Do Children Classified with Specific Language Impairment Have a Learning Disability in Writing? A Meta-Analysis
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| Title: | Do Children Classified with Specific Language Impairment Have a Learning Disability in Writing? A Meta-Analysis |
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| Language: | English |
| Authors: | Graham, Steve, Hebert, Michael, Fishman, Evan, Ray, Amber B. (ORCID |
| Source: | Journal of Learning Disabilities. Jul-Aug 2020 53(4):292-310. |
| Availability: | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2020 |
| Document Type: | Journal Articles Reports - Research Information Analyses |
| Education Level: | Elementary Education Secondary Education |
| Descriptors: | Writing Difficulties, Language Impairments, Learning Disabilities, Writing Skills, Speech Impairments, Oral Language, Age Differences, Classification, Educational Research, Writing Tests, Test Format, Preschool Children, Adolescents, Elementary School Students, Secondary School Students |
| DOI: | 10.1177/0022219420917338 |
| ISSN: | 0022-2194 |
| 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. |
| Abstractor: | As Provided |
| Entry Date: | 2020 |
| Accession Number: | EJ1257088 |
| Database: | ERIC |
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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. |
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| ISSN: | 0022-2194 |
| DOI: | 10.1177/0022219420917338 |
