Written Language Skills in Children with Specific Language Impairment

Autor/inn/en	Williams, Gareth J.; Larkin, Rebecca F.; Blaggan, Samarita
Titel	Written Language Skills in Children with Specific Language Impairment
Quelle	In: International Journal of Language & Communication Disorders, 48 (2013) 2, S.160-171 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1368-2822
DOI	10.1111/1460-6984.12010
Schlagwörter	Language Impairments; Written Language; Children; Matched Groups; Control Groups; Experimental Groups; Task Analysis; Reading Ability; Writing Ability; Spelling; Foreign Countries; Comparative Testing; Intervention; Vocabulary; Regression (Statistics); United Kingdom; British Ability Scales + Suchen Sie Ihr Suchwort? Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Geschriebene Sprache; Child; Kind; Kinder; Aufgabenanalyse; Reading competence; Lesekompetenz; Schreibkompetenz; Schreibweise; Ausland; Wortschatz; Regression; Regressionsanalyse; Großbritannien
Abstract	Background: Young children are often required to carry out writing tasks in an educational context. However, little is known about the patterns of writing skills that children with specific language impairment (CwSLI) have relative to their typically developing peers. Aims: To assess the written language skills of CwSLI and compare these with typically developing peers. It also aimed to assess the relative contributions of reading and spelling skills to written language skills. Methods & Procedures: Forty-five children took part in the study: 15 were CwSLI, 15 were a chronological age match and 15 were a spelling age match. The children took part in a range of tasks that assessed writing, reading and spelling abilities. Outcomes & Results: In their written language and compared with typical age-matched peers, CwSLI used a significantly less diverse range of words, had lower quality written compositions overall, and lower levels of organization, unity and coherence. They also had a higher proportion of spelling errors. Overall, writing skills were strongly associated with reading skills. Conclusions & Implications: The findings demonstrate the challenges CwSLI have in producing good-quality written text and that these challenges are likely to be related to the linguistic skills profile shown by these children. (Contains 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10