Post by lillian on Mar 8, 2008 9:34:27 GMT -5
Recent research is coming out that discusses how important it is to teach spelling to dyslexics, who have a Disorder of Written Expression. Without spelling remediation, composition often does not improve. Not only must there be spelling instruction, however, it must be morphological/orthographic spelling instruction to be effective:
Click on any of the links below to perform a new search ERIC #: EJ781876 Title: Writing Problems in Developmental Dyslexia: Under-Recognized and Under-Treated Authors: Berninger, Virginia W.; Nielsen, Kathleen H.; Abbott, Robert D.; Wijsman, Ellen; Raskind, Wendy Descriptors: Letters (Correspondence); Writing (Composition); Spelling; Oral Reading; Structural Equation Models; Dyslexia; Genetics; Psychomotor Skills; Spelling Instruction; Children Source: Journal of School Psychology, v46 n1 p1-21 Feb 2008 Peer-Reviewed: Yes Publisher: Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: www.elsevier.com Publication Date: 2008-02-00 Pages: 21 Pub Types: Journal Articles; Reports - Evaluative Abstract: The International Dyslexia Association defines dyslexia as unexpected problems of neurobiological origin in accuracy and rate of oral reading of single real words, single pseudowords, or text or of written spelling. However, prior research has focused more on the reading than the spelling problems of students with dyslexia. A test battery was administered to 122 children who met the inclusion criteria for dyslexia and qualified their families for participation in a family genetics study that has been ongoing for over a decade. Their parents completed the same test battery. Although a past structural equation modeling study of typically developing children identified a significant path from handwriting to composition quality, the current structural equation modeling study identified a significant path from spelling to composition for children and their parents with dyslexia. Grapho-motor planning did not contribute uniquely to their composition, showing that writing is not just a motor skill. Students with dyslexia do have a problem in automatic letter writing and naming, which was related to impaired inhibition and verbal fluency and may explain their spelling problems. Results are discussed in reference to the importance of providing explicit instruction in the "phonological, orthographic, and morphological processes of spelling" and in composition to students with dyslexia and not only offering accommodation for their writing.
Click on any of the links below to perform a new search ERIC #: EJ781876 Title: Writing Problems in Developmental Dyslexia: Under-Recognized and Under-Treated Authors: Berninger, Virginia W.; Nielsen, Kathleen H.; Abbott, Robert D.; Wijsman, Ellen; Raskind, Wendy Descriptors: Letters (Correspondence); Writing (Composition); Spelling; Oral Reading; Structural Equation Models; Dyslexia; Genetics; Psychomotor Skills; Spelling Instruction; Children Source: Journal of School Psychology, v46 n1 p1-21 Feb 2008 Peer-Reviewed: Yes Publisher: Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: www.elsevier.com Publication Date: 2008-02-00 Pages: 21 Pub Types: Journal Articles; Reports - Evaluative Abstract: The International Dyslexia Association defines dyslexia as unexpected problems of neurobiological origin in accuracy and rate of oral reading of single real words, single pseudowords, or text or of written spelling. However, prior research has focused more on the reading than the spelling problems of students with dyslexia. A test battery was administered to 122 children who met the inclusion criteria for dyslexia and qualified their families for participation in a family genetics study that has been ongoing for over a decade. Their parents completed the same test battery. Although a past structural equation modeling study of typically developing children identified a significant path from handwriting to composition quality, the current structural equation modeling study identified a significant path from spelling to composition for children and their parents with dyslexia. Grapho-motor planning did not contribute uniquely to their composition, showing that writing is not just a motor skill. Students with dyslexia do have a problem in automatic letter writing and naming, which was related to impaired inhibition and verbal fluency and may explain their spelling problems. Results are discussed in reference to the importance of providing explicit instruction in the "phonological, orthographic, and morphological processes of spelling" and in composition to students with dyslexia and not only offering accommodation for their writing.
