A dynamic systems approach to writing assessment in students with language learning problems.
Speech-language pathologists have not typically included writing as part of instructional or intervention goals. This omission may be related to the sparse research data on writing development in children with a language learning disability (LLD). Like reading and spelling, writing results from comp...
| Published in: | Topics in Language Disorders Vol. 20; no. 4; pp. 45 - 75 |
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| Main Authors: | , , |
| Format: | case study CEU exam questions tables/charts teaching materials Journal Article |
| Published: |
Lippincott Williams & Wilkins
Aug2000
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| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=106991205&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 106991205 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02718294 TLD jtl: Topics in Language Disorders issn: 02718294 maglogo: N pubinfo: dt: Aug2000 vid: 20 iid: 4 pid: 5086 pub: Lippincott Williams & Wilkins place: Baltimore, Maryland artinfo: ui: 106991205 106991205 2001003571 10.1097/00011363-200020040-00006 106991205 ppf: 45 ppct: 30 formats: tig: atl: A dynamic systems approach to writing assessment in students with language learning problems. aug: au: Silliman ER Jimerson TL Wilkinson LC affil: Communication Sciences and Disorders, University of South Florida, BEH 255, Tampa, FL 33620-8100; silliman@chumal.cas.usf.edu sug: subj: Language Disorders In Infancy and Childhood Learning Disorders In Infancy and Childhood Writing Evaluation Child Adolescence Spelling Grammar Education, Continuing (Credit) Male Collaboration Teachers Speech-Language Pathologists Child: 6-12 years Adolescent: 13-18 years Male ab: Speech-language pathologists have not typically included writing as part of instructional or intervention goals. This omission may be related to the sparse research data on writing development in children with a language learning disability (LLD). Like reading and spelling, writing results from complex interactions among the linguistic and discourse systems and changes over time from an oral style of communication to a more literate style. One purpose of this article is to describe individual differences in the phases of writing development, drawing on examples from students who are typically developing, and those with an LLD. Special emphasis is given to the differentiation of audience and syntactic choices during the school-age years as critical elements in communicating the 'writer's voice.' Using an illustrative case study of a 10-year-old, the second purpose is to demonstrate how school-based writing samples can serve as a dynamic tool for analysis of interactions among the linguistic and discourse systems. The multiple levels addressed include genre knowledge, concept of audience, clausal and nonclausal complexity, spelling, and punctuation. A major assessment issue is whether the writing problems of individual students stem from an unrecognized LLD, instructional inadequacies, or both factors. Suggestions are offered for better meeting individual needs through combining explicit strategy instruction for composing and self-regulation with explicit linguistic strategies that enhance semantic and syntactic options in writing. Copyright © 2000 by Aspen Publishers, Inc. pubtype: Academic Journal doctype: case study CEU exam questions tables/charts teaching materials Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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