Written text production in French-speaking children with and without developmental language disorder: Insight into syntactic errors.
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| Title: | Written text production in French-speaking children with and without developmental language disorder: Insight into syntactic errors. |
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| Authors: | Godin, Marie-Pier1 (AUTHOR) godin.marie-pier@uqam.ca, Leblanc, Audrey1 (AUTHOR) leblanc.audrey@uqam.ca |
| Source: | Reading & Writing. Jan2026, Vol. 39 Issue 1, p215-237. 23p. |
| Subject Terms: | *Language disorders, *Literacy, *Language acquisition, *Language ability testing, *Written communication, French people |
| Abstract: | Children with developmental language disorder (DLD) are at risk of literacy impairment, necessitating further exploration of their writing challenges, particularly their syntactic errors, especially in languages other than English, such as French. Our goals were (a) to examine whether French-speaking children with DLD are comparable to their peers without DLD in their productivity, accuracy, and complexity (writing dimensions) and (b) to document syntactic errors occurring in simple and complex sentences produced by the children from these two populations. We compared 27 participants with DLD (Mage = 10;0) to two control groups: one matched on chronological age (CA, n = 27) and one matched on spelling abilities (SA, n = 26; Mage = 8;0). We gave the participants 5 min to write a story, and we analyzed these writing samples for productivity, accuracy, and complexity. We also used a fine-grained analysis to document their syntactic errors. Results indicated that the DLD and SA groups performed similarly on all three writing dimensions, but differed significantly from the CA group. Descriptively, the DLD group exhibited frequent function word omissions, substitutions, and additions and produced many syntagms rather than sentences—a pattern not observed in the other groups. Quantitatively, we noted a delay in writing dimension development in the participants with DLD, but a nuanced understanding of their syntactic challenges, especially in function word usage, emerged descriptively. This highlights the importance of fine-grained analysis for a comprehensive understanding of writing challenges faced by children with DLD. [ABSTRACT FROM AUTHOR] |
| Copyright of Reading & Writing is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 191377947 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Written text production in French-speaking children with and without developmental language disorder: Insight into syntactic errors. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Godin%2C+Marie-Pier%22">Godin, Marie-Pier</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> godin.marie-pier@uqam.ca</i><br /><searchLink fieldCode="AR" term="%22Leblanc%2C+Audrey%22">Leblanc, Audrey</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> leblanc.audrey@uqam.ca</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Reading+%26+Writing%22">Reading & Writing</searchLink>. Jan2026, Vol. 39 Issue 1, p215-237. 23p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Language+disorders%22">Language disorders</searchLink><br />*<searchLink fieldCode="DE" term="%22Literacy%22">Literacy</searchLink><br />*<searchLink fieldCode="DE" term="%22Language+acquisition%22">Language acquisition</searchLink><br />*<searchLink fieldCode="DE" term="%22Language+ability+testing%22">Language ability testing</searchLink><br />*<searchLink fieldCode="DE" term="%22Written+communication%22">Written communication</searchLink><br /><searchLink fieldCode="DE" term="%22French+people%22">French people</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Children with developmental language disorder (DLD) are at risk of literacy impairment, necessitating further exploration of their writing challenges, particularly their syntactic errors, especially in languages other than English, such as French. Our goals were (a) to examine whether French-speaking children with DLD are comparable to their peers without DLD in their productivity, accuracy, and complexity (writing dimensions) and (b) to document syntactic errors occurring in simple and complex sentences produced by the children from these two populations. We compared 27 participants with DLD (Mage = 10;0) to two control groups: one matched on chronological age (CA, n = 27) and one matched on spelling abilities (SA, n = 26; Mage = 8;0). We gave the participants 5 min to write a story, and we analyzed these writing samples for productivity, accuracy, and complexity. We also used a fine-grained analysis to document their syntactic errors. Results indicated that the DLD and SA groups performed similarly on all three writing dimensions, but differed significantly from the CA group. Descriptively, the DLD group exhibited frequent function word omissions, substitutions, and additions and produced many syntagms rather than sentences—a pattern not observed in the other groups. Quantitatively, we noted a delay in writing dimension development in the participants with DLD, but a nuanced understanding of their syntactic challenges, especially in function word usage, emerged descriptively. This highlights the importance of fine-grained analysis for a comprehensive understanding of writing challenges faced by children with DLD. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Reading & Writing is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s11145-025-10637-9 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 23 StartPage: 215 Subjects: – SubjectFull: Language disorders Type: general – SubjectFull: Literacy Type: general – SubjectFull: Language acquisition Type: general – SubjectFull: Language ability testing Type: general – SubjectFull: Written communication Type: general – SubjectFull: French people Type: general Titles: – TitleFull: Written text production in French-speaking children with and without developmental language disorder: Insight into syntactic errors. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Godin, Marie-Pier – PersonEntity: Name: NameFull: Leblanc, Audrey IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: Jan2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 09224777 Numbering: – Type: volume Value: 39 – Type: issue Value: 1 Titles: – TitleFull: Reading & Writing Type: main |
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