The Language of Written Language

Hooper, Stephen R.

doi:10.1177/002221940203500101

Cited by 28 publications

(4 citation statements)

References 4 publications

(4 reference statements)

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“…Thus, analysis of the performance in PA and PWM tasks may provide information that would clarify in what way undernutrition affects the writing capacity of these children. Writing is considered to be one of the more complex skills to learn because it involves several cognitive functions 30,31 . Among them, PWM 32 plays a primordial role since it permits the recovery and maintenance of words, ideas, linguistic chains and grammar rules, in addition to monitoring and controlling irrelevant concurrent information, an essential event in typical situations of daily writing.…”

Section: Discussionmentioning

confidence: 99%

Early undernutrition as a cause of changes in phonological processing skills

et al. 2019

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Purpose: to determine whether undernutrition in the first years of life affects the phonological awareness skills, the phonological working memory and the school performance of children. Methods: the participants were children with a history of moderate/severe undernutrition during their first years of life (G1) who achieved nutritional recovery (n = 15). The performance of G1 in different cognitive tasks (phonological awareness at the syllable and phoneme level, phonological working memory - repetition of digits and pseudowords, and reading, writing and arithmetic activities) was compared to that of children with school difficulties (G2) (n = 15) and without school difficulties (G3) (n = 15), all eutrophic ones. Results: the performance of G1 was worse than that of the other two groups in all tasks evaluated (mean score of G1, G2 and G3 and p-values: phonological awareness: 31, 41, 57 - 0.01; repetition of direct order digits: 18, 23, 28 - 0.001; writing: 4, 10, 22 - 0.001; reading: 26, 45, 65-0.001; arithmetic: 4, 7, 11- 0.001). Conclusion: the results demonstrate that undernutrition affected the cognitive development, causing changes in important cognitive skills for the development of written language.

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Section: Discussionmentioning

confidence: 99%

Early undernutrition as a cause of changes in phonological processing skills

et al. 2019

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“…A research agenda for writing research must be broad and cross-cutting, as has been noted by current researchers (e.g., Bazerman, 2008;Bazerman et al, 2010;Berninger, in press;Graham & Perin, 2007a, b;Hooper, 2002;MacArthur, Graham, & Fitzgerald, 2006;NELP, 2008). Additional research on writing development and its relationship to oral language and reading development should address not only our youngest learners, but also those who struggle with writing, those who are learning English as a second or additional language, and those with reading difficulties (many of whom may also have writing problems which have gone undetected simply because of the primary focus on reading).…”

Section: Why Is Research Needed On Writing?mentioning

confidence: 92%

“…Classification and etiology (including genetic and neurobiological correlates) of disabilities impacting handwriting, spelling and composition should include an examination of comorbid conditions, which deserves increased attention (e.g., Berninger, Abbott, Thomson, & Raskind, 2001;Fletcher, Lyon, Fuchs, & Barnes, 2007;Grigorenko, 2007;Hooper, 2002;Pugh et al, 2006), as do approaches to preventing and remediating learning disabilities that impact writing (e.g., Fletcher et al, 2007;Hooper, Wakely, de Kruif, & Swartz, 2006;Rogers & Graham, 2008). The historic need to determine for whom an instructional approach or intervention will work will become increasingly important as the number of English Language Learners increases and as educators seek to more effectively address the literacy needs of diverse learners (e.g., Fitzgerald, 2006).…”

Section: Why Is Research Needed On Writing?mentioning

confidence: 99%

Reflections on the need for continued research on writing

Miller

McCardle

2010

Read Writ

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A focused scientific research effort on writing research and its relationship to language development and reading is needed to address the writing and broader literacy needs of today's and tomorrow's learners and workers. In the United States, as well as in many other nations, research on writing has been neglected in relation to the emphasis on reading and oral language more generally. The authors argue first for why there is a need for this refocused effort, what should be focused on, and how as a field we should consider moving forward and addressing this imperative. In addressing the why, the authors argue that need is not limited to a particular age or developmental range but rather is broad-based, beginning with our youngest learners and continuing through those transitioning into post-secondary and the workplace. The clear message is that the picture is surprisingly similar across age ranges with a demonstrated need beginning with those coming from less advantaged backgrounds into formal education to the majority of students transitioning from twelfth grade into the workplace or post secondary settings. The authors suggest next steps for research addressing both what and how: what areas of science are areas of high need and how the field may consider moving forward to address these needs. Interdisciplinary research on

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“…Dysgraphia. According to the simplistic definition, writing is a process that gives knowledge of a particular subject in a clear language 5 . Researchers have found significant differences between children with writing disabilities and children without this impairment, especially when they have accelerated their writing pace.…”

Section: Path Of Students With Ld To Higher Educationmentioning

confidence: 99%

Students with Specific Learning Disabilities in the Higher Education System in Israel: Successes and Challenges

Mandelblit

2019

Yearbook of Pedagogy

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SummaryStudies show the very high probability that a child with learning disabilities will grow up to be an adult with learning disabilities and will experience difficulties in his academic or professional studies and in the world of employment. Today, there is an increase in the number of students with learning disabilities in academic institutions in Israel and around the world, with the extent of students with learning disabilities in Israel being estimated at up to 15% of diagnosed students. The article discusses the problem that most studies address children and teens with learning disabilities, while knowledge about coping with students with learning disabilities in the higher education system is limited. Moreover, there seems to be no uniform policy on supporting these students. The article is addressed to policymakers and lawmakers in Israel’s higher education system, with the aim of presenting current support and proposing changes and improvements intended for these students.

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The Language of Written Language

Cited by 28 publications

References 4 publications

Early undernutrition as a cause of changes in phonological processing skills

Early undernutrition as a cause of changes in phonological processing skills

Reflections on the need for continued research on writing

Students with Specific Learning Disabilities in the Higher Education System in Israel: Successes and Challenges

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