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Phonographic spelling errors in developmental language disorder: Insights from executive functions
| Content Provider | Semantic Scholar |
|---|---|
| Author | Godin, M. Gagné, Andréanne R. Chapleau, Nathalie |
| Copyright Year | 2018 |
| Abstract | The present study examined the executive functions and spelling performance of children with developmental language disorder (DLD) over a school year. Through a fine-grained spelling error analysis, we investigated whether the measured executive functions would distinguish children’s spelling profiles. The study comprised three groups: the DLD-S group (aged 7–9 years), including children with DLD matched on the total number of spelling errors produced on a dictation task with a typically developing group (n = 8); the DLD-AM group (aged 7– 9 years), including children with DLD matched on chronological age and phonological awareness skills with the DLD-S group (n = 8); and the typically developing group (n = 16; aged 7–8 years). The results indicated that both DLD groups tended to produce more phonographic errors (i.e., spelling errors that change the phonology of the word) even if the DLD-S group produced a similar number of errors in comparison with the typically developing group. In particular, the DLD-AM group made more phoneme omissions than the other groups. The DLD-AM group also had the smallest spelling improvement over the school year and the weakest updating ability. In contrast, all groups had similar inhibition and cognitive flexibility abilities. This may indicate that some children with DLD present limitations in updating, which may lead to a slower spelling acquisition and a greater number of phonographic errors. Language impairments affect and delay spelling acquisition, and the presence of an updating deficit may exacerbate this delay. 1 Université du Québec à Montréal, Faculty of Education Sciences, Department of Language Didactics, Montreal, Canada 2 Université du Québec à Montréal, Faculty of Education Sciences, Department of Specialized Education and Training * Author email address: godin.marie-pier@uqam.ca To cite this article: Godin, M.-P., Gagné, A., & Chapleau, N. (2018). Phonographic spelling errors in developmental language disorder: Insights from executive functions. Neuroeducation, 5(2), 46-61. DOI: https://doi.org/10.24046/neuroed.20180502.46 Received on November 1, 2017. Received in revised form on April 28, 2018. Accepted on May 10, 2018. Available online on September 19, 2018. Neuroeducation, 5(2), 46-61 ISSN: 1929-1833 All rights reserved © 2018 Association for Research in Neuroeducation M.-P. Godin et al. Phonographic spelling errors in developmental language disorder: Insights from executive functions NEUROEDUCATION 2018 | Volume 5 | Issue 2 47 |
| Starting Page | 46 |
| Ending Page | 61 |
| Page Count | 16 |
| File Format | PDF HTM / HTML |
| DOI | 10.24046/neuroed.20180502.46 |
| Volume Number | 5 |
| Alternate Webpage(s) | https://static1.squarespace.com/static/588f9e13e6f2e1fa1d514fe7/t/5ba26b5bb8a045655271faf7/1537370972709/005-002-001_Godin+et+al_final.pdf |
| Alternate Webpage(s) | https://doi.org/10.24046/neuroed.20180502.46 |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
