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Direct linkDuranovic, Mirela – Journal of Learning Disabilities, 2017
The purpose of this study was to explore the nature of spelling errors made by children with dyslexia in Bosnian language with transparent orthography. Three main error categories were distinguished: phonological, orthographic, and grammatical errors. An analysis of error type showed 86% of phonological errors, 10% of orthographic errors, and 4%…
Descriptors: Foreign Countries, Spelling, Error Patterns, Dyslexia
Torrance, Mark; Rønneberg, Vibeke; Johansson, Christer; Uppstad, Per Henning – Scientific Studies of Reading, 2016
It has been hypothesized that students with dyslexia struggle with writing because of a word-level focus that reduces attention to higher level textual features (structure, theme development). This may result from difficulties with spelling and/or difficulties with reading. Twenty-six Norwegian upper secondary students (M = 16.9 years) with weak…
Descriptors: Foreign Countries, Adolescents, Decoding (Reading), Writing (Composition)
Hayek, Maisam; Dorfberger, Shoshi; Karni, Avi – Developmental Science, 2016
Children with developmental dyslexia (DD) may differ from typical readers in aspects other than reading. The notion of a general deficit in the ability to acquire and retain procedural ("how to") knowledge as long-term procedural memory has been proposed. Here, we compared the ability of elementary school children, with and without…
Descriptors: Foreign Countries, Dyslexia, Braille, Elementary School Students
Sumner, Emma; Connelly, Vincent; Barnett, Anna L. – Journal of Learning Disabilities, 2016
Spelling is a prerequisite to expressing vocabulary in writing. Research has shown that children with dyslexia are hesitant spellers when composing. This study aimed to determine whether the hesitant spelling of children with dyslexia, evidenced by frequent pausing, affects vocabulary choices when writing. A total of 31 children with dyslexia,…
Descriptors: Foreign Countries, Spelling, Spelling Instruction, Vocabulary Development
Lindgren, Signe-Anita; Laine, Matti – Clinical Linguistics & Phonetics, 2011
We investigated reading and writing in two domestic languages (Swedish and Finnish) and one foreign language (English) among multilingual university students with (n = 20) versus without dyslexia (n = 20). Our analyses encompassed overall speed and accuracy measures and an in-depth analysis of grapheme-phoneme-grapheme errors and inflectional…
Descriptors: Writing (Composition), Phonemes, Graphemes, Dyslexia
Baluch, Bahman; Danaye-Tousi, Maryam – Annals of Dyslexia, 2006
The phonologically transparent Persian orthography is normally transcribed with two distinct spellings; words spelled with vowels (letters) transcribed as a fixed part of the spelling (transparent) and words spelled with vowels (diacritics) omitted (opaque). Three groups of Persian readers, namely developmental dyslexics (n = 29, mean age = 9.4,…
Descriptors: Indo European Languages, Verbal Tests, Statistical Analysis, Vowels
