Sanders, E. A., Berninger, V. W., & Abbott, R. D. (2018). Sequential Prediction of Literacy Achievement for Specific Learning Disabilities Contrasting in Impaired Levels of Language in Grades 4 to 9. Journal of Learning Disabilities, 51, 137-157.
https://doi.org/10.1177/0022219417691048

has been cited by the following article:

• TITLE: Morphological Skills: A Key Parameter in Dealing with Written Expression and Spelling in Specific Learning Disabilities

  AUTHORS: Garyfalia Charitaki, Garyfalia Charitaki, Spyridon-Georgios Soulis, Spyridon-Georgios Soulis, Sotiria Tzivinikou, Sotiria Tzivinikou, Eleni Peklari, Eleni Peklari

  KEYWORDS: Specific Learning Disabilities, Written Speech, Spelling, Grammar

  JOURNAL NAME: Creative Education, Vol.9 No.6, May 16, 2018

  ABSTRACT: Many researchers recently focus on Specific Learning Disabilities due to the significant percentage of students recently diagnosed with SLD (American Psychiatric Association, 2013). This study basically aims in investigating the effect of Morphological Skills in written expression and spelling through an intervention project. The sample of the research consisted of 7 participants who coped with significant difficulty in written speech and orthography. Their chronological age was between 10;01 (y;m) and 12;08 (M = 11.07, SD = 0.05). The project lasted for a 10-week period (March 2017 - May 2017). Semi-structured interviews with participants’ parents, teachers and special educators were also conducted in order to increase the credibility and validity of the results. A screening test was also designed in order to evaluate the qualitative elements of the participants’ progress with accuracy. The results from Friedman non-parametric statistical test showed statistically significant elimination of errors in general (χ2F(1) = 7.000, p = 0.008 0.05), in nouns (χ2F(1) = 7.000, p = 0.008 0.05), in verbs (χ2F(1) = 7.000, p = 0.008 0.05) and in adjectives (χ2F(1) = 4.000, p = 0.046 0.05).