The Development Of Writing Skills In 4-Year-Old Children With And Without Specific Language Impairment

Keywords

Emergent writing; language impairment; specific language impairment

Abstract

Research shows that many preschool children with specific language impairment (SLI) have difficulty acquiring literacy skills including phonological awareness, print concepts, and alphabet knowledge. Limited research suggests that preschool children with SLI also have difficulty with emergent writing tasks such as name writing and word writing. In typically developing children, research indicates that emergent writing skills are acquired in a developmental sequence: (1) linearity, (2) segmentation, (3) simple characters, (4) left-right orientation, (5) complex characters, (6) random letters, and (7) invented spelling. This study compared the emergent writing skills of 4-year-old children with SLI (n = 22) to their age- and gender-matched peers (n = 22). Results indicated that children with SLI demonstrate difficulty with a variety of writing tasks, including letter writing, name writing, word writing, and sentence writing when compared to their typically-developing peers. Children with SLI followed the same developmental sequence in acquiring writing skills as their typically-developing peers.

Publication Date

9-2-2017

Publication Title

Clinical Linguistics and Phonetics

Volume

31

Issue

7-9

Number of Pages

682-696

Document Type

Article

Personal Identifier

scopus

DOI Link

https://doi.org/10.1080/02699206.2017.1310298

Socpus ID

85019041314 (Scopus)

Source API URL

https://api.elsevier.com/content/abstract/scopus_id/85019041314

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