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État de publication: Publiée (2018 )
Nom de la revue: Neuroeducation Journal
Volume: 5
Numéro: 2
Intervalle de pages: 46-61
Résumé: The present study examined the executive functions and spelling performance of children with developmental language disorder (DLD) over a school year. Through a fine-grained spelling error analysis, we investigated whether the measured executive functions would distinguish children’s spelling profiles. The study comprised three groups: the DLD-S group (aged 7–9 years), including children with DLD matched on the total number of spelling errors produced on a dictation task with a typically developing group (n = 8); the DLD-AM group (aged 7–9 years), including children with DLD matched on chronological age and phonological awareness skills with the DLD-S group (n = 8); and the typically developing group (n = 16; aged 7–8 years). The results indicated that both DLD groups tended to produce more phonographic errors (i.e., spelling errors that change the phonology of the word) even if the DLD-S group produced a similar number of errors in comparison with the typically developing group. In particular, the DLD-AM group made more phoneme omissions than the other groups. The DLD-AM group also had the smallest spelling improvement over the school year and the weakest updating ability. In contrast, all groups had similar inhibition and cognitive flexibility abilities. This may indicate that some children with DLD present limitations in updating, which may lead to a slower spelling acquisition and a greater number of phonographic errors. Language impairments affect and delay spelling acquisition, and the presence of an updating deficit may exacerbate this delay.
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