The Center for Literacy and Disability Studies, University of North Carolina at Chapel Hill.
University of North Carolina at Chapel Hill.
J Deaf Stud Deaf Educ. 2021 Jan 1;26(1):112-129. doi: 10.1093/deafed/enaa021.
Spelling in writing samples was compared between children who are hard of hearing (HH) (n = 142) and their peers with typical hearing (TH) (n = 72) in second and fourth grade. The same analyses were then conducted comparing groups of children who are HH with different levels of aided audibility. Compared to children with TH, children who are HH produced fewer misspelled words (p = .041, d = .42) at second grade but performed similarly in fourth grade (p = .943, d = .02). Compared to peers with TH, children who are HH demonstrated similar distributions of errors in roots but some differences in the distribution of errors for affixes. Different levels of aided audibility among children who are HH were not associated with significant differences in spelling accuracy at both grades. However, second-grade children with poorer aided audibility produced significantly more phonological omissions (p = .005, r = .32) and orthographic consonant errors for monomorphemic words (p = .001, r = .37), as well as more orthographic consonant errors for and affixes (p = .015, r = .28).
在二、四年级，比较了听力障碍儿童（HH）（n=142）和听力正常儿童（TH）（n=72）的写作样本中的拼写错误。然后，对不同助听可听度水平的 HH 儿童组进行了相同的分析。与 TH 儿童相比，HH 儿童在二年级时拼写错误较少（p=0.041，d=0.42），但在四年级时表现相似（p=0.943，d=0.02）。与 TH 同龄人相比，HH 儿童在词干错误的分布上表现相似，但在词缀错误的分布上存在一些差异。不同助听可听度水平的 HH 儿童在两个年级的拼写准确性上没有显著差异。然而，二年级助听可听度较差的 HH 儿童在单语素词的语音遗漏（p=0.005，r=0.32）和正字法辅音错误（p=0.001，r=0.37）方面，以及词缀的正字法辅音错误（p=0.015，r=0.28）方面的错误明显更多。
