Development of Phonics Among Children with Language Difficulties and Word Study Activities to Improve Their Reading
AuthorWolff, Laurie Alysia
College of Education
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Children who have language difficulties often have trouble learning to read and write (Petrill, et al., 2006). This thesis examines how language difficulties impact literacy development, especially among children who have difficulties in speech. In particular, the relationship between the types of speech errors and the quality of the children’s spelling errors are examined. In this study, elementary students enrolled in a tutoring program and who have been identified as having a history of language difficulties are studied. In addition to identifying these subjects’ language and speech impairments, information about their age, grade, literacy development, learning history, and stage of spelling are examined. The study of these students’ case folders will help show how the students’ speech difficulties relate to their literacy development. In conclusion, phonology and articulation in speech are related to spelling, showing how there is a closely knit relationship between phonological processing and articulation. Numerous examples are presented of how spelling errors are related to students’ difficulties in articulation. In this thesis, I am able to help teachers identify areas of need in phonics based on speech, and articulation in particular. I offer recommendations that help speech pathologists, special educators, and teachers to coordinate their instruction.