Pub Date : 2023-10-01DOI: 10.1097/tld.0000000000000322
Karissa J. Marble-Flint, Anthony D. Koutsoftas
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.
{"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}
Pub Date : 2023-10-01DOI: 10.1097/tld.0000000000000326
Danielle Brimo, Kavi Nallamala, Krystal L. Werfel
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.
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Pub Date : 2023-10-01DOI: 10.1097/tld.0000000000000323
Kristen D. Ritchey, David L. Coker, Matthew C. Myers, Fan Zhang
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.
{"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}
Pub Date : 2023-10-01DOI: 10.1097/tld.0000000000000328
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
对于学龄儿童来说，写作是一项重要的语言成果，因为它具有学术和社会意义。写作作为有或无发育性语言障碍(DLD)儿童综合语言评估和干预的一部分，已受到研究文献的关注。一方面，在语言病理学家的实践范围内，实践者和研究人员对写作作为一种语言和交际结果感兴趣是有希望的。另一方面，支持写作评估和干预的研究只是刚刚出现在正常发育的儿童身上，更不用说那些患有DLD和其他相关疾病的儿童了。当前和广泛接受的理论(Berninger & Amtmann, 2003;Ritchey et al.， 2016)将写作描述为一个复杂的过程，包括计划、写作和修改，这些过程发生在语言的多个层面(单词、句子、话语)。学龄儿童必须学习与抄写相关的技能，包括手写和拼写，随着他们的写作能力越来越复杂，他们必须学习如何将简单和复杂的思想转化为简单和复杂的句子和段落。写作过程的复杂性需要程序性研究，在多个语言水平上检查写作的组成过程。本期《语言障碍专题》通过关注有或没有语言障碍的学龄儿童的句子级写作评估和干预来解决这一需求。本期的五篇文章聚焦于句子写作，包括发展期望、评估与干预、写作评估的技术考虑。本期的目的是让读者有机会加深对残疾儿童和非残疾儿童在书面交流中的句子级语言的认识。Williams和Larkin回顾了39项关注DLD小学生转录和翻译技能的研究。转录技能包括手写和拼写，而翻译技能包括从单词到句子到段落的文本生成(Chenoweth & Hayes, 2003)。这篇系统的文献综述为从业者和研究人员揭示了各种见解，包括对DLD儿童研究中使用的一系列写作提示、任务和措施的理解。作者得出的结论是，与同龄儿童相比，患有DLD的儿童在转录和翻译技能方面表现出延迟。Brimo等研究了30名DLD儿童与33名正常发育儿童在根据图片提示写叙述性故事后出现的形态和句法写作错误。本研究中评估的句子级形态句法技能对从业者和研究人员来说很重要，因为这些是DLD儿童口语中的标志性挑战。这项研究的发现为写作中语法使用的研究增添了新的内容，并支持将写作作为学龄儿童语言干预的关键组成部分的必要性。Ritchey等人进行了一项文献综述，重点关注对正常发展学生和残疾学生进行句子级写作教学。该综述包括16项研究，旨在提高不同背景下的句子水平写作，包括参与者类型、环境、研究设计和干预方法。本研究的发现有助于从业者和研究人员了解目前在干预研究中使用的策略类型，并可能作为未来治疗方法的基石。霍尔-米尔斯和伍德研究了来自不同语言背景的语言障碍学生在信息性写作中使用的复杂句法。在本研究中，114名五年级学生提供了一个信息性写作样本，从该样本中得出了句法复杂性的测量。研究结果表明，患有和不患有DLD的儿童所使用的句法形式类型存在差异，以及DLD儿童的这些差异如何取决于他们的第一语言熟练程度。最后，Marble-Flint和Koutsoftas研究了使用虚拟评估程序评估句子级写作的可行性。随着社会对远程练习作为一种提供语言干预的方式的欣赏和接受程度的提高，本研究以15名初中生为样本，考察了评估句子写作的可行性。研究人员和实践者面临的挑战之一是损耗，特别是对农村环境中的儿童和家庭而言。远程实践的使用可以弥补这一点，并允许对患有和没有DLD的儿童进行一致的评估和干预。 总的来说，这一期的《语言障碍主题》讨论了有和没有语言障碍的儿童的句子级写作评估和干预。我们希望你发现这些研究对你的研究和实践有帮助，我们继续看到更多的研究集中在写作上，作为有和没有DLD的儿童的语言结果。——anthony D. Koutsoftas博士，CCC-SLP期刊编辑
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Pub Date : 2023-10-01DOI: 10.1097/tld.0000000000000325
Shannon Hall-Mills, Carla Wood
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.
{"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}
Pub Date : 2023-10-01DOI: 10.1097/tld.0000000000000324
Gareth J. Williams, Rebecca F. Larkin
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.
{"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}
Pub Date : 2023-10-01DOI: 10.1097/tld.0000000000000327
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,
{"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}
Pub Date : 2023-07-01DOI: 10.1097/tld.0000000000000321
{"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}
Pub Date : 2023-07-01DOI: 10.1097/TLD.0000000000000319
G. A. Troia, M. Emam
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.
{"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}
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