Purpose: The purpose of this study was to conduct a scoping review of literature focused on the effects of developmental language disorder (DLD) on writing skills across the life span to highlight gaps in our knowledge of how to support writing for this population. Method: We adopted the five-step framework for conducting scoping reviews outlined…

Purpose: We examined whether diverse profiles of strengths and weaknesses would emerge when assessing different aspects of morphological awareness in first- through sixth-grade students using a recently developed standardized test, the Morphological Awareness Test for Reading and Spelling (MATRS; Apel et al., 2021). Method: Four thousand…

Purpose: We examined whether diverse profiles of strengths and weaknesses would emerge when assessing different aspects of morphological awareness in first- through sixth-grade students using a recently developed standardized test, the Morphological Awareness Test for Reading and Spelling (MATRS; Apel et al., 2021). Method: Four thousand…

We conducted a meta-analysis to investigate reading-writing relations. Beyond the overall relation, we systematically investigated moderation of the relation as a function of linguistic grain size (word reading and spelling versus reading comprehension and written composition), measurement of reading comprehension (e.g., multiple choice,…

We conducted a meta-analysis to investigate reading-writing relations. Beyond the overall relation, we systematically investigated moderation of the relation as a function of linguistic grain size (word reading and spelling versus reading comprehension and written composition), measurement of reading comprehension (e.g., multiple choice,…

Early language development sets the stage for a lifetime of competence in language and literacy. However, the neural mechanisms associated with the relative advantages of early communication success, or the disadvantages of having delayed language development, are not well explored. In this study, 174 elementary school-age children whose parents…

Concludes, from a study of 60 sixth, eighth, and tenth graders, that a closer correspondence between orthography and phonology seems to develop with age and exposure to written language. (DD)

This paper reports two studies of young English-speaking children's ability to cope with changes to the metrical stress pattern of spoken words and the relationship between this ability, phonological awareness and early reading development. Initially, 39 children aged 4 and 5 years were assessed on their ability to identify mispronounced words,…

Writing samples of 295 primary school children improved in productivity, syntax, and level of abstraction from grade one through three. The writing of learning-disabled children who were matched with average reading ability primary-school children indicated no significant differences in productivity, but problems in syntax (especially morphology),…

This study of 115 children with attention deficit disorder (ages 6-12) found that those with hyperactivity performed more poorly on a nonword reading task than did those without hyperactivity, that neither age nor gender interacted with subgroup class, and that poorer performance on written spelling/written language measures relative to reading…

Purpose: The primary aim of this study was to examine differences in speech/language and written language skills between children with suspected childhood apraxia of speech (CAS) and children with other speech-sound disorders at school age. Method: Ten children (7 males and 3 females) who were clinically diagnosed with CAS (CAS group) were…

The road to becoming a reader begins the day a child is born and continues through the end of third grade. At that point, a child must read with ease and understanding to take advantage of the learning opportunities in fourth grade and beyond--in school and in life. Learning to read and write starts at home, long before children go to school. Very…