Do children classified with specific language impairment have a learning disability in writing? A meta-analysis
Journal article
Graham, Steve, Hebert, Michael, Fishman, Evan J., Ray, Amber B. and Gillespie Rouse, Amy. (2020). Do children classified with specific language impairment have a learning disability in writing? A meta-analysis. Journal of Learning Disabilities. 53(4), pp. 292 - 310. https://doi.org/10.1177/0022219420917338
Authors | Graham, Steve, Hebert, Michael, Fishman, Evan J., Ray, Amber B. and Gillespie Rouse, Amy |
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Abstract | 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. |
Keywords | writing; oral language; speech and language difficulties; learning disabilities; meta-analysis |
Year | 2020 |
Journal | Journal of Learning Disabilities |
Journal citation | 53 (4), pp. 292 - 310 |
Publisher | SAGE Publications Inc. |
ISSN | 0022-2194 |
Digital Object Identifier (DOI) | https://doi.org/10.1177/0022219420917338 |
Scopus EID | 2-s2.0-85084851063 |
Page range | 292 - 310 |
Research Group | Institute for Learning Sciences and Teacher Education (ILSTE) |
Publisher's version | File Access Level Controlled |
Place of publication | United States of America |
https://acuresearchbank.acu.edu.au/item/858q8/do-children-classified-with-specific-language-impairment-have-a-learning-disability-in-writing-a-meta-analysis
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