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Analyzing Spelling Errors By Linguistic Features Among Children With Learning Disabilities, Christine Johnson
Analyzing Spelling Errors By Linguistic Features Among Children With Learning Disabilities, Christine Johnson
USF Tampa Graduate Theses and Dissertations
In order to spell fluently and accurately, phonology, orthography, and morphology must be integrated and stored into long term memory (Berninger & Richards, in press; Berninger, Nagy, Tanimoto, Thompson, Abbott, 2015). Children with dysgraphia, dyslexia, and OWL-LD have specific deficits in linguistic processing that impede the cross-mapping of these linguistic elements. This study analyzes the frequency and nature of spelling errors produced by children with dysgraphia, dyslexia, and OWL-LD during an academic writing task in order to determine if known deficits in linguistic processing affect the type and severity of spelling errors made by these children.
The present study analyzed …
Analysis Of Patterns In Handwritten Spelling Errors Among Students With Various Specific Learning Disabilities, Laura Ann Winkler
Analysis Of Patterns In Handwritten Spelling Errors Among Students With Various Specific Learning Disabilities, Laura Ann Winkler
USF Tampa Graduate Theses and Dissertations
Students diagnosed with specific learning disabilities struggle with spelling accuracy, but they do so for different reasons. For instance, students with dysgraphia, dyslexia, and oral-written language learning disability (OWL-LD) have distinct areas of weakness in cognitive processing and unique difficulties with the linguistic features necessary for accurate spelling (Silliman & Berninger, 2011). This project considered the spelling errors made by such students to determine if their unique learning profiles lead to distinct misspelling patterns.
Academic summaries handwritten by 33 students diagnosed with dysgraphia (n=13), dyslexia (n=15), and OWL-LD (n=5) were analyzed for type/complexity and …