Specific language impairment affects the early spelling process quantitatively but not qualitatively
Specific language impairment affects the early spelling process quantitatively but not qualitatively
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DOI：
10.1016/j.ridd.2012.01.011
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发表时间：
2012-07-01
影响因子：
3.1
通讯作者：
Verhoeven, Ludo
中科院分区：
文献类型：
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作者：
Cordewener, Kim A. H.;Bosman, Anna M. T.;Verhoeven, Ludo
本研究通过检查51,1儿童的早期拼写在数量和质量上与正常发育儿童的拼写是否存在差异，来探讨特殊语言障碍儿童是否需要特殊的拼写教育计划。两组一年级儿童参与：39名年龄在73 - 88个月之间具有典型语言发展的儿童，59名年龄在71 - 97个月之间具有特殊语言障碍的儿童。结果表明，特殊语言障碍儿童在一年级时在字素知识和拼写方面确实存在数量上的延迟。然而，患有特殊语言障碍的儿童和正常发育的儿童在早期拼写方面没有质的差异。这表明，患有特殊语言障碍的儿童与正常发育的儿童有着相同的拼写过程，尽管他们发育得较慢。在临床实践中，这意味着患有特殊语言障碍的儿童的教师可以与正常发育的儿童练习相同的技能，但他们必须比正常发育的儿童练习多得多。(C) 2012 Elsevier Ltd.版权所有。
The present study investigated whether children with Specific Language Impairment (SLI) need a special spelling education program, by examining whether the early spelling of children with 51,1 is quantitatively and qualitatively different from the spelling of typically developing children. Two groups of first grade children participated: 39 children with a typical language development between the age of 73 and 88 months, and 59 children with SLI between the age of 71 and 97 months. The results indicated that children with SLI do have a quantitative delay in both grapheme knowledge and spelling during first grade. However, there was no qualitative difference between the early spelling of children with SLI and typically developing children. This indicated that children with SLI have the same spelling processes as typically developing children, although they develop slower. For clinical practice, this means that teachers of children with SLI can practice the same skills as with typically developing children, but they have to practice substantially more than typically developing children. (C) 2012 Elsevier Ltd. All rights reserved.