Linking Executive Functions and Written Language: Intervention for Students with Language Learning Disorders

Abstract

Purpose: School based speech-language pathologists (SLPs) has an important role in the identification and intervention of problems in oral and written language. In collaboration with classroom teachers, they often are asked to develop intervention plans that include evidence-based practices for those students with language learning disabilities (LLD) who have language deficits. The purpose of this article is to bridge theory to practice by explaining an evidence-based instructional model, the self-regulated strategy development model (SRSD), for SLPs to consider as they deliver instruction to support the written language deficits of students with LLD. Method:The authors examine critically the relationship between executive functions (EFs) and written expression. They discuss the EFs researchers have identified as important to students' development of written expression and the difficulties students with LLD encounter in completing written expression tasks. The authors outline a model of EFs in relationship to the "Not-So-Simple view of writing" model which provides a framework for viewing the multiple components of the writing system. Conclusion:Based on the review of the literature, the SRSD is an effective evidence-based teaching model for instructing students with LLD that integrates and scaffolds the EFs essential for developing written expression skills.

Improving the Reading and Writing Performance of a Student with Dyslexia: An Action Research Study

“…Writing is another skill that is learned in the first years of life (Hartingsveldt et al, 2014). Writing requires intensive functioning of cognitive processes (Roitsch et al, 2020) and many competencies such as phonological awareness, spelling and writing rules, metacognitive skills, the ability to read and spell words accurately, and recognition of the meaning of words and the syntax of the language (Watson et al, 2016). Meeks, Madelaine and Stephenson (2020) emphasized the role of writing skill in the education and training environment by indicating that students with insufficient writing skills may face academic failure.…”