Spelling abilities of school-aged children with Williams syndrome.
Intellectual disability
Phonics
Reading instruction method
Spelling ability
Williams syndrome
Word-reading ability
Journal
Research in developmental disabilities
ISSN: 1873-3379
Titre abrégé: Res Dev Disabil
Pays: United States
ID NLM: 8709782
Informations de publication
Date de publication:
Jan 2022
Jan 2022
Historique:
received:
29
07
2021
revised:
06
11
2021
accepted:
15
11
2021
pubmed:
8
12
2021
medline:
5
1
2022
entrez:
7
12
2021
Statut:
ppublish
Résumé
We examined the relation between spelling ability and word-reading ability in children with Williams syndrome (WS). Eighty 9-17-year-olds with genetically-confirmed WS completed standardized tests of spelling, word reading, and intellectual ability; 45 also completed tests of phonological awareness and vocabulary. Reading instruction method was classified as Phonics or Other. Spelling ability varied widely. Although at the group level, spelling standard scores (SSs) were significantly lower than word-reading SSs, at the individual level, this difference was significant for fewer than half the participants. Spelling and reading SSs were highly correlated, even after controlling for intellectual ability. Students taught to read using systematic phonics instruction had significantly higher spelling SSs than those taught to read using other approaches, even after controlling for intellectual ability. Spelling ability contributed significant unique variance to word-reading ability, beyond the effects of phonological awareness, vocabulary, and reading instruction method. Our findings are consistent with Ehri's Word Identity Amalgamation Theory. In combination with previous meta-analytic findings for typically developing children (Graham & Santangelo, 2014) our results suggest that children with WS are likely to benefit from the inclusion of systematic spelling instruction as part of a systematic phonics approach to teaching word reading.
Identifiants
pubmed: 34875548
pii: S0891-4222(21)00278-X
doi: 10.1016/j.ridd.2021.104129
pmc: PMC8724450
mid: NIHMS1762166
pii:
doi:
Types de publication
Journal Article
Langues
eng
Sous-ensembles de citation
IM
Pagination
104129Subventions
Organisme : NINDS NIH HHS
ID : R01 NS035102
Pays : United States
Organisme : NICHD NIH HHS
ID : R37 HD029957
Pays : United States
Informations de copyright
Copyright © 2021 The Authors. Published by Elsevier Ltd.. All rights reserved.
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