Spoken and Written Language Relationships in Language/Learning Impaired and Normally Achieving School-Age Children.
Document Type
Article
Journal/Book Title/Conference
Journal of Speech and Hearing Research
Volume
35
Issue
6
Publication Date
1992
First Page
1303
Last Page
1315
Abstract
Students with language/learning impairment (LLI) and threegroups of normally achieving children matched for chronologicalage, spoken language, and reading abilities wrote and told storiesthat were analyzed according to a three-dimensional languageanalysis system. Spoken narratives were linguistically superiorto written narratives in many respects. The content of writtennarratives, however, was organized differently than the contentof spoken narratives. Spoken narratives contained more localinterconnections than global interconnections; the oppositewas true for written narratives. LLI and reading-matched childrenevidenced speaking-writing relationships that differed fromthose of the age- and language-matched children in the way languageform was organized. Further, LLI children produced more grammaticallyunacceptable complex T-units in their spoken and written storiesthan students from any of the three matched groups. The discussionfocuses on mechanisms underlying the development of speaking-writingdifferences and ramifications of spoken-language impairmentfor spoken and written-language relationships.
Recommended Citation
Gillam, R. B., & Johnston, J. (1992). Spoken and written language relationships in language/learning impaired and normally achieving school-age children. Journal of Speech and Hearing Research, 35, (6), 1303-1315.
Comments
Published by American Speech-Language-Hearing Association in the Journal of Speech and Hearing Research. Publisher PDF is available through link above. Publisher requires a subscription to access article.