Behavioural Science Institute, Radboud University Nijmegen, P.O. Box 9104, 6500 HE Nijmegen, The Netherlands.
Res Dev Disabil. 2012 Jul-Aug;33(4):1041-7. doi: 10.1016/j.ridd.2012.01.011. Epub 2012 Feb 21.
The present study investigated whether children with Specific Language Impairment (SLI) need a special spelling education program, by examining whether the early spelling of children with SLI is quantitatively and qualitatively different from the spelling of typically developing children. Two groups of first grade children participated: 39 children with a typical language development between the age of 73 and 88 months, and 59 children with SLI between the age of 71 and 97 months. The results indicated that children with SLI do have a quantitative delay in both grapheme knowledge and spelling during first grade. However, there was no qualitative difference between the early spelling of children with SLI and typically developing children. This indicated that children with SLI have the same spelling processes as typically developing children, although they develop slower. For clinical practice, this means that teachers of children with SLI can practice the same skills as with typically developing children, but they have to practice substantially more than typically developing children.
本研究通过考察特定语言障碍 (SLI) 儿童的早期拼写是否在数量和质量上与正常发展儿童的拼写存在差异，来探究 SLI 儿童是否需要特殊的拼写教育计划。两组一年级儿童参与了研究：39 名儿童的语言发展处于 73 至 88 个月之间，为典型组；59 名儿童的语言发展处于 71 至 97 个月之间，为 SLI 组。研究结果表明，在一年级期间，SLI 儿童在字符知识和拼写方面确实存在数量上的延迟。然而，SLI 儿童的早期拼写与正常发展儿童之间没有质的差异。这表明 SLI 儿童具有与正常发展儿童相同的拼写过程，尽管他们的发展速度较慢。对于临床实践而言，这意味着 SLI 儿童的教师可以与正常发展儿童练习相同的技能，但他们必须比正常发展儿童多练习很多。
