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Written language skills in children with specific language impairment
Author(s) -
Williams Gareth J.,
Larkin Rebecca F.,
Blaggan Samarita
Publication year - 2013
Publication title -
international journal of language and communication disorders
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.101
H-Index - 67
eISSN - 1460-6984
pISSN - 1368-2822
DOI - 10.1111/1460-6984.12010
Subject(s) - spelling , psychology , reading (process) , written language , context (archaeology) , developmental psychology , specific language impairment , linguistics , paleontology , philosophy , biology
Background Young children are often required to carry out writing tasks in an educational context. However, little is known about the patterns of writing skills that children with specific language impairment (CwSLI) have relative to their typically developing peers. Aims To assess the written language skills of CwSLI and compare these with typically developing peers. It also aimed to assess the relative contributions of reading and spelling skills to written language skills. Methods & Procedures Forty‐five children took part in the study: 15 were CwSLI, 15 were a chronological age match and 15 were a spelling age match. The children took part in a range of tasks that assessed writing, reading and spelling abilities. Outcomes & Results In their written language and compared with typical age‐matched peers, CwSLI used a significantly less diverse range of words, had lower quality written compositions overall, and lower levels of organization, unity and coherence. They also had a higher proportion of spelling errors. Overall, writing skills were strongly associated with reading skills. Conclusions & Implications The findings demonstrate the challenges CwSLI have in producing good‐quality written text and that these challenges are likely to be related to the linguistic skills profile shown by these children.