Word spelling in monolingual and bilingual children with developmental language disorder

IF 2 2区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Research in Reading Pub Date : 2025-02-26 DOI:10.1111/1467-9817.70001

Elise H. de Bree, Wendy Bliekendaal, Madelon van den Boer

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引用次数: 0

Abstract

Background

Children with developmental language disorder (DLD) are reported to have word spelling difficulties. These findings concern monolingual children with DLD; little is known about bilingual children with DLD. We examined word spelling abilities of bilingual children with DLD to determine if bilingualism is an additional risk factor for spelling problems.

Methods

We compared word spelling outcomes of monolingual (n = 87) and bilingual children with DLD (n = 51), who attended upper elementary years (Grade 5 or 6) of special education for children with DLD. Spelling measures obtained were a standardised curriculum-based word spelling task, an experimental dictation task and word spelling in short written texts.

Results

Outcomes on the curriculum-based spelling test established that both the monolingual and bilingual groups of children with DLD on average showed a spelling delay. Results on this test, as well as those of the experimental dictation task and the writing task, did not indicate differences between the monolingual and bilingual groups with DLD, even when lower oral language outcomes of bilingual children in the school language were controlled for.

Conclusions

The results indicate that DLD is a risk factor for word spelling difficulties while bilingualism is not.

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发育性语言障碍的单语和双语儿童的单词拼写

据报道，患有发展性语言障碍（DLD）的儿童有单词拼写困难。这些发现涉及单语儿童的DLD；我们对患有DLD的双语儿童知之甚少。我们检查了患有DLD的双语儿童的单词拼写能力，以确定双语是否是拼写问题的额外风险因素。方法比较87名单语儿童和51名双语儿童在小学高年级（5年级或6年级）接受DLD儿童特殊教育的单词拼写结果。获得的拼写测试包括基于标准化课程的单词拼写任务、实验性听写任务和短书面文本中的单词拼写。结果基于课程的拼写测试结果表明，单语组和双语组的DLD儿童平均表现出拼写延迟。这项测试的结果，以及实验听写任务和写作任务的结果，并没有显示单语和双语DLD组之间的差异，即使在学校语言中双语儿童较低的口语结果被控制。结论DLD是单词拼写困难的危险因素，而双语不是。

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来源期刊

Journal of Research in Reading Multiple-

CiteScore

4.50

自引率

0.00%

发文量

期刊介绍： Journal of Research in Reading provides an international forum for researchers into literacy. It is a refereed journal, principally devoted to reports of empirical studies in reading and related fields, and to informed reviews of relevant literature. The journal welcomes papers researching issues related to the learning, teaching and use of literacy in a variety of contexts; papers on the history and development of literacy; papers about policy and strategy for literacy as related to children and adults. Journal of Research in Reading encourages papers within any research paradigm and from researchers in any relevant field such as anthropology, cultural studies, education, history of education, language and linguistics, philosophy, psychology and sociology.