Exploring writing in products in students with language impairments and autism spectrum disorders

Dockrell, J. E., Ricketts, J., Charman, T. and Lindsay, G. (2014) Exploring writing in products in students with language impairments and autism spectrum disorders. Learning and Instruction, 32. pp. 81-90. ISSN 0959-4752 doi: 10.1016/j.learninstruc.2014.01.008

Abstract/Summary

Oral language skills scaffold written text production; students with oral language difficulties often experience writing problems. The current study examines the ways in which oral language problems experienced by students with language impairment (LI) and students with autism spectrum disorders (ASD) impact on their production of written text. One hundred and fifty seven participants (Mage = 10;2) with LI or ASD completed standardized measures of oral language, transcription, working memory, and nonverbal ability and produced a written narrative text assessed for productivity, grammatical accuracy, and quality. Measures of transcription, productivity, and grammatical accuracy, but not text quality, were poorer for students with LI. Transcription skills accounted for the majority of variance in the writing of the LI cohort. For the ASD cohort, handwriting, oral language and autism symptomatology were significant predictors. When students with ASD also experienced language problems, their performance was equivalent to that observed in the LI cohort.

Item Type	Article
URI	https://reading-clone.eprints-hosting.org/id/eprint/35735
Identification Number/DOI	10.1016/j.learninstruc.2014.01.008
Refereed	Yes
Divisions	Arts, Humanities and Social Science > Institute of Education > Language and Literacy in Education Interdisciplinary centres and themes > ASD (Autism Spectrum Disorders) Research Network
Publisher	Elsevier
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