The Spelling Errors of French and English Children With Developmental Language Disorder at the End of Primary School.

ABSTRACT: Children with Developmental Language Disorder (DLD) often struggle learning to spell. However, it is still unclear where their spelling difficulties lie, and whether they reflect on-going difficulties with specific linguistic domains. It is also unclear whether the spelling profiles of these children vary in different orthographies. The present study compares the spelling profiles of monolingual children with DLD in France and England at the end of primary school. By contrasting these cohorts, we explored the linguistic constraints that affect spelling, beyond phono-graphemic transparency, in two opaque orthographies. Seventeen French and 17 English children with DLD were compared to typically developing children matched for age or spelling level. Participants wrote a 5 min sample of free

SUBMITTER: Joye N 

PROVIDER: S-EPMC7386207 | biostudies-literature | 2020

REPOSITORIES: biostudies-literature