Do Children Classified With Specific Language Impairment Have a Learning Disability in Writing? A Meta-Analysis
Bibliographic Data
| ID | 21349906 |
|---|---|
| Authors | Steve Graham (0000-0002-6702-5865, Arizona State University Tempe, Scottsdale, USA), Michael Hebert (0000-0003-4235-1266, University of Nebraska–Lincoln), Evan Fishman (Arizona State University, Tempe, USA), Amber B Ray (0000-0002-6527-7102, University of Hawaiʻi, Honolulu, USA), Amy Gillespie Rouse (0000-0002-6308-7559, Southern Methodist University, Dallas, TX, USA) |
| Year | 2020 |
| Volume | 53 |
| Issue | 4 |
| Pages | 292-310 |
| Publication date | 2020-07-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Learning Disabilities (JOURNAL) |
| Journal identifiers | ISSN: 0022-2194 • E-ISSN: 1538-4780 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/0022219420917338 |
| Language | EN |
| Citations received | 10 |
| References cited | 66 |
In this meta-analysis, we examined whether children classified with specific language impairment (SLI) experience difficulties with writing. We included studies comparing children with SLI to (a) typically developing peers matched on age ( k = 39 studies) and (b) typically developing younger peers with similar language capabilities ( k = six studies). Children classified with SLI scored lower on writing measures than their typically developing peers matched on age ( g = −0.97) when all writing scores in a study were included in the analysis. This same pattern occurred for specific measures of writing: quality ( g = −0.92), output ( g = −1.00), grammar ( g = −0.68), vocabulary ( g = −0.68), and spelling ( g = −1.17). A moderator analysis revealed that differences in the writing scores of children classified with SLI and typically developing peers matched on age were not as large, but were still statistically significant, when assessment involved a contrived response format (vs. measured based on students’ writing), researcher-created measures (vs. norm-referenced tests), or SLI included just children with a speech disorder (vs. children with a language disorder). Children classified with SLI further scored lower on writing than typically developing peers with similar language capabilities ( g = −0.47). We concluded that children with SLI experience difficulties with writing
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| Unique citing works | 10 |
|---|---|
| Citations per year | 2 |
| Citation span | 2021 - 2026 (6) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 10 |