Do Children with Reading Difficulties Experience Writing Difficulties? A Meta-Analysis

Autor/inn/en	Graham, Steve; Aitken, A. Angelique; Hebert, Michael; Camping, April; Santangelo, Tanya; Harris, Karen R.; Eustice, Kristi; Sweet, Joseph D.; Ng, Clarence
Titel	Do Children with Reading Difficulties Experience Writing Difficulties? A Meta-Analysis
Quelle	In: Journal of Educational Psychology, 113 (2021) 8, S.1481-1506 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Aitken, A. Angelique) ORCID (Camping, April) ORCID (Harris, Karen R.) ORCID (Sweet, Joseph D.) ORCID (Ng, Clarence) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000643
Schlagwörter	Reading Difficulties; Writing Difficulties; Meta Analysis; Sentence Structure; Vocabulary; Syntax; Handwriting; Spelling; Reading Skills; Writing Skills; Elementary Secondary Education + Suchen Sie Ihr Suchwort? Reading difficulty; Leseschwierigkeit; Schreibstörung; Meta-analysis; Metaanalyse; Satzbau; Satzstruktur; Wortschatz; Handschrift; Schreibweise; Reading skill; Lesefertigkeit; Writing skill; Schreibfertigkeit
Abstract	In this meta-analysis, we examined whether children identified with reading difficulties (RD) evidence writing difficulties. We included studies comparing children with RD with (a) typically developing peers matched on age (k = 87 studies) and (b) typically developing younger peers with similar reading capabilities (k = 24 studies). Children identified with RD scored lower on measures of writing than their same age peers (g = -1.25) when all writing scores in a study were included in the analysis. This same pattern occurred for specific measures of writing: quality (g = -0.95), output (g = -0.66), organization (g = -0.72), sentence skills (g = -0.78), vocabulary (g = -1.17), syntax (g = -1.07), handwriting (g = -0.64), and spelling (g = -1.42). Differences in the writing scores of children identified with RD and same age peers were moderated by whether the writing assessment was a norm-referenced or researcher-designed measure when all writing measures or just spelling were included in the analyses. Depth of orthography for studies involving European languages also moderated differences in the spelling scores of children identified with RD and same age peers. Finally, children identified with RD scored lower on writing than younger peers with similar reading capabilities (g = -0.94) and more specifically on spelling (-0.93). We concluded that children with RD experience difficulties with writing, providing support for theoretical propositions of reading and writing connections as well as the importance of writing instruction for these students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01