The management of cohesion in written narratives in students with specific language impairment: Differences between childhood and adolescence

Favart, Monik; Potocki, Anna; Broc, Lucie; Quémart, Pauline; Bernicot, Josie; Olive, Thierry

doi:10.1016/j.ridd.2016.09.009

Cited by 12 publications

(7 citation statements)

References 38 publications

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“…Thirty-one of the 39 studies were conducted in English-speaking countries (20 in the United States, 10 in Great Britain, and one in Australia). Four studies were from the Netherlands (e.g., Scuccimarra et al, 2008), whereas one study was from each of the following countries: France (i.e., Broc et al, 2013; Favart et al, 2016), Italy (i.e., Brizzolara et al, 2011), Israel (i.e., Davidi & Berman, 2014), and Sweden (i.e., Magnusson & Nauclér, 1990).…”

Section: Resultsmentioning

confidence: 99%

Do Children Classified With Specific Language Impairment Have a Learning Disability in Writing? A Meta-Analysis

et al. 2020

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In this meta-analysis, we examined whether children classified with specific language impairment (SLI) experience difficulties with writing. We included studies comparing children with SLI to (a) typically developing peers matched on age ( k = 39 studies) and (b) typically developing younger peers with similar language capabilities ( k = six studies). Children classified with SLI scored lower on writing measures than their typically developing peers matched on age ( g = −0.97) when all writing scores in a study were included in the analysis. This same pattern occurred for specific measures of writing: quality ( g = −0.92), output ( g = −1.00), grammar ( g = −0.68), vocabulary ( g = −0.68), and spelling ( g = −1.17). A moderator analysis revealed that differences in the writing scores of children classified with SLI and typically developing peers matched on age were not as large, but were still statistically significant, when assessment involved a contrived response format (vs. measured based on students’ writing), researcher-created measures (vs. norm-referenced tests), or SLI included just children with a speech disorder (vs. children with a language disorder). Children classified with SLI further scored lower on writing than typically developing peers with similar language capabilities ( g = −0.47). We concluded that children with SLI experience difficulties with writing.

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Section: Resultsmentioning

confidence: 99%

Do Children Classified With Specific Language Impairment Have a Learning Disability in Writing? A Meta-Analysis

et al. 2020

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“…In addition, Williams et al (2013) pointed out that the organization, unity, and coherence of the texts composed by children with DLD were poorer compared to those of their TD peers of a corresponding chronological age and, also, to their peers of a corresponding linguistic age. Moreover, Favart et al (2016) studied the ability of children and adolescents with DLD to manage cohesion while writing a narrative in a communicative situation in French as compared to their TD peers of a corresponding chronological age and concluded that the texts of the participants with DLD were shorter than those of their TD peers in both age groups. The majority of children with DLD (60%) did not use any connectives in contrast to their TD peers who used connectives at a satisfactory level.…”

Section: Introductionmentioning

confidence: 99%

Written Language Production in Children With Developmental Language Disorder

Ανδρέου

Aslanoglou

2022

Front. Psychol.

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This study contributes to the cross-linguistic investigation of written language difficulties in children with DLD by reporting new findings from Greek-speaking individuals. Specifically, we investigate the writing performance of children with DLD and compare it to that of a group of typically developing (TD) children, matched for gender and chronological age. The specific orthographic properties of Greek, radically different from those of English, offer a unique opportunity to understand the nature of written language production in DLD. The participants of the study were 62 children, 31 with DLD and 31 TD. Both groups were asked to write a text on a special prompt they were given by the researcher and they were assessed in the total number of words used in text, in the proportion of incorrectly spelt words in text as well as in the use of verbs, nouns, content and function words. Also, the different words and the total number of main and subordinate clauses each of the participants used in their text were counted. The findings of the study showed that the written outputs of the DLD group were poorer in almost all measurements compared to those of their TD peers. We discuss our findings in relation to those reported by other languages, in particular English, and spell out the implications for assessing written language in children with DLD.

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“…The students with DLD reported significantly lower levels of perceived writing competence and autonomous writing motivation than typically developing peers. Favart et al (2016) found primary (7–11 years) and secondary (12–18 years) school-aged students with DLD ( n = 24) demonstrated simplified use of connectives (e.g. because, although) and anaphora (i.e.…”

Section: Resultsmentioning

confidence: 99%

A systematic review of the academic achievement of primary and secondary school-aged students with developmental language disorder

Ziegenfusz

Paynter

Flückiger

et al. 2022

Autism & Developmental Language Impairments

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Background and aims The ability to communicate is a fundamental skill required to participate in school. Students with Developmental Language Disorder (DLD) have persistent and significant language difficulties that impact daily functioning. However, the impact of DLD on the academic achievement of primary and secondary school-aged students has received limited attention. Methods A systematic review of the empirical research published between 2008 and 2020 was undertaken to identify studies that have examined the academic achievement of school-aged students with DLD within curriculum areas. A total of 44 studies were identified that met inclusion criteria for review. Results Students with DLD demonstrated difficulties with academic achievement across all measured curriculum areas compared to their typically developing peers. Most studies focused on literacy skills, including reading, spelling, writing and narratives. Conclusions and implications The performance of students with DLD was heterogeneous with individual students demonstrating relative strengths in some areas of academic achievement. The implications of these results for educational practices and future research are discussed.

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The management of cohesion in written narratives in students with specific language impairment: Differences between childhood and adolescence

Cited by 12 publications

References 38 publications

Do Children Classified With Specific Language Impairment Have a Learning Disability in Writing? A Meta-Analysis

Do Children Classified With Specific Language Impairment Have a Learning Disability in Writing? A Meta-Analysis

Written Language Production in Children With Developmental Language Disorder

A systematic review of the academic achievement of primary and secondary school-aged students with developmental language disorder

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