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Grade 4 Learners with Reading and Writing Difficulties in Mauritius: Oral Reading and Spelling Characteristics

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Title: Grade 4 Learners with Reading and Writing Difficulties in Mauritius: Oral Reading and Spelling Characteristics
Language: English
Authors: Veerabudren, Sattiavany (ORCID 0000-0002-2478-4386), Kritzinger, Alta (ORCID 0000-0003-0327-8756), Graham, Marien A. (ORCID 0000-0003-4071-9864), Geertsema, Salomé (ORCID 0000-0002-0856-0737), Le Roux, Mia (ORCID 0000-0001-7739-4907)
Source: South African Journal of Childhood Education. 2023 13(1).
Availability: AOSIS. 15 Oxford Street, Durbanville, Cape Town, 7550 South Africa. Tel: +27-21-975-2602; Fax: +27-21-975-4635; e-mail: publishing@aosis.co.za; Web site: https://sajce.co.za/index.php/sajce
Peer Reviewed: Y
Page Count: 9
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Grade 4
Intermediate Grades
Descriptors: Grade 4, Elementary School Students, Oral Reading, Foreign Countries, Language Tests, Reading Tests, Writing Difficulties, Reading Difficulties, Student Characteristics, Screening Tests, Learning Disabilities, Comparative Analysis, Spelling, Tests, Delayed Speech, Diagnostic Tests, Intervention, Speech Language Pathology, Comorbidity, Public Schools
Geographic Terms: Mauritius
Assessment and Survey Identifiers: Gray Oral Reading Test, Clinical Evaluation of Language Functions
ISSN: 2223-7674
2223-7682
Abstract: Background: Learners with reading and writing difficulties (RWD) are accommodated in Mauritian government schools without formal curriculum adjustment and teacher support. Little is known about their RWD. The aim was to describe the characteristics of Grade 4 learners with RWD. Aim: To describe the characteristics of Grade 4 learners with RWD. Setting: Government primary schools in Mauritius, in urban and rural areas. Methods: Grade 4 learners with RWD from 20 randomly selected schools were identified with the Screening Tool for Learning Disorders (STLD). A comparative design was used. Parents of 67 learners with RWD (research group [RG]) gave consent. Forty-nine learners without RWD were selected as a control group (CG) based on academic performance and consent. Hearing loss and visual impairment were excluded. The Clinical Evaluation of Language Function Observation Rating Scale (CELF-5 ORS), the Schonell Spelling Test and the Gray Oral Reading Test were used. Results: The CELF-5 ORS showed a wide range of difficulties of the RG with speaking, listening, oral reading and writing. There were significant differences between the RG and CG with reading and spelling. Despite being in Grade 4 (mean age 9.0 years), the mean spelling age for the RG was 5.5 years, corresponding to a Grade 1 level. Positive correlations were found between the STLD and listening, speaking and reading on the CELF-5 ORS for the RG. The more likely it was that participants had specific learning disorders on the STLD, the worse the spelling. Those with a history of speech and language delay performed more poorly with reading and spelling. Conclusion: Difficulties were confirmed by all the measures. Diagnostic assessments for specific learning disorders are required to exclude intellectual disability and other comorbidities. There is a dire need for intervention programs for learners with RWD in mainstream government schools in Mauritius. Programs should include speech-language therapists and aim at prevention, identification, diagnosis and intervention. Contribution: The study is important for speech--language therapists working in the education system and primary school teachers. There is a dire need to implement intervention programs for learners with RWD in mainstream government schools in Mauritius.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1382844
Database: ERIC
FullText Text:
  Availability: 0
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  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1382844
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PubType: Academic Journal
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Items – Name: Title
  Label: Title
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  Data: Grade 4 Learners with Reading and Writing Difficulties in Mauritius: Oral Reading and Spelling Characteristics
– Name: Language
  Label: Language
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  Data: English
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  Label: Authors
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  Data: <searchLink fieldCode="AR" term="%22Veerabudren%2C+Sattiavany%22">Veerabudren, Sattiavany</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2478-4386">0000-0002-2478-4386</externalLink>)<br /><searchLink fieldCode="AR" term="%22Kritzinger%2C+Alta%22">Kritzinger, Alta</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0327-8756">0000-0003-0327-8756</externalLink>)<br /><searchLink fieldCode="AR" term="%22Graham%2C+Marien+A%2E%22">Graham, Marien A.</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-4071-9864">0000-0003-4071-9864</externalLink>)<br /><searchLink fieldCode="AR" term="%22Geertsema%2C+Salomé%22">Geertsema, Salomé</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0856-0737">0000-0002-0856-0737</externalLink>)<br /><searchLink fieldCode="AR" term="%22Le+Roux%2C+Mia%22">Le Roux, Mia</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-7739-4907">0000-0001-7739-4907</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22South+African+Journal+of+Childhood+Education%22"><i>South African Journal of Childhood Education</i></searchLink>. 2023 13(1).
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  Data: AOSIS. 15 Oxford Street, Durbanville, Cape Town, 7550 South Africa. Tel: +27-21-975-2602; Fax: +27-21-975-4635; e-mail: publishing@aosis.co.za; Web site: https://sajce.co.za/index.php/sajce
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  Data: Y
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  Data: 9
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  Data: 2023
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+4%22">Grade 4</searchLink><br /><searchLink fieldCode="EL" term="%22Intermediate+Grades%22">Intermediate Grades</searchLink>
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  Label: Descriptors
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  Data: <searchLink fieldCode="DE" term="%22Grade+4%22">Grade 4</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Oral+Reading%22">Oral Reading</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Tests%22">Language Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Tests%22">Reading Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Difficulties%22">Writing Difficulties</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Difficulties%22">Reading Difficulties</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Characteristics%22">Student Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Screening+Tests%22">Screening Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Disabilities%22">Learning Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Comparative+Analysis%22">Comparative Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Spelling%22">Spelling</searchLink><br /><searchLink fieldCode="DE" term="%22Tests%22">Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Delayed+Speech%22">Delayed Speech</searchLink><br /><searchLink fieldCode="DE" term="%22Diagnostic+Tests%22">Diagnostic Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Speech+Language+Pathology%22">Speech Language Pathology</searchLink><br /><searchLink fieldCode="DE" term="%22Comorbidity%22">Comorbidity</searchLink><br /><searchLink fieldCode="DE" term="%22Public+Schools%22">Public Schools</searchLink>
– Name: Subject
  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22Mauritius%22">Mauritius</searchLink>
– Name: SubjectThesaurus
  Label: Assessment and Survey Identifiers
  Group: Su
  Data: <searchLink fieldCode="SU" term="%22Gray+Oral+Reading+Test%22">Gray Oral Reading Test</searchLink><br /><searchLink fieldCode="SU" term="%22Clinical+Evaluation+of+Language+Functions%22">Clinical Evaluation of Language Functions</searchLink>
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  Label: ISSN
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  Data: 2223-7674<br />2223-7682
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Background: Learners with reading and writing difficulties (RWD) are accommodated in Mauritian government schools without formal curriculum adjustment and teacher support. Little is known about their RWD. The aim was to describe the characteristics of Grade 4 learners with RWD. Aim: To describe the characteristics of Grade 4 learners with RWD. Setting: Government primary schools in Mauritius, in urban and rural areas. Methods: Grade 4 learners with RWD from 20 randomly selected schools were identified with the Screening Tool for Learning Disorders (STLD). A comparative design was used. Parents of 67 learners with RWD (research group [RG]) gave consent. Forty-nine learners without RWD were selected as a control group (CG) based on academic performance and consent. Hearing loss and visual impairment were excluded. The Clinical Evaluation of Language Function Observation Rating Scale (CELF-5 ORS), the Schonell Spelling Test and the Gray Oral Reading Test were used. Results: The CELF-5 ORS showed a wide range of difficulties of the RG with speaking, listening, oral reading and writing. There were significant differences between the RG and CG with reading and spelling. Despite being in Grade 4 (mean age 9.0 years), the mean spelling age for the RG was 5.5 years, corresponding to a Grade 1 level. Positive correlations were found between the STLD and listening, speaking and reading on the CELF-5 ORS for the RG. The more likely it was that participants had specific learning disorders on the STLD, the worse the spelling. Those with a history of speech and language delay performed more poorly with reading and spelling. Conclusion: Difficulties were confirmed by all the measures. Diagnostic assessments for specific learning disorders are required to exclude intellectual disability and other comorbidities. There is a dire need for intervention programs for learners with RWD in mainstream government schools in Mauritius. Programs should include speech-language therapists and aim at prevention, identification, diagnosis and intervention. Contribution: The study is important for speech--language therapists working in the education system and primary school teachers. There is a dire need to implement intervention programs for learners with RWD in mainstream government schools in Mauritius.
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  Data: 2023
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  Data: EJ1382844
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1382844
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 9
    Subjects:
      – SubjectFull: Grade 4
        Type: general
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Oral Reading
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Language Tests
        Type: general
      – SubjectFull: Reading Tests
        Type: general
      – SubjectFull: Writing Difficulties
        Type: general
      – SubjectFull: Reading Difficulties
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      – SubjectFull: Student Characteristics
        Type: general
      – SubjectFull: Screening Tests
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      – SubjectFull: Learning Disabilities
        Type: general
      – SubjectFull: Comparative Analysis
        Type: general
      – SubjectFull: Spelling
        Type: general
      – SubjectFull: Tests
        Type: general
      – SubjectFull: Delayed Speech
        Type: general
      – SubjectFull: Diagnostic Tests
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      – SubjectFull: Intervention
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      – SubjectFull: Gray Oral Reading Test
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      – SubjectFull: Clinical Evaluation of Language Functions
        Type: general
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      – TitleFull: Grade 4 Learners with Reading and Writing Difficulties in Mauritius: Oral Reading and Spelling Characteristics
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