The Contributions Of Phonological Awareness, Alphabet Knowledge, And Letter Writing To Name Writing In Children With Specific Language Impairment And Typically Developing Children

Abstract

Purpose: Name writing is one aspect of emergent writing that has been used to understand emergent literacy development. Name-writing skills and the relationship of name writing to other emergent literacy skills have not been studied extensively in children with specific language impairment (SLI). Children with SLI consistently demonstrate delays in phonological awareness (PA), alphabet knowledge (AK), print awareness, and emergent writing. The purpose of this study was to examine the contributions of PA, AK, and letter writing to name writing in children with SLI and typically developing (TD) children. Method: Participants were 65 children (22 SLI, 43 TD) with an average age of 53 months. Participants completed the Assessment of Literacy and Language (Lombardino, Lieberman, & Brown, 2005), a letter-writing task, and a name-writing task. Results: Data were analyzed using correlation and mediation modeling. Mediation modeling, a more sophisticated analysis, revealed that PA, AK, and letter writing, in serial, were mediating variables for language status on name writing. Conclusion: Phonemic awareness, AK, and letter writing help to explain the relationship between language status and name writing. These skills should be integrated during treatment, using a horizontal approach with developmentally appropriate activities, particularly for children with SLI.

Publication Date

2-1-2018

Publication Title

American Journal of Speech-Language Pathology

Volume

27

Issue

1

Number of Pages

166-180

Document Type

Article

Personal Identifier

scopus

DOI Link

https://doi.org/10.1044/2017_AJSLP-17-0084

Socpus ID

85041429773 (Scopus)

Source API URL

https://api.elsevier.com/content/abstract/scopus_id/85041429773

This document is currently not available here.

Share

COinS