Developmental dyslexia is defined as the specific difficulty in the acquisition of reading and spelling, within normal I.Q. range. Phonological deficits constitute a common manifestation of dyslexia. Deficits in phonology affect not only reading performance, but writing as well and can be manifested even to languages that have been characterized as “transparent” in terms of reading. Greek, despite its orthographic transparency in terms of learning to read, has a very demanding spelling; in order to spell words correctly, knowledge of morphology is essential. Moreover, in cases of dictated texts, correct spelling does not only depend on morphology but also to the comprehension of the syntactic properties of the words within the sentence. In the current research we investigate the performance of 556 dyslexic children and adolescents on a dictation-spelling task, focusing on the category of grammatical-morphosyntactic spelling errors. The evaluation material is a subtest of the “Test Battery for the Assessment of Dyslexia in Greek (Zachos D. & Zachos I, 1998), namely the Dictation-Spelling Task: six different texts, adapted to each one of the six levels-classes of primary school. For the present research we shall present the results of the Grammatical-morphosyntactic category. The results were analysed quantitatively and can be summarized as follows: • Dyslexic children of all grades were found to have particular difficulties with the grammatical-morphosyntactic demands of the spelling task. • In all cases, their performance was significantly lower than the control groups The decreased performance of dyslexic children can be attributed to limitations in comprehension-application of the rules of the Greek spelling system.
Zachou, A., & Zachos, I. (2009). Grammatical-morphosyntactic spelling errors in the writing of Greek dyslexic children and adolescents. In Abstract book.
|Citazione:||Zachou, A., & Zachos, I. (2009). Grammatical-morphosyntactic spelling errors in the writing of Greek dyslexic children and adolescents. In Abstract book.|
|Tipo:||abstract + poster|
|Carattere della pubblicazione:||Scientifica|
|Titolo:||Grammatical-morphosyntactic spelling errors in the writing of Greek dyslexic children and adolescents|
|Autori:||Zachou, A; Zachos, I|
|Data di pubblicazione:||2009|
|Nome del convegno:||4th International Congress on Brain and Behaviour|
|Appare nelle tipologie:||02 - Intervento a convegno|