Abstract:
:A single case study is reported of a 10-year-old, English-speaking boy, L.S., who presented with spelling errors similar to those described in acquired graphemic buffer dysgraphia (GBD). We used this case to evaluate the appropriateness of applying adult cognitive models to the investigation of developmental cognitive disorders. The dual-route model of spelling guided this investigation. L.S. primarily made "letter errors" (deletions, additions, substitutions, transpositions, or a combination of these errors) on words and nonwords and in all input (aural and visual) and output modalities (writing, typing, oral spelling); there was also some evidence of a length effect and U-shaped serial position curve. An effect of lexical variables on spelling performance was also found. We conclude that the most parsimonious account is an impairment at the level of the graphemic buffer and without systematic cognitive neuropsychological investigation, the nature of L.S.'s spelling difficulty would likely have been missed.
journal_name
Cogn Neuropsycholjournal_title
Cognitive neuropsychologyauthors
Barisic K,Kohnen S,Nickels Ldoi
10.1080/02643294.2017.1359154subject
Has Abstractpub_date
2017-01-01 00:00:00pages
94-118issue
3-4eissn
0264-3294issn
1464-0627journal_volume
34pub_type
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