Sentence repetition as a marker of language skills in children with dyslexia
Journal article
Moll, Kristina, Hulme, Charles, Nag, Sonali and Snowling, Margaret J.. (2015). Sentence repetition as a marker of language skills in children with dyslexia. Applied Psycholonguistics. 36(2), pp. 203 - 221. https://doi.org/10.1017/S0142716413000209
Authors | Moll, Kristina, Hulme, Charles, Nag, Sonali and Snowling, Margaret J. |
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Abstract | This study investigated the role of length and complexity on sentence repetition in children with dyslexia and typical readers. Length and complexity each had independent effects on sentence repetition, and children with dyslexia performed more poorly than typical readers. This group effect was attributable to individual differences in language rather than memory skills. Error analyses revealed that content words (specifically adjectives) were more likely to be omitted in longer than in shorter sentences independent of complexity. In complex sentences, function words (specifically prepositions) were the most vulnerable to errors, particularly for a subgroup of children with dyslexia who had oral language difficulties. It is proposed that deficits in sentence repetition are indicative of language difficulties in children with dyslexia. |
Year | 2015 |
Journal | Applied Psycholonguistics |
Journal citation | 36 (2), pp. 203 - 221 |
Publisher | Cambridge University Press |
ISSN | 0142-7164 |
Digital Object Identifier (DOI) | https://doi.org/10.1017/S0142716413000209 |
Scopus EID | 2-s2.0-84923343636 |
Page range | 203 - 221 |
Research Group | Institute for Learning Sciences and Teacher Education (ILSTE) |
Place of publication | Cambridge |
https://acuresearchbank.acu.edu.au/item/8q5vx/sentence-repetition-as-a-marker-of-language-skills-in-children-with-dyslexia
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