Spelling development in Swedish children with and without language impairment

Abstract

Matched pairs of language-impaired and typically developing Swedish children spelled single words, dictated in a context, at four different times over a period of 12 years, starting in first grade. From the beginning there was a difference in error frequency and type of spelling errors between the groups. Although the SLI subjects caught up with the control group regarding e.g. number of correctly spelled words in grade 4, the gap between the two groups as to errors on different linguistic levels remained, showing a persisting language impairment in the SLI group, even in grade 12.

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