Written text production in Greek-speaking children with Developmental Language Disorder and typically developing peers, in relation to their oral language, cognitive, visual-motor coordination, and handwriting skills

Ralli, Asimina M.; Chrysochoou, Elisavet; Giannitsa, Angeliki; Angelaki, Sotiria

doi:10.1007/s11145-021-10196-9

Cited by 9 publications

(15 citation statements)

References 112 publications

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“…Our finding is also in line with the Connelly et al (2012) study, which revealed that the DLD group produced fewer words in their writing tasks compared to their TD peers. Furthermore, our results confirm the finding of Stuart et al (2020) in terms of the total number of words produced by the participants, while writing a text on a specific prompt and, also, are in line with Ralli et al (2021) who carried out their study in Greek. Ralli et al (2021) concluded that the DLD group performed worse than their TD peers of a corresponding chronological age in writing productivity measures as they wrote fewer words in their texts as compared to the TD group.…”

Section: Discussionsupporting

confidence: 89%

“…Furthermore, our results confirm the finding of Stuart et al (2020) in terms of the total number of words produced by the participants, while writing a text on a specific prompt and, also, are in line with Ralli et al (2021) who carried out their study in Greek. Ralli et al (2021) concluded that the DLD group performed worse than their TD peers of a corresponding chronological age in writing productivity measures as they wrote fewer words in their texts as compared to the TD group. It can be argued that limited performance in written language production in terms of length (total words produced) in DLD is associated with limited vocabulary knowledge ( Dockrell et al, 2007 ).…”

Section: Discussionsupporting

confidence: 89%

“…Those measurements revealed that DLD children produced short texts in both times of testing. Ralli et al (2021) in their research in Greek indicated that children with DLD performed worse than their TD peers in measures concerning productivity and especially, in the total number of written words produced.…”

Section: Introductionmentioning

confidence: 97%

“…However, their performance was comparable to that of the group matched in terms of receptive vocabulary on measures of sentence complexity and productivity. Also, Ralli et al (2021) in their study in Greek concluded that the DLD group differed significantly from their TD peers of a corresponding chronological age in the number of different words used.…”

Section: Introductionmentioning

confidence: 98%

“…The only study that was conducted in the Greek language concerning written text production in DLD children was that of Ralli et al (2021) . In this study, written text production (productivity, accuracy, and complexity) was examined in relation to oral language, cognitive, visual-motor coordination, and handwriting skills in Greek-speaking children with DLD ( N = 30) as compared to a group of 30 TD children of a corresponding chronological age.…”

Section: Introductionmentioning

confidence: 99%

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Written Language Production in Children With Developmental Language Disorder

Ανδρέου

Aslanoglou

2022

Front. Psychol.

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This study contributes to the cross-linguistic investigation of written language difficulties in children with DLD by reporting new findings from Greek-speaking individuals. Specifically, we investigate the writing performance of children with DLD and compare it to that of a group of typically developing (TD) children, matched for gender and chronological age. The specific orthographic properties of Greek, radically different from those of English, offer a unique opportunity to understand the nature of written language production in DLD. The participants of the study were 62 children, 31 with DLD and 31 TD. Both groups were asked to write a text on a special prompt they were given by the researcher and they were assessed in the total number of words used in text, in the proportion of incorrectly spelt words in text as well as in the use of verbs, nouns, content and function words. Also, the different words and the total number of main and subordinate clauses each of the participants used in their text were counted. The findings of the study showed that the written outputs of the DLD group were poorer in almost all measurements compared to those of their TD peers. We discuss our findings in relation to those reported by other languages, in particular English, and spell out the implications for assessing written language in children with DLD.

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Section: Discussionsupporting

confidence: 89%

Section: Discussionsupporting

confidence: 89%

Section: Introductionmentioning

confidence: 97%

Section: Introductionmentioning

confidence: 98%

Section: Introductionmentioning

confidence: 99%

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Written Language Production in Children With Developmental Language Disorder

Ανδρέου

Aslanoglou

2022

Front. Psychol.

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Disentangling Language Disorder and Bilingualism in Children with Developmental Language Disorder and Autism Spectrum Disorder: Evidence from Writing

Peristeri

Tsimpli

2022

J Autism Dev Disord

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Twenty-eight Albanian-Greek bilingual children with Developmental Language Disorder and 28 children with Autism Spectrum Disorder but no language impairment, along with 28 typically-developing, age-, Performance IQ- and socioeconomic status-matched bilingual children were asked to produce two expository texts which were coded for spelling (phonological, grammatical, orthographic) errors, stress and punctuation use. The children’s expressive vocabulary, current language use and home language history were also measured. The results show that the bilingual children with Developmental Language Disorder were particularly vulnerable to spelling errors, while their bilingual peers with Autism Spectrum Disorder were rather challenged by stress and punctuation. The evidence speaks in favor of distinct patterns of writing impairment across the bilingual children with Developmental Language Disorder and Autism Spectrum Disorder.

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Teacher practices for teaching writing in Greek primary schools

et al. 2022

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Developing writing skills is a central part of the education curriculum in many countries, yet numerous children have difficulties in producing written text. To our knowledge there is no systematic study examining the ways in which Greek teachers adapt their writing instruction strategies to accommodate the needs of their students. The aim of the present study was to identify the approaches teachers employ while teaching writing in Greek primary schools and to examine the nature and frequency of these different aspects of teaching writing. We replicated and extended the Dockrell et al.(2016) study, using the "not so simple view of writing" framework. One hundred and three teachers responded to an online questionnaire, which consisted of questions regarding their academic qualifications and their specific teaching practices. The majority of the sample felt prepared and enjoyed teaching writing. However, almost all of the teachers found teaching writing challenging and half of them reported that supporting struggling writers was difficult for them. Overall, teachers reported more work at word level, occurring almost weekly, than at text level. Differences between Grade levels they taught were also evident for specific domains of writing.

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Written text production in Greek-speaking children with Developmental Language Disorder and typically developing peers, in relation to their oral language, cognitive, visual-motor coordination, and handwriting skills

Cited by 9 publications

References 112 publications

Written Language Production in Children With Developmental Language Disorder

Written Language Production in Children With Developmental Language Disorder

Disentangling Language Disorder and Bilingualism in Children with Developmental Language Disorder and Autism Spectrum Disorder: Evidence from Writing

Teacher practices for teaching writing in Greek primary schools

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