Exploring writing products in students with language impairments and autism spectrum disorders

Dockrell, Julie; Ricketts, Jessie; Charman, Tony; Lindsay, Geoff

doi:10.1016/j.learninstruc.2014.01.008

Cited by 91 publications

(98 citation statements)

References 57 publications

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“…There is growing evidence to indicate that the nature of the child's SEN impacts on the types of difficulties they experience with written text production (Connelly, Campbell, MacLean, & Barnes, 2006;Dockrell et al, 2014 measures assess the product not the process of writing. As such it only provides partial information about the writer.…”

Section: Discussionmentioning

confidence: 99%

“…Finally given the overall poorer performance of pupils with special educational needs (SEN) on writing tasks (Graham & Harris, 2005) and evidence that CBM-W can profile levels of writing skills for pupils with SEN (Dockrell, Ricketts, Charman & Lindsay, 2014) we explored whether the measures were sensitive to children's SEN status. To our knowledge this is the first study to consider CBM-W measures in the UK and, as such, to provide an evidence base about its potential use in schools.…”

Section: The Role Of Curriculum Based Measures In Assessing Writing Pmentioning

confidence: 99%

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Assessing children's writing products: the role of curriculum based measures

Dockrell¹,

Connelly

Walter³

et al. 2014

British Educational Res J

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Section: Discussionmentioning

confidence: 99%

Section: The Role Of Curriculum Based Measures In Assessing Writing Pmentioning

confidence: 99%

Assessing children's writing products: the role of curriculum based measures

Dockrell¹,

Connelly

Walter³

et al. 2014

British Educational Res J

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“…LI is also related to a number of other developmental difficulties. Children with LI are likely to have poorer literacy, and this persists throughout childhood (Catts et al, 2002;Dockrell et al, 2007Dockrell et al, , 2014Tambyraja et al, 2015;Pentimonti et al, 2016) and then into adolescence (Catts et al, 2002;Dockrell et al, 2009) and into adulthood (Johnson et al, 2010).…”

Section: Language Impairment As a Risk Factormentioning

confidence: 99%

“…This study was part of the Better Communication Research Programme (Dockrell et al, 2014), which was commissioned as part of the Better Communication Action Plan (Department for Children, Schools and Families 2008), the UK government's response to the review of provision for children and young people in England with SLCN (Bercow, 2008), which had recommended a program of research "to enhance the evidence base and inform delivery of better outcomes for children and young people" (p. 50). The basis for the paper is an analysis of the SLCN data from the School Census conducted by the UK government on all children and young people in state schools in England (over 6 million students at each census), using data at four time points over 7 years.…”

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confidence: 99%

Children with Language Impairment: Prevalence, Associated Difficulties, and Ethnic Disproportionality in an English Population

Lindsay

Strand

2016

Front. Educ.

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Language impairment (LI) is one of the most common types of special educational needs (SENs), not only as a child's primary need but also as a secondary domain associated with other types of SENs. LI is a risk factor for children's later development, being associated with enhanced behavioral, emotional, and social difficulties, in particular peer problems and emotional difficulties; literacy difficulties, including both reading and writing; and reduced levels of academic achievement. Risks arising from LI in early childhood may also have an impact through adolescence and into adult life. This study uses national data from the UK government's annual census of all students aged 5-16 years attending state schools in England at four time periods between 2005 and 2011, over 6 million students at each census. We analyze the data on students with speech, language, and communication needs (SLCN), the Department for Education's category for students with LI, to examine the overall prevalence of SLCN and the variations in prevalence associated with child factors namely, age, gender, ethnicity, socioeconomic disadvantage, and having English as an additional language, and with contextual factors, namely the school and local authority. We also examine disproportionality of identification of SLCN for different ethnic groups compared with White British children. We discuss the implications of our findings with respect to the current debates regarding the varied terminology for LI, including SLCN, and of a needs-based compared with diagnosis-based approach to assessing and making provision for children and young people with SENs.

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“…There is evidence of negative associations between SaLD and various childhood outcomes, including social skills and social cognition, verbal reasoning, problem solving, literacy/educational achievement, emotional problems, attention, behaviour and self-esteem Dockrell, Lindsay, Roulstone & Law, 2014;Dockrell, Ricketts, Charman & Lindsay, 2014;Lindsay & Dockrell, 2000;. SaLD is also associated with poorer mental health outcomes in adolescence and adulthood and worse vocational and socio-economic outcomes in adulthood (Law,Rush,Schoon & Parsons,183 2009).…”

Section: Introductionmentioning

confidence: 99%

Contribution of speech/language difficulties to health-related quality-of-life in Australian children: a longitudinal analysis

Feeney¹

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Speech and/or language difficulties (SaLD) are among the most frequently observed developmental problems affecting children. Research points to the impact of childhood SaLD on literacy/educational achievement, behaviour and self-esteem; however, there has been limited attention paid to the impact of SaLD, directly or indirectly, on health-related qualityof-life (HRQoL). HRQoL is the impact a particular health condition (or intervention) has on an individual. HRQoL comprises numerous distinct dimensions ('domains', commonly physical, psychological and social). Very few studies have examined associations between HRQoL, SaLD, and other child and family factors and none have been undertaken in Australia. This research will explore these associations using data from a sample of children aged 4 to 9 years, extracted from the Longitudinal Study of Australian Children (LSAC), a nationally representative longitudinal study of childhood development. The rich data available in the LSAC afforded an opportunity to investigate various child and family factors that may be related to children's HRQoL and hence was well suited to exploratory research.Use of LSAC data also enabled tracking of children's outcomes over six years. The Disability-Stress-Coping (DSC) model (which examines physical health, mental health and social functioning in children with chronic illness) formed the basis for variable selection.This thesis comprises two studies, the first cross-sectional, and the second longitudinal. The cross-sectional study provided an exploration of the LSAC data and elicited variables which were appropriate for further analysis in the subsequent longitudinal investigation. Further, this study component enabled examination of relationships between HRQoL and SaLD while accounting for fine and gross motor skills which could not be examined in the longitudinal study component as there were no appropriate motor skills measures at Waves 4 and 5. The cross-sectional study involved analysis of data from the baby cohort (children aged 4-5 years) of the LSAC (n=4, 386). For this study, three domains of HRQoL were examined, assessed by the physical, emotional and social functioning subscales of the Pediatric Quality of Life Inventory (PedsQL TM ). SaLD was assessed in two ways: (1) parent concern about speech/language (Parents' Evaluation of Developmental Status) and (2) receptive vocabulary ability (adapted Peabody Picture Vocabulary Test-III).Multiple regression analyses were used to examine relationships at the cross-sectional level between HRQoL, SaLD, and various other explanatory variables including child specific factors (e.g., gender, ethnicity, temperament) and family characteristics (social-ecological considerations and psychosocial stressors).ii The longitudinal study examined the trajectory of HRQoL for children aged from 4 to 9 years and its relationship with SaLD. Generalised linear latent and mixed modelling (GLLAMM) was used to analyse data from Waves 3, 4 and 5 of the LSAC to understand HRQoL trajectories, asses...

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Exploring writing products in students with language impairments and autism spectrum disorders

Cited by 91 publications

References 57 publications

Assessing children's writing products: the role of curriculum based measures

Assessing children's writing products: the role of curriculum based measures

Children with Language Impairment: Prevalence, Associated Difficulties, and Ethnic Disproportionality in an English Population

Contribution of speech/language difficulties to health-related quality-of-life in Australian children: a longitudinal analysis

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