Gareth J. Williams|Rebecca Larkin|Samarita Blaggan
Written language skills in children with specific language impairment
Nottingham Trent University|Nottingham Trent University|Nottingham Trent University|University of Leicester
abstract background young children often required carry writing tasks educational context however little known patterns writing skills children specific language impairment cwsli relative typically developing peers aims assess written language skills cwsli compare typically developing peers also aimed assess relative contributions reading spelling skills written language skills methods amp procedures fortyfive children took part study 15 cwsli 15 chronological age match 15 spelling age match children took part range tasks assessed writing reading spelling abilities outcomes amp results written language compared typical agematched peers cwsli used significantly less diverse range words lower quality written compositions overall lower levels organization unity coherence also higher proportion spelling errors overall writing skills strongly associated reading skills conclusions amp implications findings demonstrate challenges cwsli producing goodquality written text challenges likely related linguistic skills profile shown children