{"title":"Utility of the Spelling Sensitivity Score to Analyze Spellings of Children with Specific Language Impairment.","authors":"Krystal L Werfel, Hannah Krimm","doi":"10.1080/19404158.2015.1047871","DOIUrl":null,"url":null,"abstract":"<p><p>The purpose of this study was to examine the utility of the Spelling Sensitivity Score (SSS) beyond percentage correct scoring in analysing the spellings of children with specific language impairment (SLI). Participants were 31 children with SLI and 28 children with typical language in grades 2 through 4. Spellings of individual words were scored using two methods: (a) percentage correct and (b) SSS. Children with SLI scored lower than children with typical language when spelling was analysed with percentage correct scoring and with SSS scoring. Additionally, SSS scoring highlighted group differences in the nature of spelling errors. Children with SLI were more likely than children with typical language to omit elements and to represent elements with an illegal grapheme in words, whereas children with typical language were more likely than children with SLI to represent all elements with correct letters.</p>","PeriodicalId":44419,"journal":{"name":"Australian Journal of Learning Difficulties","volume":"20 1","pages":"39-53"},"PeriodicalIF":0.9000,"publicationDate":"2015-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19404158.2015.1047871","citationCount":"9","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Australian Journal of Learning Difficulties","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/19404158.2015.1047871","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION, SPECIAL","Score":null,"Total":0}
引用次数: 9
Abstract
The purpose of this study was to examine the utility of the Spelling Sensitivity Score (SSS) beyond percentage correct scoring in analysing the spellings of children with specific language impairment (SLI). Participants were 31 children with SLI and 28 children with typical language in grades 2 through 4. Spellings of individual words were scored using two methods: (a) percentage correct and (b) SSS. Children with SLI scored lower than children with typical language when spelling was analysed with percentage correct scoring and with SSS scoring. Additionally, SSS scoring highlighted group differences in the nature of spelling errors. Children with SLI were more likely than children with typical language to omit elements and to represent elements with an illegal grapheme in words, whereas children with typical language were more likely than children with SLI to represent all elements with correct letters.
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