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Liliana Tolchinsky. (2021) Linguistic patterns of spelling of isolated words to dictation and text-composing in Catalan across elementary school (Patrones lingüísticos de la ortografía en el dictado de palabras aisladas y en la composición de textos en catalán en la escuela primaria). Journal for the Study of Education and Development 44:1, pages 183-218.
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Nelly Joye, Lucie Broc, Thierry Olive & Julie Dockrell. (2019) Spelling Performance in Children with Developmental Language Disorder: A Meta-Analysis across European Languages. Scientific Studies of Reading 23:2, pages 129-160.
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Krystal L. Werfel & Hannah Krimm. (2015) Utility of the Spelling Sensitivity Score to analyze spellings of children with specific language impairment. Australian Journal of Learning Difficulties 20:1, pages 39-53.
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Ramona
T. Pittman, R.
Malatesha Joshi & Suzanne Carreker. (2014) Improving the Spelling Ability Among Speakers of African American English Through Explicit Instruction. Literacy Research and Instruction 53:2, pages 107-133.
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Articles from other publishers (43)
Gareth J. Williams & Rebecca F. Larkin. (2023) Translation and Transcription Processes in the Writing Skills of Children With Developmental Language Disorder. Topics in Language Disorders 43:4, pages 283-301.
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Carmen Hevia-Tuero, Susie Russak & Paz Suárez-Coalla. (2022) Spelling errors by Spanish children when writing in English as a foreign language. Reading and Writing 36:7, pages 1797-1820.
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Sarah Critten, Vincent Connelly, Julie E. Dockrell, Ian R. Mundy, Lynsey O’Rourke, Laura Callaghan & Kirsty Walter. (2023) Handwriting processes when spelling morphologically complex words in children with and without Developmental Language Disorder. Frontiers in Psychology 14.
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Young‐Suk Grace Kim & Yaacov Petscher. (2023) Do Spelling and Vocabulary Improve Classification Accuracy of Children's Reading Difficulties Over and Above Word Reading?. Reading Research Quarterly 58:2, pages 240-253.
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Iyad Issa. (2022) Morphological Complexity in Arabic Spelling and Its Implication for Cognitive Processing. Journal of Psycholinguistic Research 52:1, pages 331-357.
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Shane Templeton. 2023. International Encyclopedia of Education(Fourth Edition). International Encyclopedia of Education(Fourth Edition)
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Naymé Salas. (2022) Concurrent predictors of spelling accuracy in secondary education in a semi-consistent orthography. Written Language & Literacy Written Language and Literacy 25:1, pages 40-66.
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Marie-Pier Godin, Rachel Berthiaume & Daniel Daigle. (2021) The “Sound of Silence”: Sensitivity to Silent Letters in Children With and Without Developmental Language Disorder. Language, Speech, and Hearing Services in Schools 52:4, pages 1007-1019.
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Lucie Broc, Nelly Joye, Julie E. Dockrell & Thierry Olive. (2021) Capturing the Nature of the Spelling Errors in Developmental Language Disorder: A Scoping Review. Language, Speech, and Hearing Services in Schools 52:4, pages 1127-1140.
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Krystal L. Werfel, Stephanie Al Otaiba, Young-Suk Kim & Jeanne Wanzek. (2020) Linguistic Predictors of Single-Word Spelling in First-Grade Students With Speech and/or Language Impairments. Remedial and Special Education 42:2, pages 118-128.
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Nancy A Quick, Melody Harrison & Karen Erickson. (2021) A Multilinguistic Spelling Analysis of Children who are Hard of Hearing. The Journal of Deaf Studies and Deaf Education 26:1, pages 112-129.
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Anthony D. Koutsoftas, Pradyumn Srivastava & Sarah B. Harris. (2020) Spelling as Part of the Writing Process in Intermediate-Grade Students. Topics in Language Disorders 40:4, pages 375-388.
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Tessa Daffern & Noella Maree Mackenzie. (2019) A case study on the challenges of learning and teaching English spelling: insights from eight Australian students and their teachers. Literacy 54:3, pages 99-110.
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Nelly Joye, Julie E. Dockrell & Chloë R. Marshall. (2020) The Spelling Errors of French and English Children With Developmental Language Disorder at the End of Primary School. Frontiers in Psychology 11.
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Naymé Salas. (2020) Non-phonological Strategies in Spelling Development. Frontiers in Psychology 11.
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Ruth Huntley Bahr, Stephanie Lebby & Louise C. Wilkinson. (2019) Spelling error analysis of written summaries in an academic register by students with specific learning disabilities: phonological, orthographic, and morphological influences. Reading and Writing 33:1, pages 121-142.
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Krystal L. Werfel, C. Melanie Schuele & Paul Reed. (2019) Linguistic Contributions to Word-Level Spelling Accuracy in Elementary School Children With and Without Specific Language Impairment. American Journal of Speech-Language Pathology 28:2, pages 599-611.
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Tessa Daffern & Sarah Critten. (2019) Student and teacher perspectives on spelling. The Australian Journal of Language and Literacy 42:1, pages 40-57.
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Marie-Pier Godin, Andréanne Gagné & Nathalie Chapleau. (2018) Spelling acquisition in French children with developmental language disorder: An analysis of spelling error patterns. Child Language Teaching and Therapy 34:3, pages 221-233.
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Marie-Pier Godin, Andréanne Gagné & Nathalie Chapleau. (2018) Phonographic spelling errors in developmental language disorder: Insights from executive functions. Neuroeducation 5:2, pages 46-61.
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Nancy Quick & Karen Erickson. (2018) A Multilinguistic Approach to Evaluating Student Spelling in Writing Samples. Language, Speech, and Hearing Services in Schools 49:3, pages 509-523.
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Benjamin Bailey & Joanne Arciuli. (2018) Subskills associated with spelling ability in children with and without autism spectrum disorders. Autism & Developmental Language Impairments 3, pages 239694151880380.
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Virginia Berninger, Robert Abbott, Clayton R. Cook & William Nagy. (2016) Relationships of Attention and Executive Functions to Oral Language, Reading, and Writing Skills and Systems in Middle Childhood and Early Adolescence. Journal of Learning Disabilities 50:4, pages 434-449.
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Rachel Schiff, Yohi Nuri Ben-Shushan & Elisheva Ben-Artzi. (2016) Metacognitive Strategies. Journal of Learning Disabilities 50:2, pages 143-157.
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Tessa Daffern, Noella Maree Mackenzie & Brian Hemmings. (2017) Testing spelling: How does a dictation method measure up to a proofreading and editing format?. The Australian Journal of Language and Literacy 40:1, pages 28-45.
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Darin Woolpert. (2016) Doing more with less: the impact of lexicon on dual-language learners’ writing. Reading and Writing 29:9, pages 1865-1887.
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Darin Woolpert & Judy S. Reilly. (2016) Investigating the extent of neuroplasticity: Writing in children with perinatal stroke. Neuropsychologia 89, pages 105-118.
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Rebecca F. Larkin, Gareth J. Williams & Samarita Blaggan. (2013) Delay or deficit? Spelling processes in children with specific language impairment. Journal of Communication Disorders 46:5-6, pages 401-412.
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Gareth J. Williams, Rebecca F. Larkin & Samarita Blaggan. (2013) Written language skills in children with specific language impairment. International Journal of Language & Communication Disorders 48:2, pages 160-171.
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Ruth Huntley Bahr, Elaine R. Silliman, Virginia W. Berninger & Michael Dow. (2012) Linguistic Pattern Analysis of Misspellings of Typically Developing Writers in Grades 1–9. Journal of Speech, Language, and Hearing Research 55:6, pages 1587-1599.
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Rob Schoonen, Amos van Gelderen, Reinoud D. Stoel, Jan Hulstijn & Kees de Glopper. (2011) Modeling the Development of L1 and EFL Writing Proficiency of Secondary School Students. Language Learning 61:1, pages 31-79.
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Kanami Suzuzki, Akira Uno, Noriko Haruhara, Masato Kaneko, Taeko N. Wydell, Noriko Awaya, Junko Kozuka & Takashi Goto. (2010) Characteristics of Hiragana and Katakana Writing in Children with Developmental Dyslexia, Evaluated by the Screening Test of Reading and Writing for Japanese Primary School Children (STRAW). The Japan Journal of Logopedics and Phoniatrics 51:1, pages 1-11.
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Jaime Luiz Zorzi & Sylvia Maria Ciasca. (2009) Análise de erros ortográficos em diferentes problemas de aprendizagem. Revista CEFAC 11:3, pages 406-416.
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Todd L. Richards, Virginia W. Berninger & Michel Fayol. (2009) fMRI activation differences between 11-year-old good and poor spellers' access in working memory to temporary and long-term orthographic representations. Journal of Neurolinguistics 22:4, pages 327-353.
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Virginia W. Berninger. (2009) Highlights of Programmatic, Interdisciplinary Research on Writing. Learning Disabilities Research & Practice 24:2, pages 69-80.
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Jaime Luiz Zorzi & Sylvia Maria Ciasca. (2008) Caracterização dos erros ortográficos em crianças com transtornos de aprendizagem. Revista CEFAC 10:3, pages 321-331.
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Candida T. Kohler, Ruth Huntley Bahr, Elaine R. Silliman, Judith Becker Bryant, Kenn Apel & Louise C. Wilkinson. (2007) African American English Dialect and Performance on Nonword Spelling and Phonemic Awareness Tasks. American Journal of Speech-Language Pathology 16:2, pages 157-168.
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Elaine R. Silliman & Cheryl M. Scott. (2006) Language Impairment and Reading Disability: Connections and Complexities Introduction to the Special Issue. Learning Disabilities Research & Practice 21:1, pages 1-7.
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