Written Spelling in French Children with Dyslexia
Type de document :
Partie d'ouvrage: Chapitre
URL permanente :
Titre :
Written Spelling in French Children with Dyslexia
Auteur(s) :
Éditeur(s) ou directeur(s) scientifique(s) :
Arfé, Barbara
Dockrell, Julie
Berninger, Virginia
Dockrell, Julie
Berninger, Virginia
Titre de l’ouvrage :
Writing Development and Instruction in Children with Hearing, Speech and Oral Difficulties
Éditeur :
Oxford University Press
Date de publication :
2014
ISBN :
9780199827282
Mot(s)-clé(s) en anglais :
dyslexia
spelling strategies
phonology
orthographic inconsistency
morphology
spelling strategies
phonology
orthographic inconsistency
morphology
Discipline(s) HAL :
Sciences cognitives
Résumé en anglais : [en]
The chapter examines spelling strategies in children with dyslexia. Previous studies conducted in this domain, in the English language, have failed to identify any specific patterns within the dyslexic group. Data from a ...
Lire la suite >The chapter examines spelling strategies in children with dyslexia. Previous studies conducted in this domain, in the English language, have failed to identify any specific patterns within the dyslexic group. Data from a study conducted in the French language—whose orthography is rather regular in reading while highly inconsistent in spelling—are presented. The performance of children with dyslexia is compared to performance of children matched on reading level. Children with dyslexia are more impaired in spelling than in reading, because their spelling scores systematically fell behind those of control group. Both spelling strategies, lexical and non lexical were equally impaired given their reading level. However, children with dyslexia produced less phonologically acceptable responses. Finally, morphological knowledge was found to be a valuable predictor of their spelling skills, suggesting that French children with dyslexia rely on linguistic structures when spelling.Lire moins >
Lire la suite >The chapter examines spelling strategies in children with dyslexia. Previous studies conducted in this domain, in the English language, have failed to identify any specific patterns within the dyslexic group. Data from a study conducted in the French language—whose orthography is rather regular in reading while highly inconsistent in spelling—are presented. The performance of children with dyslexia is compared to performance of children matched on reading level. Children with dyslexia are more impaired in spelling than in reading, because their spelling scores systematically fell behind those of control group. Both spelling strategies, lexical and non lexical were equally impaired given their reading level. However, children with dyslexia produced less phonologically acceptable responses. Finally, morphological knowledge was found to be a valuable predictor of their spelling skills, suggesting that French children with dyslexia rely on linguistic structures when spelling.Lire moins >
Langue :
Anglais
Audience :
Internationale
Vulgarisation :
Non
Établissement(s) :
CNRS
Université de Lille
CHU Lille
Université de Lille
CHU Lille
Collections :
Date de dépôt :
2019-03-08T14:19:51Z
2020-04-09T12:28:01Z
2020-04-29T14:19:42Z
2020-04-09T12:28:01Z
2020-04-29T14:19:42Z