Psycho-Social Variables of Elementary School Children with Spelling Difficulties in relation to their Academic Achievement

Authors

  • G. Lokanadha Reddy Professor and Head, Department of Education, Dravidian University, Kuppam – 517 526, Andhra Pradesh State, India.
  • Bindu David Lecturer, St. Thomas College of Teacher Education, Pala, Kottayam, Kerala State, India.
  • G. Susmitha School Teacher, Kishore Public School, Tanakallu (P & M), Anantapur (Dist) Andhra Pradesh State, India.

DOI:

https://doi.org/10.15415/iie.2014.21004

Keywords:

Spelling, Spelling difficulties

Abstract

Accurate spelling is a complex act that requires cognitive and linguistic knowledge of the phonological, morphological, syntactical and semantic principles of language. Students with disabilities frequently exhibit spelling difficulties related to language learning and are inefficient in cognitive processing. These difficulties often are developmental in nature. The present study is conducted on 222 children with spelling difficulties of five Taluks of Kerala State. Remediation of spelling difficulties in children requires comprehensive assessment. In this article, the researchers discuss about the theory related to spelling disabilities, assessment, remediation and psychosocial correlates of spelling difficulties in children. The major findings of the study state that there is a significant positive correlation between psycho-social variables and academic achievement of children with spelling difficulties. The authors also highlighted the need for early intervention and use of various remedial strategies to overcome spelling difficulties in children.

Downloads

Download data is not yet available.

References

Anupriya Chadha. (2009).A Guide to Educating Children with Learning Disabilities. NewDelhi: Vikas Publishing House PVT LTD.

Bhola, P., Hiri Save, U., Kapur, M and Subbu Krishna, D.K. (2000). Self Perceptions in Children with Scholastic Skill Disorders.Indian Journal of Clinical Psychology, 27, 249-253.

Black, F.W. (1974). Self Concept as related to Achievement and Age in Learning Disabled Children. Child Development, 45,1137-1140.

Dyson, Lily L. (2003). Children with Learning Disabilities within the family context: A comparison with Siblings in Global Self concept, Academic Self perception and Social Competence.

Learning Disabilities Research and Practice8(1), 1-9.

Janet Lerner and Frank Kline, (2006). Learning Disabilities and Related Disorders Characteristics and Teaching Strategies. New York: Houghton Miffin Company.

Louise Spear Swerling. (2005). Spelling and Students with Learning Disabilities. www.ldonline.org/article/5587

Onita Nakra. (1998). Children and Learning Difficulties. New Delhi: Allied Publishers Pvt. Limited.

Online Medical Dictionary, http://Cancerweb.ncl.ac.uk, 2008.

Pandey, M. (2000). Parent-Child Relationship and Disability. Disabilities and Impairments,14(2), 109-111.

Reddy, G.L., Ramar, R. and Kusuma, A. (2011). Learning Disabilities – A Practical Guide to Practitioners. Discovery Publishing House, New Delhi.

Smith, J.H. (1969). A Quick Measure of Achievement Motivation. British Journal of Social and Clinical Psychology. 21(2), 111-117.

Torgisen. J. (1998). Catch Them Before They Fall. American Educator, 22(142) 32-39

Downloads

Published

2014-03-03

How to Cite

G. Lokanadha Reddy, Bindu David, & G. Susmitha. (2014). Psycho-Social Variables of Elementary School Children with Spelling Difficulties in relation to their Academic Achievement. Issues and Ideas in Education, 2(1), 39–52. https://doi.org/10.15415/iie.2014.21004

Issue

Section

Articles