DYSLEXIA AND SPELLING IN TWO DIFFERENT ORTHOGRAPHIES (GREEK VS. ENGLISH): A LINGUISTIC ANALYSIS.
DOI:
https://doi.org/10.24297/jal.v7i1.4622Keywords:
Dyslexia, Written production, Orthographic systems, Foreign Language Learning, Temporal Aspects of Written Production (Pauses, Revisions)Abstract
In our study spelling skills of 40 dyslexic (mean age 13,2 years) and 40 non dyslexic children (mean age 10,9 years) matched on the basis of their general level of language proficiency and foreign language acquisition, were assessed through a dictation passage spelling test and the composing of picture elicited narratives, in both Greek (L1) and English (L2). Results indicate that spelling performance is affected by the distinct nature of each orthographic system. In both groups, phonological errors were the least frequent type of spelling errors, while the predominance of morphological and etymological errors indicates both groups' persistent difficulties with applying linguistic rules and systematicities. As expected, dyslexics made more errors of all types despite the fact that the two groups' error profiles did not differ qualitatively. Finally, both groups‟ revising and pausing behaviour indicated that spelling has been the main concern for both dyslexic and non dyslexic writers and confirmed the dyslexics' deficient error detection mechanism.Downloads
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References
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22. Cassar, M., & Treiman, R. 1997. The beginnings of orthographic knowledge: children's knowledge of double letters in words. Journal of Educational Psychology 89, 631-644.
23. Chliounaki, K., & Bryant, P. 2007. How children learn about morphological spelling rules. Child Development, 78, 1360–1373.
24. Cossu G., Gugliotta M., & Marshall J.C. 1995. Acquisition of reading and written spelling in a transparent orthography: two non parallel processes? Reading and Writing, 7, 9-22.
25. Curtin, S., Manis, F. R., & Seidenberg, M. S. 2001. Parallels between the reading and spelling deficits of two subgroups of developmental dyslexia. Reading and Writing: An Interdisciplinary Journal, 14, 515–547.
26. Diakogiorgi K., Baris Th., & Valmas Th. 2005. Ιθαλόηεηα Ïξήζεο κνξθνινγηθώλ ζηξαηεγηθώλ ζηελ νξζνγξαθεκÎλε γξαθή από καζεηÎο ηεο Α‟ ηάμεο ηνπ Î´ÎµÎºÎ½Î·Î·Î¸Î½Ï [Ability to use morphological strategies in spelling by 1st grade pupils]. Psychologia: The Journal of the Hellenic Psychological Society, 12, 568–586.
27. Diamanti, V. 2005. Dyslexia and dysgraphia in Greek in relation to normal development: Crosslinguistic and longitudinal studies. Unpublished PhD dissertation, Department of Human Communication Science, University College London.
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29. Frith, U. 1979. "Reading by eye and writing by ear." In Kolers, P.A., Wrolstad, M. & Bouma, H. (Eds.), Processing of Visible Language, 1, N.Y.: Plenum Press.30. Frost, R. 2012. Towards a universal model of reading. Target article. Behavioral and Brain Sciences, 35, 1-17. 31. Gallagher, A., Firth, U., & Snowling, M. J. 2000. Precursors of Literacy Delay among Children at Genetic Risk of Dyslexia. J. Child Psychol. Psychiat., 41 (2), 203-213. 32. Ganschow, L., Sparks, R. L., & Javorsky, J. 1998. Foreign language learning difficulties: An historical perspective. Journal of Learning Disabilities, 31, 248-258.
33. Georgiou, G. K., Manolitsis, G., Nurmi, J.-E., & Parrila, R. 2010. Does task-focused versus taskavoidance behavior matter for literacy development in an orthographically consistent language? Contemporary Educational Psychology, 35, 1–10.
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2016-09-08
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Baseki, PhD, J., Andreou, PhD, G., & Tzivinikou, PhD, S. (2016). DYSLEXIA AND SPELLING IN TWO DIFFERENT ORTHOGRAPHIES (GREEK VS. ENGLISH): A LINGUISTIC ANALYSIS. JOURNAL OF ADVANCES IN LINGUISTICS, 7(1), 1172–1191. https://doi.org/10.24297/jal.v7i1.4622
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