Spelling problems after early oral language difficulties
Recent research has stated that early oral language acquisition difficultiesare related to reading and writing difficulties. Children with developmentallanguage disorder (DLD) experience difficulties with several dimensions of lan-guage. In this study we focus on the specific difficulties of childre...
| Autores: | , , , , , |
|---|---|
| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2023 |
| País: | España |
| Institución: | Universitat Oberta de Catalunya (UOC) |
| Repositorio: | O2, repositorio institucional de la UOC |
| OAI Identifier: | oai:openaccess.uoc.edu:10609/151362 |
| Acceso en línea: | http://hdl.handle.net/10609/151362 https://doi.org/10.1111/1460-6984.12819 |
| Access Level: | acceso abierto |
| Palabra clave: | language problems spelling writing Spanish oral difficulties |
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oai:openaccess.uoc.edu:10609/151362 |
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ES |
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España |
| spelling |
Spelling problems after early oral language difficulties Buil-Legaz, Lucía Suárez-Coalla, Paz Santamarina Rabanal, Liliana Martínez-García, Cristina Rodríguez-Ferreiro, Javier Cuetos, Fernando language problems spelling writing Spanish oral difficulties Recent research has stated that early oral language acquisition difficultiesare related to reading and writing difficulties. Children with developmentallanguage disorder (DLD) experience difficulties with several dimensions of lan-guage. In this study we focus on the specific difficulties of children with DLD inspelling. We examine the impact of lexicality and length in written productionof Spanish-speaking children with DLD. A total of 18 children with languagedifficulties (Mage = 8;4) were compared with age-matched children (Mage =8;2). Participants completed a spelling-to-dictation task of words and pseudo-words, where length was manipulated. A digital tablet was used to collect dataand obtain measures of accuracy, latencies and total writing durations. Resultsshowed that children with DLD produced more errors, longer latencies andlonger writing durations than age-matched children. Regarding accuracy, analy-sis of the errors shows that children in the control group produce few errors, mostbeing substitutions, while children with DLD made more errors and of more var-ied categories. Moreover, they were more affected by length on writing accuracythan the control group. Wiley http://hdl.handle.net/10609/151362 https://doi.org/10.1111/1460-6984.12819 |
| title |
Spelling problems after early oral language difficulties |
| spellingShingle |
Spelling problems after early oral language difficulties Buil-Legaz, Lucía language problems spelling writing Spanish oral difficulties |
| title_short |
Spelling problems after early oral language difficulties |
| title_full |
Spelling problems after early oral language difficulties |
| title_fullStr |
Spelling problems after early oral language difficulties |
| title_full_unstemmed |
Spelling problems after early oral language difficulties |
| title_sort |
Spelling problems after early oral language difficulties |
| author |
Buil-Legaz, Lucía |
| author_facet |
Buil-Legaz, Lucía Suárez-Coalla, Paz Santamarina Rabanal, Liliana Martínez-García, Cristina Rodríguez-Ferreiro, Javier Cuetos, Fernando |
| author_role |
author |
| author2 |
Suárez-Coalla, Paz Santamarina Rabanal, Liliana Martínez-García, Cristina Rodríguez-Ferreiro, Javier Cuetos, Fernando |
| author2_role |
author author author author author |
| topic |
language problems spelling writing Spanish oral difficulties |
| topic_facet |
language problems spelling writing Spanish oral difficulties |
| description |
Recent research has stated that early oral language acquisition difficultiesare related to reading and writing difficulties. Children with developmentallanguage disorder (DLD) experience difficulties with several dimensions of lan-guage. In this study we focus on the specific difficulties of children with DLD inspelling. We examine the impact of lexicality and length in written productionof Spanish-speaking children with DLD. A total of 18 children with languagedifficulties (Mage = 8;4) were compared with age-matched children (Mage =8;2). Participants completed a spelling-to-dictation task of words and pseudo-words, where length was manipulated. A digital tablet was used to collect dataand obtain measures of accuracy, latencies and total writing durations. Resultsshowed that children with DLD produced more errors, longer latencies andlonger writing durations than age-matched children. Regarding accuracy, analy-sis of the errors shows that children in the control group produce few errors, mostbeing substitutions, while children with DLD made more errors and of more var-ied categories. Moreover, they were more affected by length on writing accuracythan the control group. |
| publishDate |
2023 |
| format |
article |
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publishedVersion |
| url |
http://hdl.handle.net/10609/151362 https://doi.org/10.1111/1460-6984.12819 |
| eu_rights_str_mv |
openAccess |
| publisher |
Wiley |
| institution |
Universitat Oberta de Catalunya (UOC) |
| collection |
O2, repositorio institucional de la UOC |
| reponame_str |
O2, repositorio institucional de la UOC |
| instname_str |
Universitat Oberta de Catalunya (UOC) |
| _version_ |
1878441759883657216 |
| publishDateSort |
2023 |
| author_browse |
Buil-Legaz, Lucía Cuetos, Fernando Martínez-García, Cristina Rodríguez-Ferreiro, Javier Santamarina Rabanal, Liliana Suárez-Coalla, Paz |
| publisherStr |
Wiley |
| score |
6,924472 |