Spelling error analysis of written summaries in an academic register by students with specific learning disabilities: phonological, orthographic, and morphological influences
Abstract
Students in grades 5–9 (N = 29) with specific learning disabilities (SLDs) (dysgraphia, dyslexia, or oral and written language learning disability, OWL LD) were asked to take notes and handwrite or type summaries of social studies texts about world geography and cultures that they read or heard. This activity required activating knowledge of academic language for the disciplinary content. Fine-grained analyses of their spelling errors focused on...
Paper Details
Title
Spelling error analysis of written summaries in an academic register by students with specific learning disabilities: phonological, orthographic, and morphological influences
Published Date
Aug 30, 2019
Journal
Volume
33
Issue
1
Pages
121 - 142
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