Story Writing Skills of Adults with a History Language-Impairment

Autor/inn/en	Smith-Lock, Karen M.; Nickels, Lyndsey; Mortensen, Lynne
Titel	Story Writing Skills of Adults with a History Language-Impairment
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 22 (2009) 6, S.713-734 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-008-9138-6
Schlagwörter	Writing Skills; Story Telling; Adults; Language Impairments; Oral Language; Writing Difficulties; Punctuation; Grammar; Spelling; Comparative Analysis; Fairy Tales + Suchen Sie Ihr Suchwort? Writing skill; Schreibfertigkeit; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Oral interpretation; Mündlicher Sprachgebrauch; Schreibstörung; Interpunktion; Grammatik; Schreibweise; Fairy tale; Fairytale; Fairytales; Fairy-tale; Fairy-tales; Märchen
Abstract	The purpose of this study was to investigate the story writing skills of adults with a history of oral language impairment. It was hypothesized that writing text would pose difficulty for adults with a history of language impairment (LI), and that this difficulty would manifest itself as reduced grammatical complexity and increased errors in spelling, grammar and punctuation. The story writing of 10 adults with a history of LI was compared to a group of 51 unimpaired individuals. Participants were asked to write the story of Cinderella. Stories were analysed for length, grammatical complexity and accuracy of grammar, punctuation and spelling. Data were analysed to determine group trends as well as individual profiles. As a group, the adults with LI showed no difference from the comparison group in the length of their stories as measured by total number of words. The LI group did, however, show reduced grammatical complexity in their writing, as measured by mean length of t-unit. The LI group made more errors in grammar, spelling and punctuation than the comparison group. Individual analyses indicated substantial variability within the LI group. It is concluded that LI in childhood is associated with writing difficulties in adulthood. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10