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Spelling Skills (spelling + skill)
Selected AbstractsLevels of literacy among juvenile offenders: the incidence of specific reading difficultiesCRIMINAL BEHAVIOUR AND MENTAL HEALTH, Issue 4 2000Margaret J. Snowling Introduction Academic achievement is low among offenders. Yet there is little evidence that prisoners are less literate than the general population. Do they have more dyslexia? This paper considers three definitions of dyslexia to see whether they relate to young offenders' literacy difficulties. Method The reading and spelling skills of 91 15- to 17-year-old male juvenile offenders who were incarcerated are reported, together with assessments of their vocabulary and non-verbal (spatial) skills. Estimates of the prevalence of reading disability are considered in relation to different definitions of dyslexia. Results The regression of literacy skills on non-verbal ability yielded an estimated prevalence of 57% while a more conservative estimate of 43% followed from the regression of literacy skill on verbal ability, and 38% of the sample had specific phonological deficits. Many of the offenders had experienced social and family adversity and reported poor school attendance. Discussion It is proposed that as a group, juvenile offenders are best described as having general verbal deficits encompassing problems of language and literacy. Copyright © 2000 Whurr Publishers Ltd. [source] Familial dyslexia: neurocognitive and genetic correlation in a large Finnish familyDEVELOPMENTAL MEDICINE & CHILD NEUROLOGY, Issue 9 2002Jaana Nopola-Hemmi MD Neuropsychological findings of individuals with dyslexia (n=24) from a large, three-generation Finnish family are presented. We have previously performed whole genome linkage scanning in this family and found that dyslexia in this kindred segregates with a single locus in the pericentromeric area of chromosome 3. Those included in the analyses were carefully evaluated for general cognitive ability, reading and spelling skills, and reading-related neurocognitive skills. The neurocognitive type of dyslexia segregating in this family consisted of deficits in phonological awareness, verbal short-term memory, and rapid naming. Severe dyslexia also seemed to be connected with a general language difficulty and was most common in the eldest generation. [source] Phonological and orthographic spelling in high-functioning adult dyslexicsDYSLEXIA, Issue 2 2009Nenagh Kemp Abstract Despite a history of reading or spelling difficulties, some adults attain age-appropriate spelling skills and succeed at university. We compared the spelling of 29 such high-functioning dyslexics with that of 28 typical students, matched on general spelling ability, and controlling for vocabulary and non-verbal intelligence. Participants wrote derived real and pseudo words, whose spelling relationship to their base forms was categorized as phonologically simple (apt-aptly), orthographically simple (deceit-deceitful), phonologically complex (ash-ashen), or orthographically complex (plenty-plentiful). Dyslexic participants spelled all word and pseudoword categories more poorly than controls. Both groups spelled simple phonological words best. Dyslexics were particularly poor at spelling simple orthographic words, whose letter patterns and rules must likely be memorized. In contrast, dyslexics wrote more plausible spellings of orthographic than phonological pseudowords, but this might be an artefact of their more variable spelling attempts. These results suggest that high-functioning dyslexics make some use of phonological skills to spell familiar words, but they have difficulty in memorizing orthographic patterns, which makes it difficult to spell unfamiliar words consistently in the absence of sufficient phonological cues or orthographic rules. Copyright © 2008 John Wiley & Sons, Ltd. [source] Phonological processing skills as predictors of literacy amongst Arabic speaking Bahraini childrenDYSLEXIA, Issue 4 2005Haya al Mannai Abstract This paper reports a study of the reading and spelling skills of grades 1,3 Arabic-speaking children in Bahrain. Children were tested on their literacy skills (single word reading and spelling), their ability to decode letter strings (non-word reading) and measures of phonological awareness, short-term memory, speed of processing and non-verbal ability. These tests were included to identify the best predictors of literacy skills amongst Arabic young readers. The results were consistent with the literature based on tests of English-speaking children in that measures of phonological skills (decoding and awareness) were the best predictors of variability in reading and spelling among the Bahraini children. The results are discussed in terms of the literacy experiences of the children and the use of short vowels in Arabic writing. Copyright © 2005 John Wiley & Sons, Ltd. [source] A computerized treatment of dyslexia: Benefits from treating lexico-phonological processing problemsDYSLEXIA, Issue 1 2005Jurgen Tijms Abstract Two hundred sixty-seven 10- to 14-year-old Dutch children with dyslexia were randomly assigned to one of two samples that received a treatment for reading and spelling difficulties. The treatment was computer-based and focused on learning to recognise and use the phonological and morphological structure of Dutch words. The inferential algorithmic basis of the program ensured that the instruction was highly structured. The present study examined the reliability of the effects of the treatment, and provided an evaluation of the attained levels of reading and spelling by relating them to normal levels. Both samples revealed large, generalized treatment effects on reading accuracy, reading rate, and spelling skills. Following the treatment, participants attained an average level of reading accuracy and spelling. The attained level of reading rate was comparable to the lower bound of the average range. Copyright © 2004 John Wiley & Sons, Ltd. [source] The effect of practice on low-level auditory discrimination, phonological skills, and spelling in dyslexiaDYSLEXIA, Issue 2 2004Tina Schäffler Abstract Phonological awareness is believed to play a major role in the auditory contribution to spelling skills. The previous paper reports low-level auditory deficits in five different subdomains in 33,70% of the dyslexics. The first study of this paper reports the results of an attempt to improve low-level auditory skills by systematic daily practice of those tasks that had not been passed in previous diagnostic sessions. The data of 140 dyslexics indicate that the average number of unsolved tasks can be reduced from 3 of 5 to 1 of 5. The success rates have values of 70,80% for intensity and frequency discrimination and for gap detection, but reach only 36% for time-order judgement and 6% for side-order judgement. The second study reports that successful low-level auditory training transfers completely to language-related phonological skills and also to spelling with the largest profit in spelling errors due to poor auditory analysis. Control groups (waiting and placebo) did not exhibit significant improvements. It is concluded that low-level auditory deficits should be considered and improved by practice in order to give the dyslexics more phonological help when trying to transfer what they hear to spelling. Copyright © 2004 John Wiley & Sons, Ltd. [source] | ||||||||||