Early Writing Deficits in Preschoolers with Oral Language Difficulties

Autor/inn/en	Puranik, Cynthia S.; Lonigan, Christopher J.
Titel	Early Writing Deficits in Preschoolers with Oral Language Difficulties
Quelle	In: Journal of Learning Disabilities, 45 (2012) 2, S.179-190 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/0022219411423423
Schlagwörter	Writing Difficulties; Reading Difficulties; Oral Language; Language Impairments; Preschool Children; Writing Skills; Language Skills; Language Acquisition; Cognitive Ability; Emergent Literacy; Evaluation; Early Childhood Education; Intervention; Intelligence Quotient; Florida; Wechsler Preschool and Primary Scale of Intelligence + Suchen Sie Ihr Suchwort? Schreibstörung; Reading difficulty; Leseschwierigkeit; Oral interpretation; Mündlicher Sprachgebrauch; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Writing skill; Schreibfertigkeit; Language skill; Sprachkompetenz; Sprachaneignung; Spracherwerb; Denkfähigkeit; Frühleseunterricht; Evaluierung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Intelligenzquotient
Abstract	The purpose of this study was to investigate whether preschool children with language impairments (LI), a group with documented reading difficulties, also experience writing difficulties. In addition, a purpose was to examine if the writing outcomes differed when children had concomitant cognitive deficits in addition to oral language problems. A group of 293 preschool children were administered an assessment battery that included measures to examine oral language, nonverbal cognition, emergent reading, and writing. Children were divided into four groups based on their language and cognitive performance. The findings from this study show that as early as preschool, children with weaker oral language skills lag behind their peers with stronger oral language skills in terms of their writing-related skills. Children with oral language and cognitive deficits performed more poorly than children whose deficits were confined to oral language. A child's cognitive ability also has an impact on emergent writing skills, but it appears to be moderated by oral language skills. These results are consistent with research documenting links between preschool language and emergent reading in children with a history of LI. (Contains 4 tables.) (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	2017/4/10