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Spelling in adolescents with dyslexia: errors and modes of assessment

Wim Tops (UGent) , Maaike Callens (UGent) , Evi Bijn and Marc Brysbaert (UGent)
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Abstract
In this study we focused on the spelling of high-functioning students with dyslexia. We made a detailed classification of the errors in a word and sentence dictation task made by 100 students with dyslexia and 100 matched control students. All participants were in the first year of their bachelor’s studies and had Dutch as mother tongue. Three main error categories were distinguished: phonological, orthographic, and grammatical errors (on the basis of morphology and language-specific spelling rules). The results indicated that higher-education students with dyslexia made on average twice as many spelling errors as the controls, with effect sizes of d ≥ 2. When the errors were classified as phonological, orthographic, or grammatical, we found a slight dominance of phonological errors in students with dyslexia. Sentence dictation did not provide more information than word dictation in the correct classification of students with and without dyslexia.
Keywords
ENGLISH, DEFICITS, STUDENTS, CHILDREN, READING DISABILITIES, FEEDFORWARD, AWARENESS, LITERACY, adult dyslexia, assessment, dictation, error classification, spelling, writing

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Chicago
Tops, Wim, Maaike Callens, Evi Bijn, and Marc Brysbaert. 2014. “Spelling in Adolescents with Dyslexia: Errors and Modes of Assessment.” Journal of Learning Disabilities 47 (4): 295–306.
APA
Tops, W., Callens, M., Bijn, E., & Brysbaert, M. (2014). Spelling in adolescents with dyslexia: errors and modes of assessment. JOURNAL OF LEARNING DISABILITIES, 47(4), 295–306.
Vancouver
1.
Tops W, Callens M, Bijn E, Brysbaert M. Spelling in adolescents with dyslexia: errors and modes of assessment. JOURNAL OF LEARNING DISABILITIES. 2014;47(4):295–306.
MLA
Tops, Wim, Maaike Callens, Evi Bijn, et al. “Spelling in Adolescents with Dyslexia: Errors and Modes of Assessment.” JOURNAL OF LEARNING DISABILITIES 47.4 (2014): 295–306. Print.
@article{4179934,
  abstract     = {In this study we focused on the spelling of high-functioning students with dyslexia. We made a detailed classification of the errors in a word and sentence dictation task made by 100 students with dyslexia and 100 matched control students. All participants were in the first year of their bachelor{\textquoteright}s studies and had Dutch as mother tongue. Three main error categories were distinguished: phonological, orthographic, and grammatical errors (on the basis of morphology and language-specific spelling rules). The results indicated that higher-education students with dyslexia made on average twice as many spelling errors as the controls, with effect sizes of d \ensuremath{\geq} 2. When the errors were classified as phonological, orthographic, or grammatical, we found a slight dominance of phonological errors in students with dyslexia. Sentence dictation did not provide more information than word dictation in the correct classification of students with and without dyslexia.},
  author       = {Tops, Wim and Callens, Maaike and Bijn, Evi and Brysbaert, Marc},
  issn         = {0022-2194},
  journal      = {JOURNAL OF LEARNING DISABILITIES},
  language     = {eng},
  number       = {4},
  pages        = {295--306},
  title        = {Spelling in adolescents with dyslexia: errors and modes of assessment},
  url          = {http://dx.doi.org/10.1177/0022219412468159},
  volume       = {47},
  year         = {2014},
}

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