Topics in Language Disorders最新文献

{"title":"A Feasibility Study in Virtual Assessment Procedures of a Sentence-Writing Probe for Use With Intermediate-Grade Students","authors":"Karissa J. Marble-Flint, Anthony D. Koutsoftas","doi":"10.1097/tld.0000000000000322","DOIUrl":"https://doi.org/10.1097/tld.0000000000000322","url":null,"abstract":"This article reports on the development and initial feasibility of virtual assessment procedures for a sentence-writing probe for remote instructional purposes with intermediate-grade students. The study included a sample of 15 intermediate-grade children. The sentence-writing probe was administered through video conferencing software, an innovation of the times, across three sessions separated by 2 weeks. Scores derived from sentence probes included total number of words, a sentence accuracy score, and a word accuracy score, which were compared across time points. Results indicated no statistically significant differences across time points for the entire sample for all measures except the total number of words at Time 2. Measures obtained from the sentence-writing probe were significantly correlated with standardized measures of oral language. Findings from this study support the proof of concept that virtual assessment procedures can be used to assess sentence-level writing in intermediate-grade students. Future directions are provided regarding the utility of remote instruction for assessment purposes, the types of scores derived from measures, and future plans to scale up the assessment for use in research studies and as a curriculum-based evaluation tool.","PeriodicalId":51604,"journal":{"name":"Topics in Language Disorders","volume":"61 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136248067","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Writing Errors of Children With Developmental Language Disorder","authors":"Danielle Brimo, Kavi Nallamala, Krystal L. Werfel","doi":"10.1097/tld.0000000000000326","DOIUrl":"https://doi.org/10.1097/tld.0000000000000326","url":null,"abstract":"The purpose of this study was to compare the types of morphological and syntactic errors in written simple and complex sentences produced by children with developmental language disorder (DLD) and children with typical language (TL). We analyzed the writing products of 30 children with DLD and 33 children with TL for morphological (e.g., past tense - ed and BE verbs) and syntactic (e.g., word omission and word order) errors in simple and complex sentences. We found that children with DLD produced more regular and irregular past tense errors and syntactic errors than children with TL. We also found that the number of total errors produced by children with DLD was not different in simple versus complex sentences. The findings reported can be used as a starting point for adding writing assessment to speech–language pathologists' tool kit for serving children with DLD. We recommend that clinicians begin with analysis of past tense and syntactic errors when evaluating narrative writing skills of children with DLD.","PeriodicalId":51604,"journal":{"name":"Topics in Language Disorders","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136248064","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Teaching Students to Write Sentences","authors":"Kristen D. Ritchey, David L. Coker, Matthew C. Myers, Fan Zhang","doi":"10.1097/tld.0000000000000323","DOIUrl":"https://doi.org/10.1097/tld.0000000000000323","url":null,"abstract":"Being able to write a sentence is an essential part of overall writing proficiency, but this can be a challenge for many students. This article provides a systematic review of the extant literature on sentence-writing instruction. Sixteen studies designed to improve sentence writing for students who are typically achieving or have disabilities or other writing needs were reviewed. Across studies, explicit instruction, self-regulation strategies, and sentence-writing practice were associated with improvements in writing. Directions for future research and limitations in the existing knowledge base about sentence-writing instruction and interventions are described.","PeriodicalId":51604,"journal":{"name":"Topics in Language Disorders","volume":"54 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136248062","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Sentence-Level Writing Skills in Children With and Without Developmental Language Disorders","authors":"","doi":"10.1097/tld.0000000000000328","DOIUrl":"https://doi.org/10.1097/tld.0000000000000328","url":null,"abstract":"Writing is an important language outcome for school-age children because it has both academic and social implications. Writing, as part of comprehensive language assessment and intervention for children with and without developmental language disorders (DLD), has gained attention in research literature. On the one hand, it is promising to see that practitioners and researchers are interested in writing as a linguistic and communicative outcome within the scope of practice for speech–language pathologists. On the other hand, research to support writing assessment and intervention is only just emerging for typically developing children, let alone those with DLD and other related disorders. Current and well-accepted theories (Berninger & Amtmann, 2003; Ritchey et al., 2016) describe writing as a complex process that includes planning, writing, and revising that occur at multiple levels of language (word, sentence, discourse). School-age children must learn skills related to transcription including handwriting and spelling, and, as they develop more complex writing abilities, they must learn how to translate simple and complex ideas into simple and complex sentences and paragraphs. The complexity of the writing process requires programmatic research that examines component processes of writing at multiple levels of language. This issue of Topics in Language Disorders addresses this need by focusing on sentence-level writing assessment and intervention for school-age children with and without DLD. The five articles that make up this issue focus on sentence writing including developmental expectations, assessment and intervention, and technological considerations for the assessment of writing. The purpose of this issue is to provide readers with an opportunity to deepen their understanding about sentence-level language in written communication in children with and without disabilities. Williams and Larkin reviewed 39 studies that focused on transcription and translation skills in elementary school students with DLD. Transcription skills include handwriting and spelling, whereas translation skills include the generation of text from words to sentences to paragraphs (Chenoweth & Hayes, 2003). This systematic review of literature revealed a variety of insights for practitioners and researchers including an understanding of the array of writing prompts, tasks, and measures used in studies of children with DLD. The authors concluded that children with DLD demonstrate delays in transcription and translation skills relative to chronologically same-aged peers. Brimo et al. explored the morphological and syntactic writing errors made by 30 children with DLD compared with 33 children with typical development after writing a narrative story based on a picture prompt. The sentence-level morphosyntactic skills evaluated in this study are important for practitioners and researchers to consider as these are the hallmark challenges in spoken language for children with","PeriodicalId":51604,"journal":{"name":"Topics in Language Disorders","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136248060","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Complex Syntax Production in Informational Writing by Students With Language Impairment From Diverse Linguistic Backgrounds","authors":"Shannon Hall-Mills, Carla Wood","doi":"10.1097/tld.0000000000000325","DOIUrl":"https://doi.org/10.1097/tld.0000000000000325","url":null,"abstract":"The primary objective of this study was to compare the syntactic complexity of informational texts produced by fifth-grade students (a) with and without language impairment and (b) with and without native English-speaking proficiency on a curriculum-based reading and writing task. Expository writing samples produced by 114 children enrolled in the fifth grade were analyzed at the utterance level for five features of complex syntax, including the frequency of utterances containing complex syntax and specific clause types (conjoined, subordinate, relative, full complement). For each of the four groups, we report frequency counts, means, standard deviations, and ranges of performance across the five syntax measures. Multivariate analysis of variance revealed there were significant group differences on measures. Specifically, children with typical language development, regardless of English proficiency level, wrote more words, utterances, and different word roots than their peers with language impairment. When productivity (i.e., text length) in the writing samples was controlled, multivariate analysis of variance revealed there was a significant difference between groups in use of relative clauses, but not for the use of conjoined, subordinate, or full complement clauses. In particular, English proficient students with language impairment produced a greater proportion of utterances with relative clauses. A post hoc correlation analysis showed moderate, positive correlations among writing cohesion and variables of complex syntax. We consider multiple implications for clinical practice and further research.","PeriodicalId":51604,"journal":{"name":"Topics in Language Disorders","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136248065","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Continuing Education Instructions and Questions","authors":"","doi":"10.1097/tld.0000000000000330","DOIUrl":"https://doi.org/10.1097/tld.0000000000000330","url":null,"abstract":"Topics in Language Disorders 43(4):p E15-E19, October/December 2023. | DOI: 10.1097/TLD.0000000000000330","PeriodicalId":51604,"journal":{"name":"Topics in Language Disorders","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136248145","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Translation and Transcription Processes in the Writing Skills of Children With Developmental Language Disorder","authors":"Gareth J. Williams, Rebecca F. Larkin","doi":"10.1097/tld.0000000000000324","DOIUrl":"https://doi.org/10.1097/tld.0000000000000324","url":null,"abstract":"Children with difficulties in language learning experience considerable problems in writing and spelling. This systematic review explores the research literature that has been conducted with children who have language learning difficulties (developmental language disorder) through the lens of Chenoweth and Hayes' (2003) model of writing. The model proposes that, when writing, ideas are translated into language, are processed through an evaluator/reviser, and then undergo transcription. The results of the systematic review indicate a pattern of delay in the development of translation and transcription processes relative to chronologically age-matched peers. Findings are considered with reference to future directions in research and clinical and educational implications.","PeriodicalId":51604,"journal":{"name":"Topics in Language Disorders","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136248063","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Sentence-Level Writing Skills in Children With and Without Developmental Language Disorders","authors":"","doi":"10.1097/tld.0000000000000327","DOIUrl":"https://doi.org/10.1097/tld.0000000000000327","url":null,"abstract":"In this issue of Topics in Language Disorders, guest issue editor Dr. Anthony Koutsoftas invited groups of authors to present research related to text generation, primarily at the sentence level, by preschoolers and school-age children, including children with language impairments. Five articles are included, representing systematic reviews of the literature, examination of syntactic and morphological complexity and accuracy, and assessment and intervention for sentence writing. In the first article, Williams and Larkin conducted a systematic review of 39 studies in which transcription (i.e., writing mechanics such as spelling) and/or translation (i.e., converting ideas into comprehensible language) processes were evaluated in children between 4 and 17 years of age. They found that children with developmental language disorders (DLD) exhibited delays in both translation and transcription processes relative to their same-age peers with typical language development. These delays were observed across different measures including writing quality, writing productivity, and spelling. The authors discuss the limitations they saw in the literature they reviewed and offer suggestions for researchers for further work. In the second article, Brimo et al. analyzed narrative writing samples produced by a group of elementary students with DLD and another group with typical language development who were on average nearly a year younger. They specifically examined morphological (e.g., past tense -ed and be verbs) and syntactic (e.g., word omission and word order) errors in both simple and complex sentences produced by the students. They found that children with DLD produced a higher percentage of regular and irregular past tense errors than children with typical language development but only in simple sentences. Children with DLD produced significantly more syntactic errors than children without language delay in simple and complex sentences. However, children with DLD did not produce significantly more errors in simple sentences than in complex sentences. They discuss implications for assessment by speech–language pathologists. Next, Ritchey et al. performed a systematic review of 16 sentence writing intervention studies. These studies included oral language instruction, written language instruction, or combined oral and written language instruction. Participants in the reviewed studies ranged from typically developing to students at risk for or identified with learning disabilities or attention-deficit/hyperactivity disorder to students with significant developmental disabilities such as autism. The core instructional procedures that appeared to yield positive outcomes in sentence writing included explicit instruction, self-regulation procedures, opportunities to link oral and written language, and sentence generation practice. The authors noted several significant limitations in the extant research, including the limited number of studies in this area. Then, ","PeriodicalId":51604,"journal":{"name":"Topics in Language Disorders","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136247584","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Looking for Deeper Meaning","authors":"","doi":"10.1097/tld.0000000000000321","DOIUrl":"https://doi.org/10.1097/tld.0000000000000321","url":null,"abstract":"","PeriodicalId":51604,"journal":{"name":"Topics in Language Disorders","volume":" ","pages":""},"PeriodicalIF":1.4,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47286345","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Relations Between Pragmatic Language and Literacy-Related Skills in Omani Elementary Students","authors":"G. A. Troia, M. Emam","doi":"10.1097/TLD.0000000000000319","DOIUrl":"https://doi.org/10.1097/TLD.0000000000000319","url":null,"abstract":"In this study of more than 1,000 typical and at-risk elementary Arabic-speaking students in Oman, we explore relationships between pragmatic (and other) language skills, literacy, cognition, and behavior and the degree to which demography impacts performance on associated tasks. We found, in most cases, that females performed better than males, students' performance improved between Grades 2 and 4 but declined in Grade 5, and at-risk students performed as well as their nonreferred peers except on a working memory task. Pragmatic competence was the best predictor of literacy proficiency, and vice versa, for both groups when controlling for other variables. Findings are discussed in the context of Omani education and the limited attention given to pragmatics in research on connections between language and literacy.","PeriodicalId":51604,"journal":{"name":"Topics in Language Disorders","volume":"43 1","pages":"251 - 275"},"PeriodicalIF":1.4,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41920385","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}