1887
Volume 25, Issue 2
  • ISSN 1387-6732
  • E-ISSN: 1570-6001
USD
Buy:$35.00 + Taxes

Abstract

Abstract

Children who struggle with acquisition of oral language are likely to become less proficient writers later on. The current study aimed to compare written texts of adolescents with developmental language disorder (DLD) and their typically developing (TD) peers in terms of length, content, cohesion, coherence and errors. Additionally, texts of TD adolescents were compared with the texts of TD adults. Accordingly, three participant groups were included in this study: 21 DLD adolescents, 21 TD adolescents and 22 TD adults, all native speakers of Croatian. The comparison of narrative texts written by DLD and TD adolescents suggests that the former write shorter and less cohesive texts and produce more errors. These results indicate that individuals with DLD have writing profiles similar to those obtained in other studies. Comparison of texts written by TD adolescents and adults shows that both groups write largely similar texts which differ only in the use of sophisticated vocabulary.

Loading

Article metrics loading...

/content/journals/10.1075/wll.00067.kra
2022-12-06
2024-04-25
Loading full text...

Full text loading...

References

  1. Bachman, Lyle F.
    (1989) The development and use of criterion-referenced tests of language ability in language program evaluation. InK. Johnson (ed.), The second language curriculum, 242–258. Cambridge: Cambridge University Press. 10.1017/CBO9781139524520.017
    https://doi.org/10.1017/CBO9781139524520.017 [Google Scholar]
  2. Bae, Jungok
    (2001) Cohesion and coherence in children’s written English: Immersion and English-only classes. Issues in Applied Linguistics, 12(1), 51–88. 10.5070/L4121005043
    https://doi.org/10.5070/L4121005043 [Google Scholar]
  3. (2000) The construct validation of certain components of English and Korean writing ability in children participating in either a two-way immersion program or monolingual classes: a writing assessment and latent variable approach [unpublished doctoral dissertation]. University of California, Los Angeles.
  4. Bahr, Ruth H., Elaine R. Silliman, Virginia W. Berninger & Michael Dow
    (2012) Linguistic pattern analysis of misspellings of typically developing writers in grades 1–9. Journal of Speech, Language, and Hearing Research. 10.1044/1092‑4388(2012/10‑0335)
    https://doi.org/10.1044/1092-4388(2012/10-0335) [Google Scholar]
  5. Barić, Eugenija
    (2005) Hrvatska gramatika [The grammar of Croatian], 4th Edition. Zagreb: Školska knjiga.
    [Google Scholar]
  6. Bartholomae, David
    (1980) The study of error. College Composition and Communication, 31(3), 253–269. 10.2307/356486
    https://doi.org/10.2307/356486 [Google Scholar]
  7. Befi-Lopes, Débora M., Ana C. P. Bento & Jacy Perissinoto
    (2008) Narration of stories by children with specific language impairment. Pró-Fono Revista de Atualização Científica, 20(2), 93–98. 10.1590/S0104‑56872008000200004
    https://doi.org/10.1590/S0104-56872008000200004 [Google Scholar]
  8. Berman, Ruth A.
    (2016) Linguistic literacy and later language development: Essays in Honour of Liliana Tolchinsky. InJ. Perera (eds.), Written and spoken language development across the lifespan, 181–200. Springer, Cham. 10.1007/978‑3‑319‑21136‑7_12
    https://doi.org/10.1007/978-3-319-21136-7_12 [Google Scholar]
  9. Berman, Ruth A. & Ludo Verhoeven
    (2002) Cross-linguistic perspectives on the development of text production abilities: Speech and writing. Written Language & Literacy, 5(1), 1–43. 10.1075/wll.5.1.02ber
    https://doi.org/10.1075/wll.5.1.02ber [Google Scholar]
  10. Berninger, Virginia W., Frances Fuller & Dianne Whitaker
    (1996) A process model of writing development across the lifespan. Educational Psychology Review, 8(3), 193–218. 10.1007/BF01464073
    https://doi.org/10.1007/BF01464073 [Google Scholar]
  11. Bishop, Dorothy V. M.
    (2004) Expression, Reception and Recall of Narrative Instrument (ERRNI). Pearson Assessment.
    [Google Scholar]
  12. Bishop, Dorothy V. M. & Catherine Adams
    (1990) A prospective study of the relationship between specific language impairment, phonological disorders and reading retardation. Journal of Child Psychology and Psychiatry, 31(7), 1027–1050. 10.1111/j.1469‑7610.1990.tb00844.x
    https://doi.org/10.1111/j.1469-7610.1990.tb00844.x [Google Scholar]
  13. Bishop, Dorothy V. M. & Barbara Clarkson
    (2003) Written Language as a Window in to Residual Language Deficits: A Study of Children With Persistent and Residual Speech and Language Impairments. Cortex, 39(2), 215–237. 10.1016/S0010‑9452(08)70106‑0
    https://doi.org/10.1016/S0010-9452(08)70106-0 [Google Scholar]
  14. Bishop, Dorothy V. M., Jelena Kuvač Kraljević, Gordana Hržica, Melita Kovačević & Lana Kologranić Belić
    (2014) TROG Test for Reception of Grammar (TROG-2:HR). Jastrebarsko: Naklada Slap.
    [Google Scholar]
  15. Botting, Nicola & Gina Conti-Ramsden
    (2004) Characteristics of Children With Specific Language Impairment. InL. Verhoeven & H. van Balkom (eds.), Classification of Developmental Language Disorders: Theoretical Issues and Clinical Implications, 23–38. NY and London: Lawrence Erlbaum Associates.
    [Google Scholar]
  16. Botting, Nicola, Zoë Simkin & Gina Conti-Ramsden
    (2006) Associated reading skills in children with a history of specific language impairment (SLI). Reading and Writing, 19(1), 77–98. 10.1007/s11145‑005‑4322‑4
    https://doi.org/10.1007/s11145-005-4322-4 [Google Scholar]
  17. Boudreau, Donna M. & Natalie L. Hedberg
    (1999) A comparison of early literacy skills in children with specific language impairment and their typically developing peers. American Journal of Speech-Language Pathology, 8(3), 249–260. 10.1044/1058‑0360.0803.249
    https://doi.org/10.1044/1058-0360.0803.249 [Google Scholar]
  18. Broc, Lucie
    (2013) Lexical spelling in children and adolescents with specific language impairment: Variations with the writing situation. Research in developmental disabilities, 34(10), 3253–3266. 10.1016/j.ridd.2013.06.025
    https://doi.org/10.1016/j.ridd.2013.06.025 [Google Scholar]
  19. Brynildssen, Shawna
    (2000) Vocabulary’s influence on successful writing. ERIC Clearinghouse on Reading, English, and Communication, Indiana University.
    [Google Scholar]
  20. Buil-Legaz, Lucía, Eva Aguilar-Mediavilla & Javier Rodríguez-Ferreiro
    (2015) Reading skills in young adolescents with a history of Specific Language Impairment: The role of early semantic capacity. Journal of communication disorders, 581, 14–20. 10.1016/j.jcomdis.2015.08.001
    https://doi.org/10.1016/j.jcomdis.2015.08.001 [Google Scholar]
  21. Cohen, Jacob
    (1992) A power primer. Psychological bulletin, 112(1), 155. 10.1037/0033‑2909.112.1.155
    https://doi.org/10.1037/0033-2909.112.1.155 [Google Scholar]
  22. Conti-Ramsden, Gina & Nicola Botting
    (2008) Emotional health in adolescents with and without a history of specific language impairment (SLI). Journal of Child Psychology and Psychiatry, 49(5), 505–525. 10.1111/j.1469‑7610.2007.01858.x
    https://doi.org/10.1111/j.1469-7610.2007.01858.x [Google Scholar]
  23. Conti-Ramsden, Gina & Kevin Durkin
    (2007) Phonological short-term memory, language and literacy: developmental relationships in early adolescence in young people with SLI. Journal of Child Psychology and Psychiatry, 48(2), 147–156. 10.1111/j.1469‑7610.2006.01703.x
    https://doi.org/10.1111/j.1469-7610.2006.01703.x [Google Scholar]
  24. Defior, Sylvia, Gracia Jiménez-Fernández & Francisca Serrano
    (2009) Complexity and lexicality effects on the acquisition of Spanish spelling. Learning and Instruction, 19(1), 55–65. 10.1016/j.learninstruc.2008.01.005
    https://doi.org/10.1016/j.learninstruc.2008.01.005 [Google Scholar]
  25. Dockrell, Julie E., Geoff Lindsay & Vincent Connelly
    (2009) The impact of specific language impairment on adolescents’ written text. Exceptional children, 75(4), 427–446. 10.1177/001440290907500403
    https://doi.org/10.1177/001440290907500403 [Google Scholar]
  26. Dockrell, Julie E., Geoff Lindsay, Vincent Connelly & Clare Mackie
    (2007) Constraints in the production of written text in children with specific language impairments. Exceptional Children, 73(2), 147–164. 10.1177/001440290707300202
    https://doi.org/10.1177/001440290707300202 [Google Scholar]
  27. Dunn, Loyd M., Leota M. Dunn, Melita Kovačević
    (2009) Peabody Picture Vocabulary Test (PPVT-III-HR). Jastrebarsko: Naklada Slap.
    [Google Scholar]
  28. Eiler, Mary A.
    (1983) Meaning and choice in writing about literature. InJ. Fine & R. O. Freedle (eds.), Developmental issues in discourse, 169–223. Norwood NJ: Albex.
    [Google Scholar]
  29. Fawcett, Peter
    (2014) Translation and language. New York: Routledge. 10.4324/9781315760483
    https://doi.org/10.4324/9781315760483 [Google Scholar]
  30. Fey, Marc E., Hugh W. Catts, Kerry Proctor-Williams, Bruce Tomblin & Xujang Zhang
    (2004) Oral and written story composition skills of children with language impairment. Journal of Speech, Language, and Hearing Research, 47(6), 1301–1318. 10.1044/1092‑4388(2004/098)
    https://doi.org/10.1044/1092-4388(2004/098) [Google Scholar]
  31. George, Darren & Paul Mallery
    (2010) SPSS for Windows Step by Step. A simple Guide and Reference. USA: Boston, MA.
    [Google Scholar]
  32. Halliday, Michael A. K. & Ruqaiya Hasan
    (1976/1993) Cohesion in English. London and NY: Longman.
    [Google Scholar]
  33. Hickmann, Maya
    (2003) Children’s Discourse: Person, Space and Time across Languages. Cambridge University Press.
    [Google Scholar]
  34. Hudson, Judith A. & Lauren R. Shapiro
    (1991) From knowing to telling: the development of children’s scripts, stories and personal narratives. InA. McCabe & C. Peterson (eds.), Developing narrative structure, 89–136. Hillsdale NJ: Erlbaum.
    [Google Scholar]
  35. IBM Corp
    IBM Corp (2013) IBM SPSS Statistics for Windows, Version 22.0. Armonk, NY: IBM Corp.
    [Google Scholar]
  36. Joye, Nelly, Lucie Broc, Thierry Olive & Julie Dockrell
    (2019) Spelling performance in children with developmental language disorder: A meta-analysis across European languages. Scientific Studies of Reading, 23(2), 129–160. 10.1080/10888438.2018.1491584
    https://doi.org/10.1080/10888438.2018.1491584 [Google Scholar]
  37. Kelso, Katrina, Janet Fletcher & Penny Lee
    (2007) Reading comprehension in children with specific language impairment: an examination of two subgroups. International journal of language & communication disorders, 42(1), 39–57. 10.1080/13682820600693013
    https://doi.org/10.1080/13682820600693013 [Google Scholar]
  38. Koutsoftas, Anthony D. & Shelley Gray
    (2012) Comparison of narrative and expository writing in students with and without language-learning disabilities. Language, Speech, and Hearing Services in Schools, 43(4), 395–409. 10.1044/0161‑1461(2012/11‑0018)
    https://doi.org/10.1044/0161-1461(2012/11-0018) [Google Scholar]
  39. (2013) A Structural Equation Model of the Writing Process in Typically-developing Sixth Grade ChildrenReading and Writing26(6), 941–966. 10.1007/s11145‑012‑9399‑y
    https://doi.org/10.1007/s11145-012-9399-y [Google Scholar]
  40. Koutsoftas, Anthony D. & Victoria Petersen
    (2017) Written cohesion in children with and without language learning disabilities. International Journal of Language & Communication Disorders, 52(5), 612–625. 10.1111/1460‑6984.12306
    https://doi.org/10.1111/1460-6984.12306 [Google Scholar]
  41. Kovačević, Melita, Marijan Palmović & Gordana Hržica
    (2009) The acquisition of case, number and gender in Croatian. InU. Stephany & M. D. Voeikova (eds.), Development of nominal inflection in first language acquisition: A cross-linguistic perspective, 153–177. Berlin: Mouton de Gruyter. 10.1515/9783110217117.153
    https://doi.org/10.1515/9783110217117.153 [Google Scholar]
  42. Kuvač Kraljević, Jelena, Gordana Hržica & Lana Kologranić Belić
    (2020) Croatian Corpus of Non-Professional Written Language of typical speakers and speakers with language disorders. Speech: Journal for Phonetics, 37(2), 125–147.
    [Google Scholar]
  43. Laufer, Batia
    (2013) Vocabulary and Writing. The Encyclopedia of Applied Linguistics, 1–5. 10.1002/9781405198431.wbeal1432
    https://doi.org/10.1002/9781405198431.wbeal1432 [Google Scholar]
  44. Leonard, Laurence B.
    (2014) Children with specific language impairment and their contribution to the study of language development. Journal of child language, 41(1), 38–47. 10.1017/S0305000914000130
    https://doi.org/10.1017/S0305000914000130 [Google Scholar]
  45. Mackie, Clare & Julie E. Dockrell
    (2004) The nature of written language deficits in children with SLI. Journal of Speech, Language, and Hearing Research, 47(6), 1469–1483. 10.1044/1092‑4388(2004/109)
    https://doi.org/10.1044/1092-4388(2004/109) [Google Scholar]
  46. MacWhinney, Brian
    (2000) The CHILDES Project: Tools for Analyzing Talk, 3rd Edition. Mahwah, NJ: Lawrence Erlbaum Associates.
    [Google Scholar]
  47. McCutchen, Deborah
    (2011) From novice to expert: Implications of language skills and writing-relevant knowledge for memory during the development of writing skill. Journal of Writing Research, 3(1), 51–68. 10.17239/jowr‑2011.03.01.3
    https://doi.org/10.17239/jowr-2011.03.01.3 [Google Scholar]
  48. Mortensen, Lynne, Karen Smith-Lock & Lyndsey Nickels
    (2009) Text structure and patterns of cohesion in narrative texts written by adults with a history of language impairment. Reading and Writing, 22(6), 735–752. 10.1007/s11145‑008‑9150‑x
    https://doi.org/10.1007/s11145-008-9150-x [Google Scholar]
  49. Petersen, Victoria & Anthony D. Koutsoftas
    (2013) Written Cohesion in Children with Language Learning Disabilities across two Genres. Poster presented at theAnnual Meeting of the New Jersey Speech Language Hearing Association, Long Branch, NJ.
    [Google Scholar]
  50. Piehler, Margaret F. & Audrey L. Holland
    (1984) Cohesion in aphasic language. InClinical Aphasiology Conference: Clinical Aphasiology Conference, May1984, 208–214. Seabrook Island, SC: BRK Publishers.
    [Google Scholar]
  51. Raven, John C.
    (1995) Coloured Progressive Matrices™ (CPM™). Croatian version. Jastrebarsko: Naklada Slap.
    [Google Scholar]
  52. Ravid, Dorit & Liliana Tolchinsky
    (2002) Developing linguistic literacy: A comprehensive model. Journal of Child Language, 291, 417–447. 10.1017/S0305000902005111
    https://doi.org/10.1017/S0305000902005111 [Google Scholar]
  53. Ripich, Danielle N. & Penny L. Griffith
    (1988) Narrative Abilities of Children with Learning Disabilities and Nondisabled Children. Story Structure, Cohesion, and Propositions. Journal of Learning Disabilities, 21(3), 165–173. 10.1177/002221948802100309
    https://doi.org/10.1177/002221948802100309 [Google Scholar]
  54. Sanders, Ted & H. Pander Maat
    (2006) Cohesion and coherence: Linguistic approaches. Reading, 991, 440–466.
    [Google Scholar]
  55. Schriver, Karen A.
    (1989) Evaluating text quality: The continuum from text-focused to reader-focused methods. Professional Communication, IEEE Transactions on, 32(4), 238–255. 10.1109/47.44536
    https://doi.org/10.1109/47.44536 [Google Scholar]
  56. Schuele, C. Melanie
    (2007) Literacy and children with specific language impairment. Seminars in speech and language, 28(1), 35–47. 10.1055/s‑2007‑967928
    https://doi.org/10.1055/s-2007-967928 [Google Scholar]
  57. Scott, Cheryl M.
    (2020) Language sample analysis of writing in children and adolescents: Assessment and intervention contributions. Topics in Language Disorders, 40(2), 202–220. 10.1097/TLD.0000000000000213
    https://doi.org/10.1097/TLD.0000000000000213 [Google Scholar]
  58. Scott, Cheryl M. & Jennifer Windsor
    (2000) General language performance measures in spoken and written narrative and expository discourse of school-age children with language learning disabilities. Journal of Speech, Language, and Hearing Research, 43(2), 324–339. 10.1044/jslhr.4302.324
    https://doi.org/10.1044/jslhr.4302.324 [Google Scholar]
  59. Stotsky, Sandra
    (1983) Types of lexical cohesion in expository writing: Implications for developing the vocabulary of academic discourse. College Composition and Communication, 34(4), 430–446. 10.2307/357899
    https://doi.org/10.2307/357899 [Google Scholar]
  60. Stuart, Nichola J., Vincent Connelly & Judie E. Dockrell
    (2020) Written verb use and diversity in children with Developmental Language Disorder: stepping stones to academic writing. Reading and Writing, 331, 67–96. 10.1007/s11145‑019‑09978‑z
    https://doi.org/10.1007/s11145-019-09978-z [Google Scholar]
  61. Sun, Lei & Marilyn A. Nippold
    (2012) Narrative writing in children and adolescents: Examining the literate lexicon. Language, speech, and hearing services in schools, 43(1), 2–13. 10.1044/0161‑1461(2011/10‑0099)
    https://doi.org/10.1044/0161-1461(2011/10-0099) [Google Scholar]
  62. van Dijk, Teun A.
    (1997) The study of discourse. InT. A. van Dijk (ed.), Discourse studies: a multidisciplinary introduction, 1–34. London, UK: Sage Publishing. 10.4135/9781446221884.n1
    https://doi.org/10.4135/9781446221884.n1 [Google Scholar]
  63. Vinay, Jean-Paul & Jean Darbelnet
    (1977) Stylistique comparée du français et de l’anglais: méthode de traduction (Vol. 1). Paris: Didier.
    [Google Scholar]
  64. Williams, Gareth J., Rebecca F. Larkin & Samarita Blaggan
    (2013) Written language skills in children with specific language impairment. International Journal of Language & Communication Disorders, 48(2), 160–171. 10.1111/1460‑6984.12010
    https://doi.org/10.1111/1460-6984.12010 [Google Scholar]
  65. World Health Organization
    World Health Organization (2010) The ICD-10 classification of mental and behavioural disorders: Clinical descriptions and diagnostic guidelines, 10th Edition. Geneva: World Health Organization.
    [Google Scholar]
  66. Yabuuchi, Akio
    (1998) Spoken and written discourse: What’s the true difference?. Semiotica, 120(1–2), 1–38. 10.1515/semi.1998.120.1‑2.1
    https://doi.org/10.1515/semi.1998.120.1-2.1 [Google Scholar]
  67. Zaretsky, Elena, Jelena Kuvač Kraljević, Cynthia Core & Mirjana Lenček
    (2009) Literacy predictors and early reading and spelling skills as a factor of orthography: Cross-linguistic evidence. Written Language & Literacy, 12(1), 52–81. 10.1075/wll.12.1.03zar
    https://doi.org/10.1075/wll.12.1.03zar [Google Scholar]
http://instance.metastore.ingenta.com/content/journals/10.1075/wll.00067.kra
Loading
/content/journals/10.1075/wll.00067.kra
Loading

Data & Media loading...

This is a required field
Please enter a valid email address
Approval was successful
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error