Linguistic Predictors of Single-Word Spelling in First-Grade Students with Speech and/or Language Impairments
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| Title: | Linguistic Predictors of Single-Word Spelling in First-Grade Students with Speech and/or Language Impairments |
|---|---|
| Language: | English |
| Authors: | Werfel, Krystal L. (ORCID |
| Source: | Remedial and Special Education. Apr 2021 42(2):118-128. |
| Availability: | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2021 |
| Sponsoring Agency: | Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (NIH) Institute of Education Sciences (ED) National Institute on Deafness and Other Communication Disorders (NIDCD) |
| Contract Number: | P50HD052117 R324A160132 R03DC014535 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Elementary Education Grade 1 Primary Education |
| Descriptors: | Spelling, Predictor Variables, Grade 1, Elementary School Students, Speech Impairments, Language Impairments, Early Reading, Phonological Awareness, Morphology (Languages), Expressive Language |
| Assessment and Survey Identifiers: | Woodcock Johnson Tests of Achievement |
| DOI: | 10.1177/0741932520918858 |
| ISSN: | 0741-9325 1538-4756 |
| 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. |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2021 |
| Accession Number: | EJ1287970 |
| Database: | ERIC |
| 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. |
|---|---|
| ISSN: | 0741-9325 1538-4756 |
| DOI: | 10.1177/0741932520918858 |
