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Barrientos, Jiménez, González, Peake, Domínguez y Suárez (2012) [chapter]

Alphabet writing and allograph selection as predictors of spelling in sentences in children with and without learning disabilities in writing.
Authors: Barrientos, P., Jiménez, J.E., González, D., Peake, C., Domínguez, C., & Suárez, N.
Book: Learning Disabilities: Present and Future.
Year: 2012.
Pages: 141-150.
Editors/Coordinators: González-Pineda, J.A., Rodríguez, C., Álvarez, D., Cerezo, R., Fernández, E., Cueli, M., García, T., Tueru, E. & Suárez, N.
Editorial:
Ediciones de la Universidad de Oviedo.
Place of print: Oviedo, Spain.
Original language: English.


Abstract

This study examined the relationship and degree of predictability that has the fluency of writing the alphabet from memory and the selection of allographs, on the measures of fluency and accuracy of spelling in a free writing sentence task, contrasting de performance in two groups of students, “at-risk” and “non-risk” of developing a LD in writing in early grades. We used a Spanish Writing Test Digital (SWTD) (Jiménez, 2012) as assessment tool that allowed us to obtain measures of fluency and accuracy of spelling on a sample of 1690 children (1th to 3th grades). These measures were analyzed following a linear regression model. From the overall scores in both writing memory tasks it was compared the effect that each of them brings on the performance of the free writing sentences task. The results demonstrated that the speed in the tasks of writing the alphabet and allographs selection yielded a significant correlation with measures of fluency and accuracy of spelling in the free writing task in both groups of writers. The linear regression analysis also revealed that the execution in the allograph selection task and writing alphabet from memory had different degree of predictability in each of the groups in explaining the level fluency and spelling in the free writing task sentences. These results suggest that early assessment of writing across the computer keyboard can provide clues and guidelines to guide intervention and specific skills training to strengthen specific skills to improve the performance of writing in the early grades of primary education in struggling writers.

Keywords

Learning disabilities in writing, alphabet writing, allograph selection, sentence writing, keyboarding, fluency.

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How to cite

Barrientos, P., Jiménez, J.E., González, D., Peake, C., Domínguez, C., & Suárez, N. (2012). Alphabet writing and allograph selection as predictors of spelling in sentences in children with and without learning disabilities in writing. In González-Pineda, J.A., Rodríguez, C., Álvarez, D., Cerezo, R., Fernández, E., Cueli, M., García, T., Tueru, E. & Suárez, N. (Coord.) Learning Disabilities: Present and Future. pp. 141-150. Oviedo, Spain: Ediciones de la Universidad de Oviedo.
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