The Speech-Language Pathologist's Role in a Writing Lab Approach

Nelson, Nickola Wolf; Meter, Adelia M. Van; Chamberlain, Dawn; Bahr, Christine M.

doi:10.1055/s-2001-16148

Cited by 21 publications

(24 citation statements)

References 8 publications

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“…For example, “I love baseball” was counted as one idea (Kim et al, 2011). Total number of words is a commonly used measure of compositional fluency and productivity in writing (e.g., Abbott & Berninger, 1993; Kim et al, 2011; Lemke et al, 2003; Mackie & Dockrell, 2004; McMaster et al, 2009; Nelson, Bahr, & Van Meter, 2004; Puranik et al, 2007; Scott & Windsor, 2000). …”

Section: Methodsmentioning

confidence: 99%

Developmental Trajectories of Writing Skills in First Grade

Kim

Puranik

Otaiba

2015

The Elementary School Journal

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We examined growth trajectories of writing and the relation of children's socio-economic status, and language and/or speech impairment to the growth trajectories. First grade children (N = 304) were assessed on their written composition in the fall, winter, and spring, and their vocabulary and literacy skills in the fall. Children's SES had a negative effect on writing quality and productivity. Children with language and/or speech impairment had lower scores than typically developing children in the quality and productivity of writing. Even after accounting for their vocabulary and literacy skills, students with language and/or speech impairment had lower scores in the quality and organization of writing. Growth rates in writing were not different as a function of children's SES and language/speech impairment status. Theoretical and practical implications are discussed.

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Section: Methodsmentioning

confidence: 99%

Developmental Trajectories of Writing Skills in First Grade

Kim

Puranik

Otaiba

2015

The Elementary School Journal

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“…Visual support, such as semantic mapping, semantic feature analysis and Venn diagrams, may also be helpful, though the specific benefits of these techniques have not been directly tested for children with LI. The activities should be matched to specific vocabulary goals (for more information about writing goals aligned with curriculum, see Nelson et al, 2004). For example, for a vocabulary goal of learning curricular vocabulary for science, instruction might begin by presenting words with student-friendly definitions.…”

Section: Vocabulary Interventionmentioning

confidence: 99%

Vocabulary intervention for school-age children with language impairment: A review of evidence and good practice

Steele

Mills

2011

Child Language Teaching and Therapy

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The purpose of this paper is to provide evidence to support direct vocabulary intervention practices for primary school-age children with language impairment (LI). A rationale for providing direct vocabulary intervention for children with LI is outlined by reviewing typical and atypical vocabulary acquisition, evidence of instructional strategies from research in mainstream and special education is summarised, and suggestions for vocabulary intervention activities that facilitate deep word knowledge are provided. Suggestions for choosing appropriate vocabulary, using strategies during direct intervention, and conducting activities that increase depth of vocabulary knowledge are included.

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“…That is, they have difficulty at the word-level for both converting written words to spoken words and converting spoken words they hear or have stored in memory to written words; but they do not have difficulty with language by ear (listening) or by mouth (oral expression) independent of transforming written words into spoken words or spoken words into written words. In contrast, those with OWL LD/SLI typically have difficulty with both listening and reading comprehension and both oral and written expression of ideas (Nelson, Bahr, & Van Meter, 2004), and may also have difficulty with other language skills, for example, in finding words while producing oral or written multi-word constructions.…”

Section: Introductionmentioning

confidence: 99%

Computer instruction in handwriting, spelling, and composing for students with specific learning disabilities in grades 4–9

Berninger

Nagy

Tanimoto

et al. 2015

Computers & Education

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Effectiveness of iPad computerized writing instruction was evaluated for 4th to 9th graders (n=35) with diagnosed specific learning disabilities (SLDs) affecting writing: dysgraphia (impaired handwriting), dyslexia (impaired spelling), and oral and written language learning disability (OWL LD) (impaired syntax composing). Each of the 18 two-hour lessons had multiple learning activities aimed at improving subword- (handwriting), word- (spelling), and syntax- (sentence composing) level language skills by engaging all four language systems (listening, speaking, reading, and writing) to create a functional writing system. To evaluate treatment effectiveness, normed measures of handwriting, spelling, and composing were used with the exception of one non-normed alphabet writing task. Results showed that the sample as a whole improved significantly from pretest to posttest in three handwriting measures, four spelling measures, and both written and oral syntax construction measures. All but oral syntax was evaluated with pen and paper tasks, showing that the computer writing instruction transferred to better writing with pen and paper. Performance on learning activities during instruction correlated with writing outcomes; and individual students tended to improve in the impaired skill associated with their diagnosis. Thus, although computers are often used in upper elementary school and middle school in the United States (US) for accommodations (alternatives to pen and paper) for students with persisting SLDs affecting writing, this study shows computers can also be used for Tier 3 instruction to improve the writing skills of students in grades 4 to 9 with history of persisting writing disabilities.

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The Speech-Language Pathologist's Role in a Writing Lab Approach

Cited by 21 publications

References 8 publications

Developmental Trajectories of Writing Skills in First Grade

Developmental Trajectories of Writing Skills in First Grade

Vocabulary intervention for school-age children with language impairment: A review of evidence and good practice

Computer instruction in handwriting, spelling, and composing for students with specific learning disabilities in grades 4–9

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