Do Children Classified With Specific Language Impairment Have a Learning Disability in Writing? A Meta-Analysis
| العنوان: | Do Children Classified With Specific Language Impairment Have a Learning Disability in Writing? A Meta-Analysis |
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| المؤلفون: | Evan J. Fishman, Amber B. Ray, Amy Gillespie Rouse, Michael Hebert, Steve Graham |
| المصدر: | Journal of Learning Disabilities. 53:292-310 |
| بيانات النشر: | SAGE Publications, 2020. |
| سنة النشر: | 2020 |
| مصطلحات موضوعية: | speech and language difficulties, Vocabulary, Health (social science), Adolescent, Writing, media_common.quotation_subject, education, Specific language impairment, behavioral disciplines and activities, Education, Developmental psychology, medicine, learning disabilities, Humans, 0501 psychology and cognitive sciences, Language disorder, Child, media_common, Language Tests, Grammar, 05 social sciences, 050301 education, oral language, medicine.disease, Spelling, meta-analysis, Specific Language Disorder, Child, Preschool, Meta-analysis, General Health Professions, Learning disability, Speech disorder, medicine.symptom, Psychology, 0503 education, 050104 developmental & child psychology |
| الوصف: | In this meta-analysis, we examined whether children classified with specific language impairment (SLI) experience difficulties with writing. We included studies comparing children with SLI to (a) typically developing peers matched on age ( k = 39 studies) and (b) typically developing younger peers with similar language capabilities ( k = six studies). Children classified with SLI scored lower on writing measures than their typically developing peers matched on age ( g = −0.97) when all writing scores in a study were included in the analysis. This same pattern occurred for specific measures of writing: quality ( g = −0.92), output ( g = −1.00), grammar ( g = −0.68), vocabulary ( g = −0.68), and spelling ( g = −1.17). A moderator analysis revealed that differences in the writing scores of children classified with SLI and typically developing peers matched on age were not as large, but were still statistically significant, when assessment involved a contrived response format (vs. measured based on students’ writing), researcher-created measures (vs. norm-referenced tests), or SLI included just children with a speech disorder (vs. children with a language disorder). Children classified with SLI further scored lower on writing than typically developing peers with similar language capabilities ( g = −0.47). We concluded that children with SLI experience difficulties with writing. |
| تدمد: | 1538-4780 0022-2194 |
| URL الوصول: | https://explore.openaire.eu/search/publication?articleId=doi_dedup___::f34446bb897625b356740f84cd7730f4 https://doi.org/10.1177/0022219420917338 |
| حقوق: | CLOSED |
| رقم الأكسشن: | edsair.doi.dedup.....f34446bb897625b356740f84cd7730f4 |
| قاعدة البيانات: | OpenAIRE |
| تدمد: | 15384780 00222194 |
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