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Capturing the Nature of the Spelling Errors in Developmental Language Disorder: A Scoping Review

Broc, Lucie and Joye, Nelly and Dockrell, Julie and Olive, Thierry (2021) 'Capturing the Nature of the Spelling Errors in Developmental Language Disorder: A Scoping Review.' Language, Speech and Hearing Services in Schools, 52 (4). pp. 1127-1140. ISSN 0161-1461

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Abstract

Purpose This scoping review aims to identify and analyze the nature of the spelling errors produced by children with developmental language disorder (DLD) across different orthographies. Building on a previous meta-analysis identifying the extent of the spelling difficulties of children with DLD, the review extends our understanding of the nature of the spelling errors produced by children with DLD. Three questions are addressed: Do spelling difficulties in children with DLD stem from weak phonological, orthographic, or morphological representations? What are the patterns of spelling performance in DLD depending on orthographic depth? Do comorbid difficulties with DLD impact spelling? Method The scoping review followed the five phases outlined by Arksey and O'Malley (2005) and extended by Levac et al. (2010): (a) specifying the research question; (b) identifying relevant studies; (c) selecting studies; (d) charting the data; and (e) collating, summarizing, and reporting the results. Results Eighteen studies that provided a qualitative description of the nature of spelling errors produced by children and adolescents with DLD were identified. Spelling performance was examined in relation to control groups that were matched on age, on language features (language, spelling, or reading age), or on co-occurring difficulties. Conclusions This review article highlights the key elements that need to be considered when practitioners examine spelling difficulties and provides benchmarks for assessment in a range of alphabetic languages for school-age children. The qualitative analyses indicated that when practitioners evaluate spelling performance in children or adolescents with DLD, three factors should be considered: phonological representations, morphological awareness, and reading skills.

Item Type: Article
Uncontrolled Keywords: Spelling; Developmental Language Disorder; Phonological difficulties
Divisions: Faculty of Science and Health
Faculty of Science and Health > Health and Social Care, School of
SWORD Depositor: Elements
Depositing User: Elements
Date Deposited: 16 Sep 2021 14:50
Last Modified: 06 Jan 2022 14:26
URI: http://repository.essex.ac.uk/id/eprint/31104

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