Article: Phonological Spelling and Reading Deficits in Children with Spelling Disabilities

Spelling errors in the Wide Range Achievement Test were analyzed for 77 pairs of children, each of which included one older child with spelling disability (SD) and one spelling-level-matched younger child with normal spelling ability from the Colorado Learning Disabilities Research Center database. Spelling error analysis consisted of a percent graphotactic-accuracy (GA) score based on syllable position and existence in English, and a phonological accuracy score (PA). The SD group scored significantly worse in the PA measure, and non-significantly better than controls on the GA measure. The group by measure interaction was significant. Spelling matched pairs had very similar scores for word recognition and orthographic coding, but the SD group exhibited significant deficits in reading measures of phonological decoding and in language measures of phonological awareness.

Citing Articles

Reading and spelling skills are differentially related to phonological processing: Behavioral and fMRI study.

Debska A, Chyl K, Dziegiel G, Kacprzak A, Luniewska M, Plewko J Dev Cogn Neurosci. 2019; 39:100683.

PMID: 31377570 PMC: 6969364. DOI: 10.1016/j.dcn.2019.100683.

Spelling impairments in Spanish dyslexic adults.

Afonso O, Suarez-Coalla P, Cuetos F Front Psychol. 2015; 6:466.

PMID: 25941507 PMC: 4403306. DOI: 10.3389/fpsyg.2015.00466.

Genome-wide screening for DNA variants associated with reading and language traits.

Gialluisi A, Newbury D, Wilcutt E, Olson R, DeFries J, Brandler W Genes Brain Behav. 2014; 13(7):686-701.

PMID: 25065397 PMC: 4165772. DOI: 10.1111/gbb.12158.

Predicting Levels of Reading and Writing Achievement in Typically Developing, English-Speaking 2 and 5 Graders.

Jones J, Abbott R, Berninger V Learn Individ Differ. 2014; 32:54-68.

PMID: 24948868 PMC: 4058427. DOI: 10.1016/j.lindif.2014.03.013.

Longitudinal Stability of Reading-Related Skills and their Prediction of Reading Development.

Hulslander J, Olson R, Willcutt E, Wadsworth S Sci Stud Read. 2010; 14(2):111-136.

PMID: 20563241 PMC: 2885806. DOI: 10.1080/10888431003604058.

References

1.

Wise B, Ring J, Olson R . Training phonological awareness with and without explicit attention to articulation. J Exp Child Psychol. 1999; 72(4):271-304. DOI: 10.1006/jecp.1999.2490. View

2.

Bruck M, Treiman R . Phonological awareness and spelling in normal children and dyslexics: the case of initial consonant clusters. J Exp Child Psychol. 1990; 50(1):156-78. DOI: 10.1016/0022-0965(90)90037-9. View

3.

Wise B, Ring J, Olson R . Individual differences in gains from computer-assisted remedial reading. J Exp Child Psychol. 2000; 77(3):197-235. DOI: 10.1006/jecp.1999.2559. View

4.

Christensen K, Petersen I, Skytthe A, Herskind A, McGue M, Bingley P . Comparison of academic performance of twins and singletons in adolescence: follow-up study. BMJ. 2006; 333(7578):1095. PMC: 1661694. DOI: 10.1136/bmj.38959.650903.7C. View

5.

Vellutino F, Fletcher J, Snowling M, Scanlon D . Specific reading disability (dyslexia): what have we learned in the past four decades?. J Child Psychol Psychiatry. 2004; 45(1):2-40. DOI: 10.1046/j.0021-9630.2003.00305.x. View