Training Implicit Learning of Spelling in Italian Children with Developmental Dyslexia

Autor/inn/en	Arfé, Barbara; Cona, Elisa; Merella, Anne
Titel	Training Implicit Learning of Spelling in Italian Children with Developmental Dyslexia
Quelle	In: Topics in Language Disorders, 38 (2018) 4, S.299-315 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0271-8294
DOI	10.1097/TLD.0000000000000163
Schlagwörter	Spelling; Generalization; Dyslexia; Phoneme Grapheme Correspondence; Intervention; Italian; Developmental Delays; Phonology; Cognitive Mapping; Pretests Posttests; Control Groups; Experimental Groups; Intelligence; Vocabulary Skills; Elementary School Students; Foreign Countries; Spelling Instruction; Teaching Methods; Learning Processes; Italy + Suchen Sie Ihr Suchwort? Schreibweise; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Italienisch; Entwicklungsverzögerung; Fonologie; Intelligenz; Klugheit; Aktiver Wortschatz; Ausland; Orthographieunterricht; Rechtschreibunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Italien
Abstract	It had been hypothesized that, in developmental dyslexia (DD), an implicit learning deficit explains children's problems in encoding the phoneme-grapheme correspondences underlying the writing system and thus the development of spelling skills. The present study tested the efficacy of an intervention to facilitate implicit learning of context-sensitive spelling rules with Italian children with DD. Mapping of phonological and orthographic information during spelling was implicitly modeled during 6 sessions of intervention. Thirty-eight elementary-aged children with DD were assigned either to this (phonological-orthographic mapping) condition (n = 19) or to a comparison condition (n = 19) in which phonological spelling procedures and spelling from dictation were used to train word spelling. The two groups were matched on intelligence, vocabulary, and their spelling skills at pretest. The experimental group showed significant improvements in spelling the words trained during the intervention and generalized their acquired spelling knowledge to untrained words. The comparison group also showed improvements, but these were in most cases not significant. Moreover, this group did not show generalization to untrained words. The results seem to confirm that the core problem in DD is inaccurate mappings between phonological and orthographic spelling units and that phonological-orthographic mapping in written word encoding can be modeled for children with DD to facilitate implicit learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01