An Analysis of Deaf Students' Spelling Skills during a Year-Long Instructional Writing Approach

Lisa M. Bowers, Hannah Dostal, Jillian H. McCarthy, Ilsa Schwarz, Kimberly Wolbers

Research output: Contribution to journalArticle

3 Citations (Scopus)

Abstract

Numerous studies have shown that spelling presents unique challenges for children who are deaf or hard of hearing (d/hh), and most do not develop age appropriate spelling skills. Spelling errors from 29 middle school d/hh students were analyzed from writing samples that were gathered at the beginning, middle, and end of a year-long writing instructional approach. A linguistic analysis of spelling errors was used to assess each child's understanding of the phonological, morphological, orthographic, semantic, and visual imagery rules that apply to written words. Our results provide a descriptive analysis of the types of spelling errors made by middle school d/hh students. Results indicate that spelling should be directly targeted during writing lessons. The results provide important information on the acquisition of spelling skills with this unique population and the use of narrative samples to assess spelling.

Original languageEnglish (US)
Pages (from-to)160-170
Number of pages11
JournalCommunication Disorders Quarterly
Volume37
Issue number3
DOIs
StatePublished - May 1 2016

Fingerprint

Hearing
Students
student
Imagery (Psychotherapy)
Linguistics
Semantics
semantics
linguistics
narrative
Population

All Science Journal Classification (ASJC) codes

  • Linguistics and Language
  • Speech and Hearing

Cite this

An Analysis of Deaf Students' Spelling Skills during a Year-Long Instructional Writing Approach. / Bowers, Lisa M.; Dostal, Hannah; McCarthy, Jillian H.; Schwarz, Ilsa; Wolbers, Kimberly.

In: Communication Disorders Quarterly, Vol. 37, No. 3, 01.05.2016, p. 160-170.

Research output: Contribution to journalArticle

Bowers, Lisa M. ; Dostal, Hannah ; McCarthy, Jillian H. ; Schwarz, Ilsa ; Wolbers, Kimberly. / An Analysis of Deaf Students' Spelling Skills during a Year-Long Instructional Writing Approach. In: Communication Disorders Quarterly. 2016 ; Vol. 37, No. 3. pp. 160-170.
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