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Titolo:
Does intelligence make a difference? Spelling and phonological abilities in discrepant and non-discrepant reading and spelling disabilities.
Autore:
Klicpera, C; Klicpera, BG;
Indirizzi:
Univ Vienna, Inst Psychol, Arbeitsgrp Klin Psychol, A-1010 Vienna, AustriaUniv Vienna Vienna Austria A-1010 p Klin Psychol, A-1010 Vienna, Austria
Titolo Testata:
ZEITSCHRIFT FUR KINDER-UND JUGENDPSYCHIATRIE UND PSYCHOTHERAPIE
fascicolo: 1, volume: 29, anno: 2001,
pagine: 37 - 49
SICI:
1422-4917(200102)29:1<37:DIMADS>2.0.ZU;2-I
Fonte:
ISI
Lingua:
GER
Soggetto:
POOR READERS; LEVEL-MATCH; IQ; RETARDATION; DEFINITIONS; DYSLEXIA; ACHIEVEMENT; SKILLS; MODEL;
Keywords:
discrpeancy definition; reading and spelling disabilties; orthographical knowledge; phonological skills phonological awareness;
Tipo documento:
Article
Natura:
Periodico
Settore Disciplinare:
Social & Behavioral Sciences
Citazioni:
38
Recensione:
Indirizzi per estratti:
Indirizzo: Klicpera, C Univ Vienna, Inst Psychol, Arbeitsgrp Klin Psychol, Univ Str 7, A-1010 Vienna, Austria Univ Vienna Univ Str 7 Vienna Austria A-1010 Vienna, Austria
Citazione:
C. Klicpera e B.G. 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

Abstract

Objectives: in an investigation involving, 1800 second-to-fourth graders, the children were divided into three groups according to their reading and spelling achievement and the results of a nonverbal intelligence test: children with average achievement in oral reading and spalling, and those with poor achievements in both which were either discrepant or non-discrepant totheir good-to-average scores on the intelligence test. Methods: Results for all three groups on a number of spelling tests were compiled to assess two component spelling skills: phonological recoding and application of orthographical knowledge. Results: Children with either specific or nonspecific reading and spellingdisabilities performed at the same level of phonologial recoding, while both groups were worse than younger children of average ability at the same spelling level. Chidlren with IQ-discrepant reading and spelling disabilities hat, on the other hand, a certain advantage over children with the same number of difficulties in spelling but a lower IQ on tasks rquiring a knowledge of orthography. Though particularly evident in the lower grades, this advantage declined with advancing grade level. Additional comparison of the three groups in tests of phonological awareness and other phonological skills revealed a similar pattern of great differences between the two groups of poor readers and spellers and the average children, but slight non-significant differences between children with IQ-discrepant and non-discrepant reading and spelling disbilities.

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Documento generato il 01/04/20 alle ore 17:51:44