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Spelling problems after early oral language difficulties.

Lucía Buil-Legaz1, Paz Suárez-Coalla2, Liliana Santamarina-Rabanal2

  • 1Investigació en Desenvolupament, Educació i Llenguatge (I+DEL), Institut de Recerca i Innovació Educativa (IRIE), Universitat de les Illes Balears, Palma, Spain.

International Journal of Language & Communication Disorders
|November 24, 2022
PubMed
Summary
This summary is machine-generated.

Children with developmental language disorder (DLD) show significant spelling impairments, affecting accuracy and writing speed. Early language intervention is crucial to prevent later reading and writing difficulties.

Keywords:
Spanishlanguage problemsoral difficultiesspellingwriting

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Area of Science:

  • Linguistics
  • Developmental Psychology
  • Neuroscience

Background:

  • Early oral language acquisition difficulties are linked to reading and writing challenges.
  • Children with developmental language disorder (DLD) exhibit broad language deficits.
  • Limited research explores the impact of oral language impairments on writing skills.

Purpose of the Study:

  • To investigate the specific spelling difficulties in Spanish-speaking children with DLD.
  • To examine how lexicality and word length affect the written production of children with DLD.
  • To analyze accuracy, response time, and writing duration in spelling tasks.

Main Methods:

  • A spelling-to-dictation task involving real words and pseudowords was administered.
  • Word length was manipulated to assess its impact on spelling performance.
  • Data collected via digital tablet included accuracy, latencies, and total writing durations.
  • 18 children with DLD were compared to 18 age-matched typically developing peers.

Main Results:

  • Children with DLD made more spelling errors than controls, with greater variety in error types.
  • DLD group exhibited longer response latencies and writing durations.
  • Spelling accuracy in children with DLD was more negatively impacted by word length compared to controls.
  • Errors in the control group were primarily substitutions, unlike the DLD group.

Conclusions:

  • Children with DLD demonstrate significant impairments in spelling, affecting accuracy, speed, and duration.
  • These spelling difficulties may stem from underlying issues like poor phonological working memory.
  • Early intervention focusing on oral language and related processing skills is vital to mitigate written language difficulties.