The Nature of Writing Difficulties in Students With Language/Learning Disabilities

2009 ◽  
Vol 16 (1) ◽  
pp. 4-8 ◽  
Author(s):  
Laura Green
Keyword(s):  
Learning Disabilities ◽  
Language Learning ◽  
Written Language ◽  
Sentence Structure ◽  
Speech Language Pathologists ◽  
Writing Difficulties ◽  
Self Regulated Learning ◽  
Language Learning Disabilities ◽  
Regulated Learning ◽  
Genre Knowledge

Abstract Students with language/learning disabilities very often struggle with writing and tend to find the process very frustrating. Their difficulties with transcription, sentence structure, cohesive ties, self-regulated learning, and genre knowledge all play a role in this challenging experience. An understanding of the nature of these difficulties can help us as speech-language pathologists better facilitate students' written language success, thereby helping them meet the writing demands of the classroom.

The Magic of "Once Upon a Time"

1994 ◽  
Vol 25 (2) ◽  
pp. 76-89 ◽  
Author(s):  
Kelly C. Hoggan ◽  
Carol J. Strong
Keyword(s):  
Learning Disabilities ◽  
Language Learning ◽  
Teaching Strategies ◽  
Language Instruction ◽  
Written Language ◽  
Speech Language Pathologists ◽  
Teaching Context ◽  
Language Learning Disabilities ◽  
Extensive Search

Speech-language pathologists increasingly use narratives in their oral and written language instruction with students who have language learning disabilities. Twenty narrative teaching strategies were located from an extensive search of the literature, and these are described. Because the strategies can be used at different stages of classroom work, they are categorized by narrative presentation stage as well. Language focus, grade/age level, and teaching context also are suggested for each strategy. Examples are provided for each of the 20 strategies.

Comparison of Two Reading Feedback Strategies in Improving the Oral and Written Language Performance of Children With Language-Learning Disabilities

2003 ◽  
Vol 12 (1) ◽  
pp. 16-27 ◽  
Author(s):  
Linda K. Crowe
Keyword(s):  
Learning Disabilities ◽  
Reading Comprehension ◽  
Language Learning ◽  
Oral Reading ◽  
Written Language ◽  
School Age ◽  
Expressive Vocabulary ◽  
Language Performance ◽  
Language Learning Disabilities ◽  
Feedback Strategies

Twelve school-age children with language-learning disabilities (LLD) participated in a study comparing the effects of two reading feedback strategies for improving their oral and written language performance. Children were matched for age, disability, gender, and general reading performance. Participants were assigned to one of three study groups, Treatment 1 (T1), Treatment 2 (T2), or Control (C). Children were pre- and posttested on standardized tests of reading and oral vocabulary. T1 and T2 participated in 6 weeks of reading intervention. T1 used traditional decoding-based feedback strategies, and T2 used meaning-based feedback strategies, termed Communicative Reading Strategies (CRS). Significant differences across groups were found for reading comprehension, oral reading, and expressive vocabulary measures. Pairwise comparisons indicated that T2 performed significantly better than T1 and C on reading comprehension at posttest. Though not reaching levels of significance, T2 made greater gains than T1 and C on oral reading and expressive vocabulary measures. Results are discussed with implications for using CRS (T2) with school-age poor readers.

Verb and Noun Morphology in the Spoken and Written Language of Children With Language Learning Disabilities

2000 ◽  
Vol 43 (6) ◽  
pp. 1322-1336 ◽  
Author(s):  
Jennifer Windsor ◽  
Cheryl M. Scott ◽  
Cheryl K. Street
Keyword(s):  
Learning Disabilities ◽  
Language Learning ◽  
High Accuracy ◽  
Language Impairments ◽  
Written Language ◽  
Past Tense ◽  
School Age ◽  
Relative Difficulty ◽  
Language Learning Disabilities ◽  
Typically Achieving

The purpose of this study was to investigate the use of verb and noun morphology in school-age children's spoken and written language. Sixty children, with and without language learning disabilities (LLD), each produced 2 spoken and 2 written language samples. The children's accuracy in using morphemes that mark verb finiteness (regular past tense, 3rd person singular present tense, copula, and auxiliary BE) was compared with their accuracy in using noun morphology (regular plural, possessive, articles). As would be expected, the typically achieving children, who were aged 7 to 12 years, had mastered the verb and noun morphology in spoken and written samples. The children with LLD, aged 10 to 12 years, also showed high accuracy in the spoken samples. On the other hand, they showed substantial difficulty in the written samples with the regular past tense, with errors in 26% of obligatory contexts. However, the children with LLD also had difficulty with the regular plural, with errors in 12% of obligatory contexts. For both the regular past tense and plural, all errors were errors of omission. These results indicate that finiteness marking remains an area of relative difficulty, but perhaps not the only grammatical difficulty, for children with language impairments in the school years.

scholarly journals Sequential Prediction of Literacy Achievement for Specific Learning Disabilities Contrasting in Impaired Levels of Language in Grades 4 to 9

2017 ◽  
Vol 51 (2) ◽  
pp. 137-157 ◽  
Author(s):  
Elizabeth A. Sanders ◽  
Virginia W. Berninger ◽  
Robert D. Abbott
Keyword(s):  
Working Memory ◽  
Learning Disabilities ◽  
Language Learning ◽  
Written Language ◽  
Literacy Achievement ◽  
Writing Achievement ◽  
Reading And Writing ◽  
Language Learning Disabilities ◽  
Cognitive Linguistic ◽  
Specific Learning

Sequential regression was used to evaluate whether language-related working memory components uniquely predict reading and writing achievement beyond cognitive-linguistic translation for students in Grades 4 through 9 ( N = 103) with specific learning disabilities (SLDs) in subword handwriting (dysgraphia, n = 25), word reading and spelling (dyslexia, n = 60), or oral and written language (oral and written language learning disabilities, n = 18). That is, SLDs are defined on the basis of cascading level of language impairment (subword, word, and syntax/text). A five-block regression model sequentially predicted literacy achievement from cognitive-linguistic translation (Block 1); working memory components for word-form coding (Block 2), phonological and orthographic loops (Block 3), and supervisory focused or switching attention (Block 4); and SLD groups (Block 5). Results showed that cognitive-linguistic translation explained an average of 27% and 15% of the variance in reading and writing achievement, respectively, but working memory components explained an additional 39% and 27% of variance. Orthographic word-form coding uniquely predicted nearly every measure, whereas attention switching uniquely predicted only reading. Finally, differences in reading and writing persisted between dyslexia and dysgraphia, with dysgraphia higher, even after controlling for Block 1 to 4 predictors. Differences in literacy achievement between students with dyslexia and oral and written language learning disabilities were largely explained by the Block 1 predictors. Applications to identifying and teaching students with these SLDs are discussed.

Word Prompt Programs

1997 ◽  
Vol 6 (3) ◽  
pp. 57-65 ◽  
Author(s):  
Lisa A. Wood ◽  
Joan L. Rankin ◽  
David R. Beukelman
Keyword(s):  
Learning Disabilities ◽  
Current Literature ◽  
Word Processing ◽  
Computer Software ◽  
Written Language ◽  
Written Communication ◽  
Speech Language Pathologists ◽  
Basic Word ◽  
The Matrix ◽  
Language Needs

Word prompt programs are computer software programs or program features that are used in addition to basic word processing. These programs provide word lists from which a user selects a desired word and inserts it into a line of text. This software is used to support individuals with severe speech, physical, and learning disabilities. This tutorial describes the features of a variety of word prompt programs and reviews the current literature on the use of these programs by people with oral and written language needs. In addition, a matrix that identifies the features contained in eight sample word prompt programs is provided. The descriptions of features and the matrix are designed to assist speech-language pathologists and teachers in evaluating and selecting word prompt programs to support their clients' oral and written communication.

Sign in / Sign up

Export Citation Format

Share Document