Spelling Performance in Greek-Speaking Students with and without Learning Disabilities: The Impact of Parts of Speech and Word Frequency in Free Writing Tasks

• In Event: Instructional Approaches for Supporting Vocabulary and Writing Developmen

Abstract

110 students without and 55 with learning disabilities at the age of 10 and 11 years old completed a descriptive writing task. A multinomial logistic regression model was implemented with predictors part of speech, word frequency and learning-disability status. The dependent variable was types of spelling errors (phonological, stem, suffix errors). The findings revealed no statistically significant differences in the log-odds ratios concerning phonological errors compared to stem and suffix categories (Nagelkerke R2 = .12).

Author

• Vassilios Papadimitriou, Adjunct Lecturer at Hellenic Open University