Spelling errors children with intellectual disabilities integrated in fifth-grade of primary Schools
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Abstract
This study aims to analyze spelling errors in children with intellectual disabilities to identify common errors patterns and understand their nature within the educational process. To achieve this, a sample of guided spelling writings was analyzed based on a spelling test consisting of a list of words categorized according to the spelling phenomena encountered by students at this stage. The test was designed based on the content of the fifth-grade primary school textbook.
The study adopted a descriptive-analytical approach and a case study method, in addition to using the Crawford & Howell test for statistical analysis to compare differences between the two groups. This test allows for the comparison of the mean score of an individual case with the mean score of a group of cases, helping to determine the extent of variation in spelling skills between children with intellectual disabilities and their typically developing peers.
The findings revealed significant differences in the nature of spelling errors between the two groups, reflecting the specific challenges faced by this category in acquiring spelling skills. This underscores the need to develop appropriate educational strategies to enhance their linguistic abilities
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