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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 0000-0002-2599-4609), Al Otaiba, Stephanie, Kim, Young-Suk, Wanzek, Jeanne
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
FullText Text:
  Availability: 0
CustomLinks:
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PubType: Academic Journal
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  Data: Linguistic Predictors of Single-Word Spelling in First-Grade Students with Speech and/or Language Impairments
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Werfel%2C+Krystal+L%2E%22">Werfel, Krystal L.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2599-4609">0000-0002-2599-4609</externalLink>)<br /><searchLink fieldCode="AR" term="%22Al+Otaiba%2C+Stephanie%22">Al Otaiba, Stephanie</searchLink><br /><searchLink fieldCode="AR" term="%22Kim%2C+Young-Suk%22">Kim, Young-Suk</searchLink><br /><searchLink fieldCode="AR" term="%22Wanzek%2C+Jeanne%22">Wanzek, Jeanne</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Remedial+and+Special+Education%22"><i>Remedial and Special Education</i></searchLink>. Apr 2021 42(2):118-128.
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  Data: 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
– Name: PeerReviewed
  Label: Peer Reviewed
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  Data: Y
– Name: Pages
  Label: Page Count
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  Data: 11
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  Label: Publication Date
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  Data: 2021
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  Label: Sponsoring Agency
  Group: SrcSuprt
  Data: Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (NIH)<br />Institute of Education Sciences (ED)<br />National Institute on Deafness and Other Communication Disorders (NIDCD)
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  Data: P50HD052117<br />R324A160132<br />R03DC014535
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+1%22">Grade 1</searchLink><br /><searchLink fieldCode="EL" term="%22Primary+Education%22">Primary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Spelling%22">Spelling</searchLink><br /><searchLink fieldCode="DE" term="%22Predictor+Variables%22">Predictor Variables</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+1%22">Grade 1</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Speech+Impairments%22">Speech Impairments</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Impairments%22">Language Impairments</searchLink><br /><searchLink fieldCode="DE" term="%22Early+Reading%22">Early Reading</searchLink><br /><searchLink fieldCode="DE" term="%22Phonological+Awareness%22">Phonological Awareness</searchLink><br /><searchLink fieldCode="DE" term="%22Morphology+%28Languages%29%22">Morphology (Languages)</searchLink><br /><searchLink fieldCode="DE" term="%22Expressive+Language%22">Expressive Language</searchLink>
– Name: SubjectThesaurus
  Label: Assessment and Survey Identifiers
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  Data: <searchLink fieldCode="SU" term="%22Woodcock+Johnson+Tests+of+Achievement%22">Woodcock Johnson Tests of Achievement</searchLink>
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  Data: 10.1177/0741932520918858
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  Data: 0741-9325<br />1538-4756
– Name: Abstract
  Label: Abstract
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  Data: 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.
– Name: AbstractInfo
  Label: Abstractor
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  Data: As Provided
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  Label: IES Funded
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  Data: Yes
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  Data: 2021
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  Data: EJ1287970
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        Value: 10.1177/0741932520918858
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 11
        StartPage: 118
    Subjects:
      – SubjectFull: Spelling
        Type: general
      – SubjectFull: Predictor Variables
        Type: general
      – SubjectFull: Grade 1
        Type: general
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Speech Impairments
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      – SubjectFull: Language Impairments
        Type: general
      – SubjectFull: Early Reading
        Type: general
      – SubjectFull: Phonological Awareness
        Type: general
      – SubjectFull: Morphology (Languages)
        Type: general
      – SubjectFull: Expressive Language
        Type: general
      – SubjectFull: Woodcock Johnson Tests of Achievement
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      – TitleFull: Linguistic Predictors of Single-Word Spelling in First-Grade Students with Speech and/or Language Impairments
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            NameFull: Werfel, Krystal L.
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              Value: 42
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            – TitleFull: Remedial and Special Education
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