C. Klicpera et Bg. Klicpera, Does intelligence make a difference? Spelling and phonological abilities in discrepant and non-discrepant reading and spelling disabilities., Z KIND JUG, 29(1), 2001, pp. 37-49
Citations number
38
Categorie Soggetti
Psychiatry
Journal title
ZEITSCHRIFT FUR KINDER-UND JUGENDPSYCHIATRIE UND PSYCHOTHERAPIE
Objectives: in an investigation involving, 1800 second-to-fourth graders, t
he children were divided into three groups according to their reading and s
pelling achievement and the results of a nonverbal intelligence test: child
ren with average achievement in oral reading and spalling, and those with p
oor achievements in both which were either discrepant or non-discrepant to
their good-to-average scores on the intelligence test.
Methods: Results for all three groups on a number of spelling tests were co
mpiled to assess two component spelling skills: phonological recoding and a
pplication of orthographical knowledge.
Results: Children with either specific or nonspecific reading and spelling
disabilities performed at the same level of phonologial recoding, while bot
h groups were worse than younger children of average ability at the same sp
elling level. Chidlren with IQ-discrepant reading and spelling disabilities
hat, on the other hand, a certain advantage over children with the same nu
mber of difficulties in spelling but a lower IQ on tasks rquiring a knowled
ge of orthography. Though particularly evident in the lower grades, this ad
vantage declined with advancing grade level. Additional comparison of the t
hree groups in tests of phonological awareness and other phonological skill
s revealed a similar pattern of great differences between the two groups of
poor readers and spellers and the average children, but slight non-signifi
cant differences between children with IQ-discrepant and non-discrepant rea
ding and spelling disbilities.