Title: Spelling in Adolescents With Dyslexia: Errors and Modes of Assessment
Authors: Tops, Wim ×
Callens, Maaike
Bijn, Evi
Brysbaert, Marc #
Issue Date: 2014
Publisher: PRO-ED
Series Title: Journal of Learning Disabilities vol:47 issue:4 pages:295-306
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.
ISSN: 0022-2194
Publication status: published
KU Leuven publication type: IT
Appears in Collections:Non-KU Leuven Association publications
× corresponding author
# (joint) last author

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