Writing Development in Children with Hearing Loss, Dyslexia, or Oral Language Problems

Writing is challenging for the majority of learners. For students with language problems, difficulties with written expression are considered one of the most common learning challenges. There is much to learn about the ways in which oral language skills impact on the acquisition of written language in children.

Writing Development in Children with Hearing Loss, Dyslexia, or Oral Language Problems focuses on the nature of the writing problems experienced by children with oral language problems. Three clinical groups are considered: children with hearing loss, oral language difficulties, and dyslexia. Each contribution comes from an expert or team of experts in these three areas and in the field of language and writing.

This volume provides current understandings to help guide and support practitioners and researchers alike. It provides timely information and offers a cross-linguistic perspective on writing problems, examining the expression of writing difficulties across languages and countries. The book offers analyses of writing problems from multiple theoretical perspectives, including linguistic and cognitive, and enhances our understanding of the links between oral language and written language across languages.

Table of Contents

Foreword Introduction

Part 1

Introduction: Models and Perspectives on Writing Development: Implications for Assessment and Instruction

1. Cognitive Processes in Writing: A Framework - John R. Hayes and Virginia Berninger
2. Linguistic Perspectives on Writing Development - Ruth Berman
3. Two Metaphors for Writing Research and Their Implications for Writing Instruction - Pietro Boscolo

Part 2 The impact of oral language skills on written text production

4. Spelling in Deaf Children with Cochlear Implants: Implications for Instruction - Heather Hayes, Rebecca Treiman, and Ann E. Geers
5. Spelling Acquisition in French Children with Cochlear Implants: A Case-Study Investigation - Sophie Bouton and Pascale Colé
6. Spelling Abilities in Hebrew-Speaking Children with Hearing Loss - Ronit Levie, Dorit Ravid, Tal Freud and Tova Most
7. The Influence of Verbal Working Memory on Writing Skills in Children with Hearing Loss - Barbara Arfe, Federica Nicolini, and Elena Pozzebon
8. Composing Academic Essays: Using Dictation and Technology to Improve Fluency - John Albertini, Michael Stinson, and Argiroula Zangana
9. Examining Early Spelling and Writing Skills: A Comparative Analysis of Kindergarteners with Speech and Oral Language Impairments and Their Typically Developing Peers - Cynthia S. Puranik, Stephanie Al Otaiba, and Feifei Ye
10. Morphological Awareness and Spelling Difficulties in French-Speaking Children - Monique Sénéchal
11. Writing Abilities of Pre-Adolescents with and without Oral language/Learning Impairment in Restructuring an Informative Text - Orna Davidi and Ruth A. Berman
12. Writing Development of Spanish-English Bilingual Students with Language Learning Disabilities: New Directions in Constructing Individual Profiles - Robin L. Danzak and Elaine R. Silliman
13. Written Narratives from French and English Speaking Children with Language Impairment - Judy S. Reilly, Josie Bernicot, Thierry Olive, Joël Uzé, Beverly Wulfeck, Monik Favart, Mark Appelbaum

Children with Dyslexia

14. A Review of Dyslexia and Expressive Writing in English - Emma Sumner, Vincent Connelly, and Anna L. Barnett
15. Written Spelling in French Children with Dyslexia - Séverine Casalis
16. Written Spelling in Spanish- Speaking Children with Dyslexia - Francisca Serrano and Sylvia Defior
17. The Writing Development of Brazilian children with Dyslexia: An Evidence-Based Clinical Approach - Jane Correa
18. Expressive Writing in Swedish 15-year-olds with Reading and Writing Difficulties - Åsa Wengelin, Roger Johansson and Victoria Johansson
19. Improving Expressive Writing in Learning Disabled Children: The Effects of a Training Focused on Revision - Martina Pedron, Anna Maria Re, Chiara Mirandola, and Cesare Cornoldi

Part 3 Linking Research to Practice in Oral and Written Language Assessment and Intervention

20. Integrating Language Assessment, Instruction, and Intervention in an Inclusive Writing Lab Approach - Nickola Wolf Nelson
21. Integrating Oral and Written Language into a New Practice Model: Perspectives of an Oral Language Researcher and Practitioner - Elaine R. Silliman
22. Integrating Writing and Oral Language Disorders in Assessment: Perspectives of a Writing Researcher - Vincent Connelly
23. The Role of Oral Language in Developing Written Language Skills: Questions for European Pedagogy? - Julie Dockrell and Barbara Arfé

Bridging Research and Practice: Conclusions