Spelling performance of students with and without Attention Deficit Hyperactivity Disorder (original) (raw)
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Reading and Writing, 2000
Attention-Deficit-Hyperactivity-Disordered; and 13 diagnosed normal controls) were given a battery of tests including cognitive, linguistic, academic, phonemic awareness, and memory tests. As part of the academic battery an 8-point spelling rating scale was developed (Rating Scale) that resulted in three different scores which reliably discriminated among the three groups. Relationships between phonemic awareness, phonological memory, reading and spelling were explored. Zero-order and second-order correlations were completed with indications that phonemic awareness tasks (elision, blending, reversal, and segmenting) and phonological memory (WISC-III Digit Span) are significantly correlated with reading decoding and spelling measures with slightly higher correlations with the Rating Scale. Regression analyses resulted in a large proportion of the variance on reading and spelling tasks accounted for by phonemic awareness (particularly elision and reversal) and phonological memory. The Reading Disabled group was found to produce more errors that were phonetically inaccurate than the other two groups. The demand of spelling ten "error" words beyond the RD students' achievement level appeared to elicit greater weaknesses in their phonological recoding abilities than in those of the ADHD or normally achieving students.
Scientific Studies of Reading
Spelling difficulties often occur in children with Developmental Language Disorder (DLD), the extent and drivers of these difficulties are underspecified. Meta-analyses were conducted to address this gap. We identified child-based factors (age, language spoken, profile of difficulties) and task-based factors (text production or dictation) as potential moderators of the impact of DLD on spelling performance. 32 studies were analyzed, including 984 children with DLD. Large differences between the spelling of children with DLD and their age-matched peers were found. The average mean effect size was-1.42, (95%CI [-1.60,-1.24]). Heterogeneity was large. Effect size estimates were larger when participants had additional phonological or reading difficulties than when they did not. No differences were found between participants with DLD and their language-matched peers. The results are discussed with respect to the underlying processes that impact on spelling across languages. Specific recommendations for future studies are made.
Reading and Writing, 2000
Seventy-eight 8-to-12-year-old children (34 ReadingDisabled; 31 Attention-Deficit-Hyperactivity-Disordered; and 13diagnosed normal controls) were given a battery oftests including cognitive, linguistic, academic,phonemic awareness, and memory tests. As part of theacademic battery an 8-point spelling rating scale wasdeveloped (Rating Scale) that resulted in threedifferent scores which reliably discriminated amongthe three groups. Relationships between phonemicawareness, phonological memory, reading and spellingwere explored. Zero-order and second-ordercorrelations
Frontiers in Psychology
There is consensus among researchers that misspellings are something to avoid. However, misspellings also convey relevant information for researchers and educators. The present study is a first effort toward the analysis of misspellings produced by Portuguese children. Specifically, we aimed to examine the association between misspellings in dictation and composing tasks; compare misspellings across grade, type, and task; and test the contribution of different misspellings produced in dictation and in composition to text quality. For that, 933 Portuguese pupils in Grade 2 (n = 297), Grade 4 (n = 302), and Grade 6 (n = 334) performed a spelling-to-dictation task and wrote an opinion essay. Misspellings were categorized into phonetically inaccurate, phonetically accurate, and stress mark errors. Results showed correlations between the same type of misspellings across tasks for phonetically inaccurate errors in Grades 2 and 4, and phonetically accurate errors in Grade 2. Moreover, pupils produced more misspellings in dictation than composing tasks, and there was a progressive decrease in phonetically inaccurate and phonetically accurate misspellings across schooling, though stress mark errors were more frequent in Grade 4 than in other grades. Finally, spelling errors predicted text quality, particularly in younger children. Overall, these findings are aligned with extant results on spelling development and support current voices claiming for fine-grained analyses of misspellings. As they may vary across grade and task, and impact text quality differently, a detailed approach to spelling errors can provide valuable information on the development of this skill.
Measuring the Written Language Disorder among Students with Attention Deficit Hyperactivity Disorder
˜The œjournal of writing analytics, 2017
• Background: Attention Deficit Hyperactivity Disorder (ADHD) is a mental health disorder. People diagnosed with ADHD are often inattentive (have difficulty focusing on a task for a considerable period), overly impulsive (make rash decisions), and are hyperactive (move excessively, often at inappropriate times). ADHD is often diagnosed through psychiatric assessments with additional input from physical/neurological evaluations. Written Language Disorder (WLD) is a learning disorder. People diagnosed with WLD often make multiple spelling, grammar, and punctuation mistakes, have sentences that lack cohesion and topic flow, and have trouble completing written assignments. Typically, WLD is also diagnosed through psychological educational assessments with additional input from physical/neurological evaluations.
Predicting Reading and Spelling Disorders: A 4-Year Prospective Cohort Study
Frontiers in Psychology, 2016
In this 4-year prospective cohort study, children with a reading and spelling disorder, children with a spelling impairment, and children without a reading and/or spelling disorder (control group) in a transparent orthography were identified in third grade, and their emergent literacy performances in kindergarten compared retrospectively. Six hundred and forty-two Italian children participated. This cohort was followed from the last year of kindergarten to third grade. In kindergarten, the children were assessed in phonological awareness, conceptual knowledge of writing systems and textual competence. In third grade, 18 children with a reading and spelling impairment and 13 children with a spelling impairment were identified. Overall, conceptual knowledge of the writing system was the only statistically significant predictor of the clinical samples. No differences were found between the two clinical samples.
Investigating spelling in English and Greek native speaking children with and without dyslexia
2016
Background. Mastering spelling skills can be very demanding for pupils of primary education, and might often be problematic for children with literacy learning difficulties. This thesis aimed to examine the spelling abilities of English and Greek native speakers with and without dyslexia attending primary education. The main goal of this study was to identify the problematic areas of spelling in relation to the abilities of the participants and the language in which they were writing. Method. Typical spelling development was examined with cross-sectional comparisons between the spelling performances of 101 typical spellers in England (7.6-10.7 years) and 112 children in Greece (8.6-11.5 years) attending consecutive grades. The sample of children with dyslexia consisted of 18 children in England (M = 9.5 years) as well as 17 children in Greece (M = 10.1 years). Their spelling difficulties were investigated by comparing their error rates with those of chronological-age, reading and spelling abilitymatched controls sourced from the sample of typically developing pupils. Spelling performance was assessed with three experimental tasks employing semantic context in a different manner: single word spelling, passage completion and text composition. Results. Results in both languages showed an incremental progress in the spelling skills of typical spellers. Higher error rates were produced by dyslexic participants in comparison with their chronological controls but not with their ability-matched controls. A subsequent analysis of errors showed that the patterns, which depended on orthographic and morphological knowledge, were more frequently misspelled by all children of this age in comparison to phonological errors. The effect of semantic and syntactic context on different error types depended on the language, the spelling task and the abilities of the children. Conclusions. The results are viewed in the light of universal theories of spelling development and theories of dyslexia. Implications for future research, for the diagnosis of spelling difficulties and for spelling practice in the classroom are discussed. 4 Declaration I confirm that this is my own work and the use of all material from other sources has been properly and fully acknowledged.
A COMPARATIVE STUDY ON SPELLING PERFORMANCE AMONG PRIVATE AND GOVERNMENT SCHOOL STUDENTS
Spelling is a challenging subject for many people, and many people do not take spelling seriously. While rote learning can help some children, most children soon forget how to spell difficult words once their weekly spelling test is over. Objectives-The present research is focused on the comparative study on the spelling performance among student of private and government school of class 6 th -8 th . Experimental Design-The research used "Schonell Spelling Test" by Schonell and Goodacer (1971) which assesses the spelling age from 6 to 15+ years of age. The total sample consisted of 60 students. 30 boys and 30 girls were taken from the government and private schools through convenient sampling randomly. The data was tabulated and t test was applied to study the significant difference. Principal Observations-The result revealed that the spelling performance of student in both groups differ due to lack of encouragement by the teachers and family. Conclusions-Another reason was lack of proper and regular educational facilities in school which reinforces the children to perform better academically.