Spelling performance of students with dyslexia, learning disabilities, and learning difficulties: a comparative study

• Grant number: 14/08736-9
• Support Opportunities: Scholarships in Brazil - Scientific Initiation
• Start date: August 01, 2014
• End date: July 31, 2015
• Field of knowledge: Health Sciences - Speech Therapy
• Principal Investigator: Simone Aparecida Capellini
• Grantee: Thaís Contiero Chiaramonte
• Host Institution: Faculdade de Filosofia e Ciências (FFC). Universidade Estadual Paulista (UNESP). Campus de Marília. Marília , SP, Brazil

Abstract

The aims of this study are to characterize, to compare and to classify the spelling performance of students with dyslexia, learning disabilities, and learning disabilities according to the semiology of errors. 80 students, aged between 9 to12 years old, both genders will participated this study, divided into four groups: GI: composed by 20 students with dyslexia, GII: composed by 20 students with learning disabilities, GIII: composed by 20 students with learning difficulties, and GIV: composed by 20 students with good academic performance paired with GI , GII and GIII groups . The students in this study will be submitted of Pro-Ortografia Evaluation. This Evaluation is divided into: collective version (writing letters of the alphabet, randomized alphabet letters, word dictation, dictation nonwords, dictation with figures, writing thematic induced to pictures) and individual version (dictation sentences, purposeful error, spelling, and lexical memory). The results will be statistically analyzed in order to compare the performance of students regarding their level of knowledge of spelling rules and the number of errors classified according to their semiology. (AU)