Do children with reading difficulties experience writing difficulties? A meta-analysis.

Abstract

In this meta-analysis, we examined whether children identified with reading difficulties (RD) evidence writing difficulties. We included studies comparing children with RD with (a) typically developing peers matched on age (k ϭ 87 studies) and (b) typically developing younger peers with similar reading capabilities (k ϭ 24 studies). Children identified with RD scored lower on measures of writing than their same age peers (g ϭ Ϫ1.25) when all writing scores in a study were included in the analysis. This same pattern occurred for specific measures of writing: quality (g ϭ Ϫ0.95), output (g ϭ Ϫ0.66), organization (g ϭ Ϫ0.72), sentence skills (g ϭ Ϫ0.78), vocabulary (g ϭ Ϫ1.17), syntax (g ϭ Ϫ1.07), handwriting (g ϭ Ϫ0.64), and spelling (g ϭ Ϫ1.42). Differences in the writing scores of children identified with RD and same age peers were moderated by whether the writing assessment was a norm-referenced or researcher-designed measure when all writing measures or just spelling were included in the analyses. Depth of orthography for studies involving European languages also moderated differences in the spelling scores of children identified with RD and same age peers. Finally, children identified with RD scored lower on writing than younger peers with similar reading capabilities (g ϭ Ϫ0.94) and more specifically on spelling (Ϫ0.93). We concluded that children with RD experience difficulties with writing, providing support for theoretical propositions of reading and writing connections as well as the importance of writing instruction for these students. Educational Impact and Implications StatementThis meta-analysis of 95 studies found that children with reading difficulties also experience difficulties with writing when compared with their same-aged peers and younger-peers matched on reading capabilities. These findings demonstrate that reading and writing performance are connected, and students with reading difficulties are likely to have writing difficulties. As a result, literacy instruction needs to focus on both of these critical skills.

Swedish (L1) and English (L2) Argumentative Writing of Upper Secondary Students with Reading Difficulties

“…Table 1 below sums up previous research findings. Concerning genres, narrative and expository text types have been in focus in studies on the writing of students with PD (Graham, 2020), whereas little is known about their argumentative writing (Torrance et al, 2016). The little research that has been undertaken on students with PC has been based on descriptive, narrative, and expository texts.…”

The brain basis of handwriting deficits in Chinese children with developmental dyslexia

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Disruption of Functional Brain Networks Underlies the Handwriting Deficit in Children With Developmental Dyslexia

“…In addition to reading difficulties, dyslexics pervasively exhibit handwriting deficits ( Graham et al, 2021 ). For example, children with DD show poorer writing legibility ( Martlew, 1992 ) and larger size of written scripts than typically developed children ( Lam et al, 2011 ).…”