A Developmental Examination of Narrative Writing in EL and EL1 School Children Who Are Typical Readers, Poor Decoders, or Poor Comprehenders

Autor/inn/en	Herbert, Katherine E. D.; Massey-Garrison, Angela; Geva, Esther
Titel	A Developmental Examination of Narrative Writing in EL and EL1 School Children Who Are Typical Readers, Poor Decoders, or Poor Comprehenders
Quelle	In: Journal of Learning Disabilities, 53 (2020) 1, S.36-47 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/0022219419881625
Schlagwörter	Grade 4; Grade 5; Grade 6; Story Telling; Writing (Composition); English Language Learners; Reading Skills; Decoding (Reading); Reading Comprehension; Language Usage; Age Differences; Instructional Program Divisions; Writing Skills; Reading Difficulties; Vocabulary; Peabody Picture Vocabulary Test; Woodcock Reading Mastery Test; Gates MacGinitie Reading Tests; Wide Range Achievement Test + Suchen Sie Ihr Suchwort? School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Schreibübung; Reading skill; Lesefertigkeit; Dekodierung; Leseverstehen; Sprachgebrauch; Age; Difference; Age difference; Altersunterschied; Writing skill; Schreibfertigkeit; Reading difficulty; Leseschwierigkeit; Wortschatz
Abstract	This longitudinal study examined story-writing development of students from Grade 4 to Grade 6, comparing the developmental trajectories of English as a first language (EL1s; n = 43) and English learners (ELs; n = 108) in general, and in groups of EL1s and ELs with typically developing and poor reader profiles. In relation to their EL1 or EL reference group, students were classified in Grade 4 as typical readers (n = 72), poor decoders (n = 53), or poor comprehenders (n = 26), with EL1s and ELs proportionally represented in each group. The effects of language, grade level, and reading group on story-writing measures were examined. Both EL1s and ELs developed story-writing skills in a similar manner, showing significant growth between Grades 4 and 6. Typically developing ELs attained age-appropriate story-writing levels. Poor decoders and poor comprehenders showed similar profiles of strengths and weaknesses, regardless of whether English was their first or second language. Both poor reader groups had significant difficulties in story-writing, struggling with the mechanics of writing, sentence structure, and story organization. Findings are discussed in terms of the interconnected relationship between reading and writing profiles, and the importance of a comprehensive understanding of sources of learning difficulties in ELs and EL1s. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01