The development of writing skills in 4-year-old children with and without specific language impairment

Abstract

Research shows that many preschool children with specific language impairment (SLI) have difficulty acquiring literacy skills including phonological awareness, print concepts, and alphabet knowledge. Limited research suggests that preschool children with SLI also have difficulty with emergent writing tasks such as name writing and word writing. In typically developing children, research indicates that emergent writing skills are acquired in a developmental sequence: (1) linearity, (2) segmentation, (3) simple characters, (4) left-right orientation, (5) complex characters, (6) random letters, and (7) invented spelling. This study compared the emergent writing skills of 4-year-old children with SLI (n = 22) to their age- and gender-matched peers (n = 22). Results indicated that children with SLI demonstrate difficulty with a variety of writing tasks, including letter writing, name writing, word writing, and sentence writing when compared to their typically-developing peers. Children with SLI followed the same developmental sequence in acquiring writing skills as their typically-developing peers.

The association of cultural and contextual factors with social contact avoidance during the COVID-19 pandemic

“…As compared to the null model, variation in social contact avoidance between countries has increased to more than 51% (ICC = 0.515; r 0 = 19.784, p < 0.001). Estimated power to detect an effect size of 0.200 at a rather large expected effect size variability of 0.100 between countries is above 80%, calculated with Optimal Design software [ 167 , 168 ]. Because multicollinearity is a serious issue in epidemiological studies [ 169 ], I calculate the correlation of the two independent variables to be 0.177, p < 0.001 (level 1, for all 38836 observations).…”

Teaching Language and Literacy Through the Visual Arts: An Interdisciplinary, Literature-Based Approach

“…Educators, art specialists, and teaching artists who work with children with LI can share resources, identify objectives aligned with an individualized education program (IEP), and engage in co-planning and co-teaching. To promote reading and writing success in children with LI, researchers also recommend that speech language pathologists and reading specialists coordinate efforts (Gosse et al, 2012; Pavelko et al, 2017; Squires et al, 2013). When educators coordinate efforts and form interdisciplinary collaborations, each “makes unique contributions to reading outcomes through the services they provide and their particular areas of expertise” (Gosse et al, 2012, p. 77).…”

“…These delays affect their ability to acquire phonological awareness, construct sentences, produce narratives, develop vocabulary, understand questions and directions, and express ideas, feelings, and personal experiences (American Speech-Language-Hearing Association, 1997–2019). Language delays also place children at risk for reading and writing disabilities (Murphy et al, 2016; Pavelko et al, 2017). For example, children with LI may have difficulty with letter, name, word, and sentence writing as well as decoding and reading comprehension (Pavelko et al, 2017; Snowling et al, 2016; Werfel & Krimm, 2017; Williams et al, 2013).…”

El desarrollo de la escritura en niños: Revisión sistemática

“…Las investigaciones muestran que muchos niños en edad preescolar con deterioro del lenguaje tienen dificultades para adquirir habilidades de alfabetización, la conciencia fonológica, los conceptos y el conocimiento del alfabeto. Investigaciones sugieren que los niños en edad preescolar también tienen dificultades con tareas de escritura emergentes, como escribir nombres y escribir palabras (S. Pavelko, et al, 2017). La escritura a mano es una habilidad compleja de adquirir y requiere años de entrenamiento para dominarla.…”