ABSTRACT
Purpose
to analyze and classify the spelling performance according to the semiology of spelling error of children with developmental dyslexia (DD) and with developmental dyslexia associated to attention deficit disorder and hyperactivity(DD and ADHD) comparing them to a group of children without learning process complaints.
Methods
Seventy students, from the third to fifth grade, participated in this study divided as follows: 32 children without complaints of learning difficulties (GI), mean age 9.5 years; 22 students with developmental dyslexia (GII), mean age 10 years; 16 scholars with developmental dyslexia associated to attention deficit disorders and hyperactivity (GIII), mean age 9.9. Spelling skills were assessed through a standardized word dictation task.
Results
Data indicated that GII and GIII children presented lower performance when compared with typically developed children. There was no statistical difference between the performance of GII and GIII children regarding the score reached in spelling, although GIII children presented the lowest performance. We observed differences between GII and GIII only in the type of misspelling.
Conclusion
Data from this research contribute to develop better programs for intervention in the studied population.
Keywords:
Dyslexia; Attention Deficit Disorder with Hyperactivity; Handwriting; Learning; Evaluation
Thumbnail
Thumbnail
Caption: P/GC = Univocal Phoneme–Grapheme Correspondence; OAS = Omission and Addition of Segments; AOS = Alteration of the Order of the Segments; SIJW = Separation or Improper Junction of Words; P/GCDC = Phoneme–Grapheme Correspondence Depending on the Phonetic Context/Position; P/GCRR = Phoneme–Grapheme Correspondence Regardless Rules; IAPS = Inadequate Absence or Presence of Word Stress; OF = Other Findings
