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Full Access The Correlation between Phonological Spelling Errors and Language Development in Hebrew-Speaking children

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The Correlation between Phonological Spelling Errors and Language Development in Hebrew-Speaking children

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Written language is based on linguistic knowledge, and thus children with language impairment, primarily phonological impairment, may have difficulties in learning literacy. In this study, the spelling of phonologically impaired Hebrew-speaking children is compared with that of typically developing children. Twenty-five children participated in the study and were divided into four groups: children with typical development (n = 7, 2nd grade), language impaired (n = 7, 3rd to 5th grade), phonologically impaired (n = 7, 3rd to 5th grade), and children who have a history of phonological impairment (n = 4, 3rd to 5th grade). The results are compatible with previous studies that found that spelling correlates with phonological abilities.


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