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Assessing Dyslexia at Six Year of Age

Assessing Dyslexia at Six Year of Age

Published on: May 1, 2020

Delay or deficit? Spelling processes in children with specific language impairment.

Rebecca F Larkin¹, Gareth J Williams, Samarita Blaggan

¹Division of Psychology, Nottingham Trent University, United Kingdom.

Journal of Communication Disorders

|August 17, 2013

Summary

Children with specific language impairment (SLI) struggle with phonological spelling but not morphological spelling. Not all children with SLI exhibit significant spelling challenges, with non-word repetition skills being key.

Keywords:

Morphology Phonology Specific language impairment (SLI)Spelling

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Area of Science:

Child language development
Developmental psychology
Educational psychology

Background:

Specific language impairment (SLI) affects spoken language skills.
Spelling abilities, encompassing phonological, morphological, and orthographic aspects, are crucial for academic success.
Simultaneous examination of these spelling components in children with SLI is limited.

Purpose of the Study:

To investigate the phonological, morphological, and orthographic spelling skills in children with specific language impairment (SLI).
To compare the spelling performance of children with SLI to chronological-age and spelling-age matched controls.
To identify predictors of spelling performance in children with SLI, including non-word repetition skills.

Main Methods:

A study involving fifteen children with SLI (mean age=113.07 months) and control groups.
Administration of language and spelling tasks assessing phonological, morphological, and orthographic skills.
Comparison of performance between children with SLI and control groups.

Main Results:

Children with SLI demonstrated deficits in phonological spelling.
Performance on morphological spelling tasks was comparable to spelling-age controls.
No significant differences were found in producing orthographically legal spellings across groups.
Non-word repetition skills were highlighted as potentially important for effective spelling.

Conclusions:

Specific language impairment (SLI) presents with variable spelling profiles, not universally marked difficulties.
Phonological processing is a key area of challenge in spelling for children with SLI.
Morphological and orthographic spelling skills may be relatively preserved in some children with SLI.
Findings inform educational assessment and intervention strategies for children with language impairments.