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Tucci A, Choi E. Developmental Language Disorder and Writing: A Scoping Review From Childhood to Adulthood. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2023; 66:2900-2920. [PMID: 37459603 DOI: 10.1044/2023_jslhr-22-00583] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 08/04/2023]
Abstract
PURPOSE The purpose of this study was to conduct a scoping review of literature focused on the effects of developmental language disorder (DLD) on writing skills across the life span to highlight gaps in our knowledge of how to support writing for this population. METHOD We adopted the five-step framework for conducting scoping reviews outlined by Arksey and O'Malley (2005) to identify literature focused on writing outcomes for individuals with DLD in childhood, adolescence, and adulthood. RESULTS Seventy-two studies from 1991 to 2022 met review criteria. Results indicated that spelling may be an area of relative weakness for individuals with DLD across the life span. Children and adolescents with DLD also may have relative difficulty with grammar, organization, cohesion, and length of written output. Research on the writing skills of adults with DLD is too sparse to draw broad conclusions about the writing skills of this subset of the population with DLD. CONCLUSIONS Overall, research into the writing skills of individuals with DLD is limited, and more information is needed to inform functional evidence-based approaches to assessment and intervention of writing for those with DLD from childhood through adulthood. Additionally, more focus on electronic writing in research is needed, as only two studies included in this review examined typed writing in any form. Results of this review also indicate a need for systematic, uniform approaches to defining and measuring writing skills for those who experience language difficulties. SUPPLEMENTAL MATERIAL https://doi.org/10.23641/asha.23596797.
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Affiliation(s)
| | - Elizabeth Choi
- Mrs. T. H. Chan Division of Occupational Science and Occupational Therapy, University of Southern California, Los Angeles
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Pacton S, Peereman R. Morphology as an aid in orthographic learning of new words: The influence of inflected and derived forms in spelling acquisition. J Exp Child Psychol 2023; 232:105675. [PMID: 37003152 DOI: 10.1016/j.jecp.2023.105675] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/25/2022] [Revised: 02/28/2023] [Accepted: 03/01/2023] [Indexed: 04/03/2023]
Abstract
Prior studies have shown that children are sensitive to the principle of root consistency, whereby root morphemes retain their spelling across related words. The current study used an implicit learning situation to examine, in 56 third grade and 56 fifth grade French-speaking children, whether orthographic learning of new morphologically simple words ending in a silent letter benefited from morphological relatedness with inflected and derived forms. In the morphological condition, the new words (e.g.,clirot with a final silentt) appeared in short stories along with a morphologically related form in which the silent letter of the root was pronounced, justifying the presence of the silent letter in the root word. The morphologically complex form was an inflectional form (e.g.,clirote) for half of the children and was a derived form (e.g.,clirotage) for the other half. In the nonmorphological condition, the new words were not accompanied by morphologically related forms. After children had read the stories, their orthographic learning was assessed by asking the children to choose the correct spelling of each nonword from among three phonologically plausible alternatives (e.g.,clirot,cliros, cliro). Children chose correct spellings more often in the morphological condition than in the nonmorphological condition for both types of morphology in Grade 5 but only for inflectional morphology in Grade 3. Our findings indicate that, in learning new spellings, French children seem to rely on the root consistency principle earlier for inflectional morphology than for derivational morphology. Possible reasons for this developmental delay in mastering derivational morphology are discussed.
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Affiliation(s)
- Sébastien Pacton
- Memory and Cognition Lab, Institute of Psychology, University of Sorbonne Paris Cité, 92100 Boulogne-Billancourt, France.
| | - Ronald Peereman
- University of Grenoble Alpes, University of Savoie Mont Blanc, Centre National de la Recherche Scientifique (CNRS), Laboratoire de Psychologie et Neurocognition (LPNC), 38000 Grenoble, France.
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Ziegenfusz S, Paynter J, Flückiger B, Westerveld MF. A systematic review of the academic achievement of primary and secondary school-aged students with developmental language disorder. AUTISM & DEVELOPMENTAL LANGUAGE IMPAIRMENTS 2022; 7:23969415221099397. [PMID: 36382072 PMCID: PMC9620692 DOI: 10.1177/23969415221099397] [Citation(s) in RCA: 14] [Impact Index Per Article: 7.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/20/2023]
Abstract
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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Affiliation(s)
- Shaun Ziegenfusz
- Shaun Ziegenfusz, School of Health Services
and Social Work, Griffith University, Southport, QLD 4222, Australia.
| | - Jessica Paynter
- School of Applied Psychology, Griffith University, Southport, QLD, Australia; Griffith Institute for
Educational Research, Griffith University, Mount Gravatt, QLD,
Australia
| | - Beverley Flückiger
- School of Education and Professional Studies, Griffith University, Mount Gravatt, QLD, Australia
| | - Marleen F Westerveld
- School of Health Sciences and Social Work, Griffith University, Southport, QLD, Australia; Griffith Institute for
Educational Research, Griffith University, Mount Gravatt, QLD,
Australia
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Godin MP, Berthiaume R, Daigle D. The "Sound of Silence": Sensitivity to Silent Letters in Children With and Without Developmental Language Disorder. Lang Speech Hear Serv Sch 2021; 52:1007-1019. [PMID: 34185580 DOI: 10.1044/2021_lshss-21-00004] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022] Open
Abstract
Purpose Children with developmental language disorder (DLD) demonstrate general spelling difficulties. This study investigated accuracy on and sensitivity to silent letters in spelling in children with and without DLD. Investigating silent-letter production provides a window into orthographic and morphological knowledge and enhances understanding of children's spelling skills. Method A group of children with DLD (M age = 9;11 [years;months]) and two control groups of typically developing children (n = 30 in each group) were given a dictated spelling task of 44 words that each contained a derivational or a nonderivational silent letter. We coded the silent letter in each word and counted 1 point for each correctly spelled letter in order to examine accuracy on silent letters. Two error patterns were distinguished to analyze sensitivity to silent letters: silent-letter substitutions and silent-letter omissions. Results Repeated-measures ANOVA showed that children with DLD produced significantly more errors on silent letters than did both control groups. Both control groups showed a greater sensitivity to silent-letter endings, as they tended to substitute incorrect silent letters where they made errors. In contrast, children with DLD tended to omit silent letters in their spelling attempts. Conclusions Our results suggest that silent-letter production is a major source of difficulty for spellers, especially for those with DLD, who appear to lack sensitivity to silent letters. These results highlight the importance of promoting spelling instruction to enhance orthographic knowledge in children with DLD.
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Affiliation(s)
- Marie-Pier Godin
- Department of Didactics, Faculty of Education, Université de Montréal, Québec, Canada
| | - Rachel Berthiaume
- Department of Didactics, Faculty of Education, Université de Montréal, Québec, Canada
| | - Daniel Daigle
- Department of Didactics, Faculty of Education, Université de Montréal, Québec, Canada
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Joye N, Dockrell JE, Marshall CR. The Spelling Errors of French and English Children With Developmental Language Disorder at the End of Primary School. Front Psychol 2020; 11:1789. [PMID: 32793078 PMCID: PMC7386207 DOI: 10.3389/fpsyg.2020.01789] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/26/2019] [Accepted: 06/29/2020] [Indexed: 11/13/2022] Open
Abstract
Children with Developmental Language Disorder (DLD) often struggle learning to spell. However, it is still unclear where their spelling difficulties lie, and whether they reflect on-going difficulties with specific linguistic domains. It is also unclear whether the spelling profiles of these children vary in different orthographies. The present study compares the spelling profiles of monolingual children with DLD in France and England at the end of primary school. By contrasting these cohorts, we explored the linguistic constraints that affect spelling, beyond phono-graphemic transparency, in two opaque orthographies. Seventeen French and 17 English children with DLD were compared to typically developing children matched for age or spelling level. Participants wrote a 5 min sample of free writing and spelled 12 controlled dictated words. Spelling errors were analyzed to capture areas of difficulty in each language, in the phonological, morphological, orthographic and semantic domains. Overall, the nature of the errors produced by children with DLD is representative of their spelling level in both languages. However, areas of difficulty vary with the language and task, with more morphological errors in French than in English across both tasks and more orthographic errors in English than in French dictated words. The error types produced by children with DLD also differed in the two languages: segmentation and contraction errors were found in French, whilst morphological ending errors were found in English. It is hypothesized that these differences reflect the phonological salience of the units misspelled in both languages. The present study also provides a detailed breakdown of the spelling errors found in both languages for children with DLD and typical peers aged 5–11.
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Affiliation(s)
- Nelly Joye
- Centre for Language, Literacy and Numeracy: Research and Practice, Department of Psychology and Human Development, UCL Institute of Education, University College London, London, United Kingdom
| | - Julie E Dockrell
- Centre for Language, Literacy and Numeracy: Research and Practice, Department of Psychology and Human Development, UCL Institute of Education, University College London, London, United Kingdom
| | - Chloë R Marshall
- Centre for Language, Literacy and Numeracy: Research and Practice, Department of Psychology and Human Development, UCL Institute of Education, University College London, London, United Kingdom
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Wolter JA, Gibson FE, Slocum TA. A Dynamic Measure of Morphological Awareness and First-Grade Literacy Skill. Lang Speech Hear Serv Sch 2020; 51:617-639. [DOI: 10.1044/2020_lshss-19-00047] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022] Open
Abstract
Purpose
The purpose of this feasibility study was to investigate an early dynamic measure of morphological awareness (MA) involving graduated prompts to measure early MA skill and determine whether this task relates to and predicts performance on other language and/or literacy measures in first-grade children with language abilities typically found in the classroom.
Method
In addition to a battery of language and literacy measures, a dynamic assessment of MA was designed and administered to 74 first-grade children with a range of language abilities.
Results
The dynamic measure of MA was found to be valid, reliable, and measured early school–age MA performance for children with typical language and those at risk for developmental language disorder. For children with typical language, the developed dynamic MA measure was related to and predictive of performance on other language and literacy measures above and beyond static phonological and MA measures.
Conclusions
The results provide preliminary support for the use of dynamic assessment to measure MA in first-grade children with a range of language abilities.
Supplemental Material
https://doi.org/10.23641/asha.12591767
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Affiliation(s)
- Julie A. Wolter
- School of Speech, Language, Hearing, & Occupational Sciences, University of Montana, Missoula
| | - Frances E. Gibson
- Department of Health and Human Performance, Middle Tennessee State University, Murfreesboro
| | - Timothy A. Slocum
- Department of Special Education and Rehabilitation, Utah State University, Logan
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Schiff R, Nuri Ben-Shushan Y, Ben-Artzi E. Metacognitive Strategies. JOURNAL OF LEARNING DISABILITIES 2016; 50:143-157. [PMID: 26054726 DOI: 10.1177/0022219415589847] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/04/2023]
Abstract
This study assessed the effect of metacognitive instruction on the spelling and word reading of Hebrew-speaking children with specific language impairment (SLI). Participants were 67 kindergarteners with SLI in a supported learning context. Children were classified into three spelling instruction groups: (a) metalinguistic instruction (ML), (b) ML that integrates metacognitive strategies (MCML), and (c) a control group. Letter naming, letter sounding, word spelling, and word recognition were assessed at pretest and posttest. Findings from spelling and reading tests as well as interviews indicated that both the ML and MCML groups made statistically significant gains in all measures, whereas the control group did not. However, children with SLI who received training in metacognitive strategies significantly outperformed those who received ML alone in spelling and reading skills. This study provides evidence that children with SLI benefit from applying of metacognitive strategies to spelling practices when acquiring early spelling and reading skills.
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Affiliation(s)
- Rachel Schiff
- 1 Learning Disabilities Studies and Haddad Center for Dyslexia and Learning Disabilities, School of Education, Bar-Ilan University, Ramat-Gan, Israel
| | - Yohi Nuri Ben-Shushan
- 1 Learning Disabilities Studies and Haddad Center for Dyslexia and Learning Disabilities, School of Education, Bar-Ilan University, Ramat-Gan, Israel
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Critten S, Connelly V, Dockrell JE, Walter K. Inflectional and derivational morphological spelling abilities of children with Specific Language Impairment. Front Psychol 2014; 5:948. [PMID: 25221533 PMCID: PMC4145714 DOI: 10.3389/fpsyg.2014.00948] [Citation(s) in RCA: 20] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/14/2014] [Accepted: 08/07/2014] [Indexed: 11/19/2022] Open
Abstract
Children with Specific Language Impairment (SLI) are known to have difficulties with spelling but the factors that underpin these difficulties, are a matter of debate. The present study investigated the impact of oral language and literacy on the bound morpheme spelling abilities of children with SLI. Thirty-three children with SLI (9–10 years) and two control groups, one matched for chronological age (CA) and one for language and spelling age (LA) (aged 6–8 years) were given dictated spelling tasks of 24 words containing inflectional morphemes and 18 words containing derivational morphemes. There were no significant differences between the SLI group and their LA matches in accuracy or error patterns for inflectional morphemes. By contrast when spelling derivational morphemes the SLI group was less accurate and made proportionately more omissions and phonologically implausible errors than both control groups. Spelling accuracy was associated with phonological awareness and reading; reading performance significantly predicted the ability to spell both inflectional and derivational morphemes. The particular difficulties experienced by the children with SLI for derivational morphemes are considered in relation to reading and oral language.
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Affiliation(s)
- Sarah Critten
- Department of Psychology, Coventry University Coventry, UK
| | | | - Julie E Dockrell
- Department of Psychology and Human Development, Institute of Education, University of London London, UK
| | - Kirsty Walter
- Department of Psychology and Human Development, Institute of Education, University of London London, UK
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Nagy WE, Carlisle JF, Goodwin AP. Morphological knowledge and literacy acquisition. JOURNAL OF LEARNING DISABILITIES 2014; 47:3-12. [PMID: 24219917 DOI: 10.1177/0022219413509967] [Citation(s) in RCA: 75] [Impact Index Per Article: 7.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/12/2023]
Abstract
The purpose of this special issue of the Journal of Learning Disabilities is to bring to the attention of researchers and educators studies on morphology and literacy that either involve students with learning difficulties or have educational implications for teaching such students. In our introduction, we first provide background information about morphological knowledge and consider the role of morphology in literacy, focusing on findings that are relevant for instruction of students who struggle with reading and writing. Next we present an overview of the studies included in this issue, organized by current issues concerning the role of morphological knowledge in literacy. Collectively, the articles in this issue suggest that students with weaker literacy skills tend to lag behind their peers in morphological knowledge but that all students are likely to benefit from morphological instruction. Morphological interventions hold promise, especially for students who face challenges in language learning and literacy, but additional research is needed to provide a basis for informed decisions about the design of effective morphological interventions.
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