Sentence repetition as a marker of language skills in children with dyslexia
Moll, Kristina Hulme, Charles Nag, Sonali Snowling, Margaret J.
Moll, Kristina
Hulme, Charles
Nag, Sonali
Snowling, Margaret J.
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.
Keywords
Date
2015
Type
Journal article
Journal
Applied Psycholonguistics
Book
Volume
36
Issue
2
Page Range
203-221
Article Number
ACU Department
Institute for Learning Sciences and Teacher Education (ILSTE)
Faculty of Education and Arts
Faculty of Education and Arts