Writing Process Products in Intermediate-Grade Children With and Without Language-Based Learning Disabilities.
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...
| Publicado en: | Journal of Speech, Language & Hearing Research Vol. 59; no. 6; pp. 1471 - 1484 |
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| Formato: | Artículo |
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American Speech-Language-Hearing Association
Dec2016
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=121501880&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 121501880 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 10924388 1SM jtl: Journal of Speech, Language & Hearing Research issn: 10924388 maglogo: N pubinfo: dt: Dec2016 vid: 59 iid: 6 pid: 42 pub: American Speech-Language-Hearing Association artinfo: ui: 121501880 10.1044/2016_JSLHR-L-15-0133 ppf: 1471 ppct: 13 formats: fmt: @attributes: type: P size: 161KB tig: atl: Writing Process Products in Intermediate-Grade Children With and Without Language-Based Learning Disabilities. aug: au: Koutsoftas, Anthony D. affil: Seton Hall University, South Orange, NJ su: New Jersey Pennsylvania Arizona Reading Analysis of variance Comparative grammar Labor productivity Parents Teachers Children Writing evaluation Comparative studies Orthography & spelling Language disorders in children Multivariate analysis Probability theory Questionnaires Regression analysis Research funding Speech evaluation Statistics Surveys T-test (Statistics) Data analysis Effect sizes (Statistics) Relative medical risk Inter-observer reliability Medical coding Descriptive statistics sug: subj: Reading Analysis of variance Comparative grammar Labor productivity Parents Teachers Children New Jersey Pennsylvania Arizona Writing evaluation Comparative studies Orthography & spelling Language disorders in children Multivariate analysis Probability theory Questionnaires Regression analysis Research funding Speech evaluation Statistics Surveys T-test (Statistics) Data analysis Effect sizes (Statistics) Relative medical risk Inter-observer reliability Medical coding Descriptive statistics ab: 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. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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