Can We Identify Struggling Writers in the Classroom Using Pseudowords?

Abstract

Purpose: Early identification of literacy difficulties is essential to implement effective remediation strategies. Often, tests are time-consuming and may require expert practitioners to administer or interpret them. This study tested an easy-to-use spelling tool screen for early writing difficulties. Specifically, we explored whether a pseudoword spelling task was effective for the early identification of struggling writers (SWs). We examined its discriminatory ability and differences in performance as a function of item features.

Method: Forty-eight primary SWs and 60 typically developing (TD) peers completed a pseudoword dictation task in Catalan (Pseudoword Spelling Evaluation in Catalan Language [PSE-CL]). We analyzed key psychometric properties of the task, including its reliability and discriminatory ability. Item manipulation allowed for an analysis between and within group performance based on item features (i.e., length and frequency of the original base word).

Results: The task showed good internal consistency and reliability, with grade-specific variations. It effectively distinguished SWs from TD children (area under the curve: 0.87), achieving 79% accuracy at the cutoff point. A cross-classified multilevel model examining effects within items and between participants showed that SWs had substantially lower spelling accuracy than TD peers. Specifically, their predicted likelihood of spelling a word correctly was about seven times lower. The model also showed a significant Group × Grade interaction, indicating that the difference between SWs and TD peers was especially pronounced in Grade 3.

Conclusions: The PSE-CL is an easy-to-administer tool for speech therapists and teachers to identify SWs within the classroom. Children who struggle with writing appear to have impaired phonological-mapping abilities, especially in third grade. The theoretical and practical educational implications are discussed.