Exploring Spelling Ability in School-Aged Children with Literacy Learning Difficulties Using Data Collected in a Clinical Setting

Autor/inn/en	Bailey, Benjamin; Ganesalingam, Kalaichelvi; Arciuli, Joanne; Bale, Gillian; Drevensek, Suzi; Hodge, Marie Antoinette; Kass, Carol; Ong, Natalie; Sutherland, Rebecca; Silove, Natalie
Titel	Exploring Spelling Ability in School-Aged Children with Literacy Learning Difficulties Using Data Collected in a Clinical Setting
Quelle	In: Child Language Teaching and Therapy, 37 (2021) 3, S.264-278 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bailey, Benjamin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0265-6590
DOI	10.1177/02656590211019446
Schlagwörter	Spelling; Elementary School Students; Literacy Education; Learning Problems; Data Collection; Prediction; Academic Achievement; Morphology (Languages); Orthographic Symbols; Phonological Awareness; Language Tests; Reading Tests; Clinical Evaluation of Language Fundamentals; Woodcock Reading Mastery Test; Test of Word Reading Efficiency + Suchen Sie Ihr Suchwort? Schreibweise; Lernproblem; Data capture; Datensammlung; Vorhersage; Schulleistung; Morphology; Morphologie; Language test; Sprachtest; Lesetest
Abstract	Spelling analyses can be used to investigate sources of linguistic knowledge underlying children's literacy development and may be useful in predicting later achievement. This study explored the utility of six analysis metrics in predicting the spelling achievement of school-aged children with literacy learning difficulties via post-hoc analyses of data collected in a clinic. Participants were 48 children aged 7 to 12 years. Spelling accuracy was assessed using the Dalwood Spelling Test (Dalwood Assessment Centre, 2008) at baseline and 37-70 weeks later. Spelling attempts at baseline were analysed using metrics designed to quantify evidence of phonological, orthographic, and/or morphological awareness. Scores from each metric were associated with baseline and later conventional spelling accuracy. A metric which credits evidence of phonological, orthographic and morphological awareness shared a significantly stronger association with baseline conventional spelling accuracy as compared to the remaining metrics. There were no significant differences in the strength of associations among the baseline metrics and later spelling achievement. Supplementary analyses focused exclusively on children's spelling errors returned a similar pattern of results with a few notable exceptions. The utility of spelling analyses is discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01