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Developmental Language Disorder and Writing: A Scoping Review from Childhood to Adulthood
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Tucci, Alexander; Choi, Elizabeth – Journal of Speech, Language, and Hearing Research, 2023
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…
Descriptors: Language Impairments, Writing Skills, Children, Adolescents
Reading and Writing Relations Are Not Uniform: They Differ by the Linguistic Grain Size, Developmental Phase, and Measurement
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Young-Suk Grace Kim; Alissa Wolters; Joong won Lee – Review of Educational Research, 2024
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,…
Descriptors: Reading Writing Relationship, Reading Comprehension, Spelling, Age Differences
Reading and Writing Relations Are Not Uniform: They Differ by the Linguistic Grain Size, Developmental Phase, and Measurement
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Young-Suk Grace Kim; Alissa Wolters; Joong won Lee – Grantee Submission, 2023
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,…
Descriptors: Reading Writing Relationship, Reading Comprehension, Spelling, Age Differences
Assessing the Microstructure of Written Language Using a Retelling Paradigm
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Puranik, Cynthia S.; Lombardino, Linda J.; Altmann, Lori J. P. – American Journal of Speech-Language Pathology, 2008
Purpose: The primary goal of this study was to document the progression of the microstructural elements of written language in children at 4 grade levels. The secondary purpose was to ascertain whether the variables selected for examination could be classified into valid categories that reflect the multidimensional nature of writing. Method:…
Descriptors: Written Language, Elementary School Students, Writing Skills, Factor Analysis
The Effect of Hearing Loss on the Development of Metacognitive Strategies in Written Language.
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Yoshinaga-Itano, Christine; Downey, Doris M. – Volta Review, 1996
A series of studies on 474 Colorado students (ages 7-18) with hearing impairments investigated the use of inference and elaboration, sequencing, and story-grammar strategies. The use of eight types of sequence/connection/cohesion strategies was examined. Results found that different strategies predominate depending on participants' age and degree…
Descriptors: Age Differences, Deafness, Elementary Secondary Education, Metacognition
Can Lexical/Semantic Skills Differentiate Deaf or Hard-of-Hearing Readers and Nonreaders?
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Yoshinaga-Itano, Christine; And Others – Volta Review, 1996
Discusses three studies: (1) the effectiveness of semantic analyses of written narratives of students with hearing losses in determining language ability; (2) written-language characteristics of writers matched by reading abilities alone and matched by reading ability and age; and (3) written-language characteristics of writers with hearing…
Descriptors: Age Differences, Deafness, Elementary Secondary Education, Evaluation Methods
Writing in Four- to Six-Year-Olds: Representation of Semantic and Phonetic Similarities and Differences.
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Landsmann, Liliana Tolchinsky; Levin, Iris – Journal of Child Language, 1987
When Israeli four- to six-year-olds (N=120) wrote pairs of nouns sharing a syllable and sentences sharing either mainly nouns or mainly verbs, analysis indicated that the older the children, the more their invented writing reflected common linguistic elements and length of utterance. Nouns were represented in children's written productions earlier…
Descriptors: Age Differences, Comparative Analysis, Deep Structure, Hebrew