Contribution of Language Knowledge to Spelling Ability
Krystal L. Werfel and C. Melanie Schuele
Language knowledge is the foundation of literacy skills, including spelling. However, the relative contribution of different aspects of language knowledge to variance in spelling ability is not well understood. The purpose of this study is to explore the relative contribution of language knowledge to spelling ability in elementary children with language impairment and with normal language. Children will participate in assessment of several language and spelling skills (i.e., vocabulary, phonological processing, morphology, syntax, pragmatics, word-level spelling, spelling recognition, letter names, letter sounds, exposure to print, nonverbal intelligence, articulation, and orthographic knowledge). Spelling performance of children with typical language and children with language impairment will be compared.