Work

Linguistic Predictors of Single-Word Spelling in First-Grade Students With Speech and/or Language Impairments

Year: 2020

Type: article

Abstract: The purpose of this study was (a) to compare the single-word spelling performance of first graders across four groups that varied by speech and language status; and (b) to determine the linguistic predictors of first-grade spelling for children with speech and/or language impairment compared to children with typical development. First-grade children ( N = 529) completed measures of spelling, early word reading, expressive vocabulary, phonological awareness, and morphosyntactic knowledge. Children with language impairment, with or without speech impairments, demonstrated lower spelling performance than children with typical development; children with speech impairment only did not differ from children with typical development. In addition, early word reading and phonological awareness predicted spelling performance, regardless of group. Study findings indicate that language status, but not speech status, is a risk factor for low spelling performance in first grade, and that first-grade spelling instruction should focus on developing early word reading and phonological awareness.

Source: Remedial and Special Education

DOI: 10.1177/0741932520918858

Authors: Krystal L. Werfel, Stephanie Al Otaiba, Young-Suk Kim, Jeanne Wanzek

Institutions: University of South Carolina, Southern Methodist University, University of California, Irvine, Vanderbilt University

Language: English

Topic: Reading and Literacy Development

Subfield: Developmental and Educational Psychology

Field: Psychology

Domain: Social Sciences

SDG: Quality education

Open Access status: green

Funders: Institute of Education Sciences, National Institute on Deafness and Other Communication Disorders, Eunice Kennedy Shriver National Institute of Child Health and Human Development