JSLHR
HOME HELP FEEDBACK SUBSCRIPTIONS ARCHIVE SEARCH TABLE OF CONTENTS
QUICK SEARCH:   [advanced]


     

Journal of Speech, Language, and Hearing Research Vol.47 1469-1483 December 2004. doi:10.1044/1092-4388(2004/109)
© American Speech-Language-Hearing Association
This Article
Right arrow Full Text (PDF)
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Similar articles in PubMed
Right arrow Alert me to new issues of the journal
Right arrow My Folders
Right arrow Download to citation manager
Right arrow reprints & permissions
Citing Articles
Right arrow Citing Articles via HighWire
Right arrow Citing Articles via Google Scholar
Google Scholar
Right arrow Articles by Mackie, C.
Right arrow Articles by Dockrell, J. E.
Right arrow Search for Related Content
PubMed
Right arrow PubMed Citation
Right arrow Articles by Mackie, C.
Right arrow Articles by Dockrell, J. E.

The Nature of Written Language Deficits in Children With SLI

Clare Mackie 1
Julie E. Dockrell 2
1 University of Warwick, Coventry, England
2 University of London, London, England

j.dockrell{at}ioe.ac.uk

Children with specific language impairment (SLI) have associated difficulties in reading decoding and reading comprehension. To date, few research studies have examined the children's written language. The aim of the present study was to (a) evaluate the nature and extent of the children's difficulties with writing and (b) investigate the relationship between oral and written language. Eleven children with SLI were identified (mean age = 11 years) and were compared with a group of children matched for chronological age (CA; mean age = 11;2 [years;months]) and language age (LA; mean CA = 7;3). All groups completed standardized measures of language production, writing, and reading decoding. The writing assessment revealed that the SLI group wrote fewer words and produced proportionately more syntax errors than the CA group, but they did not differ on a measure of content of written language or on the proportion of spelling errors. The SLI group also produced proportionately more syntax errors than the LA group. The relationships among oral language, reading, and writing differed for the 3 groups. The nature and extent of the children's written language problems are considered in the context of difficulties with spoken language.

KEY WORDS: SLI, writing, syntax, fluency

Submitted on January 24, 2003
Revised on August 28, 2003
Accepted on April 18, 2004




This article has been cited by other articles:


Home page
 AJSLPHome page
C. S. Puranik, L. J. Lombardino, and L. J. P. Altmann
Assessing the Microstructure of Written Language Using a Retelling Paradigm
Am J Speech Lang Pathol, May 1, 2008; 17(2): 107 - 120.
[Abstract] [Full Text] [PDF]


HOME HELP FEEDBACK SUBSCRIPTIONS ARCHIVE SEARCH TABLE OF CONTENTS
All ASHA Journals AJA AJSLP JSLHR LSHSS
Copyright © 2004 by the American Speech-Language-Hearing Association.