language: English
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