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ERIC Number: EJ1124119
Record Type: Journal
Publication Date: 2016-Dec
Pages: 13
Abstractor: As Provided
ISSN: ISSN-1092-4388
Writing Process Products in Intermediate-Grade Children with and without Language-Based Learning Disabilities
Koutsoftas, Anthony D.
Journal of Speech, Language, and Hearing Research, v59 n6 p1471-1483 Dec 2016
Purpose: Difficulties with written expression are an important consideration in the assessment and treatment of school-age children. This study evaluated how intermediate-grade children with and without written language difficulties fared on a writing task housed within the Hayes and Berninger (2014) writing process framework. Method: Sixty-four children completed a writing task whereby they planned, wrote, and revised a narrative story across 3 days. Children had extended time to produce an outline, first draft, and final copy of their story. Language transcription approaches were used to obtain measures reflecting writing productivity, complexity, accuracy, and mechanics, in addition to measures of planning and revision. Results: Results indicated that children with writing difficulties produced poorer quality stories compared with their peers yet were not significantly different across all measures. Children with typical development produced longer stories with better spelling accuracy. Writing process measures predicted significant amounts of variance in writing quality across the sample. Discussion: Writing should be considered as part of language assessment and intervention, whether as the sole language difficulty or alongside difficulties with speaking, listening, or reading in children with language-based learning difficulties. Implications for translation of research to practice and service delivery are provided.
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Publication Type: Journal Articles; Reports - Research
Education Level: Intermediate Grades
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A