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The Impact of Language Impairment on Learning Disabilities in Writing for K-12 Students : = A Meta-Analytic Investigation.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The Impact of Language Impairment on Learning Disabilities in Writing for K-12 Students :/
其他題名:	A Meta-Analytic Investigation.
作者:	Crish, Kristen Shepherd.
面頁冊數:	1 online resource (81 pages)
附註:	Source: Dissertations Abstracts International, Volume: 83-11, Section: B.
Contained By:	Dissertations Abstracts International83-11B.
標題:	Reading instruction. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29221768click for full text (PQDT)
ISBN:	9798426837171

The Impact of Language Impairment on Learning Disabilities in Writing for K-12 Students : = A Meta-Analytic Investigation.
Crish, Kristen Shepherd.

The Impact of Language Impairment on Learning Disabilities in Writing for K-12 Students :A Meta-Analytic Investigation. - 1 online resource (81 pages)

Source: Dissertations Abstracts International, Volume: 83-11, Section: B.

Thesis (Ed.D.)--Youngstown State University, 2022.

Includes bibliographical references

Children from all cultural backgrounds and socioeconomic statuses demonstrate speech and language disorders that can have implications on their reading and writing abilities. It is the role of speech language pathologists to help remediate these foundational skills to allow further development of encoding and decoding in the educational setting. The presence of underlying speech and language disorders are often to blame for student deficits in writing abilities that present as writing disorders. School staff need to understand the role of speech language pathologist and the implications of untreated speech and language deficits. Graham et al. (2020) shares a large body of work that aims to strengthen the argument that there is a strong correlation between the presence of speech and language impairments and the effects that they have on student writing. The current investigation is a meta-analysis that replicates and improves on Graham et al.?s research. The current investigation utilizes their existing body of work with the following additions to examine if race, gender, socioeconomic status, location of the study, type of assessment utilized, or publication status generate any significant differences in students? writing abilities. Results of this study support Graham et al.?s conclusion. Both bodies of work agree that the presence of speech and language impairments have a negative impact on students? writing abilities. There was not enough available data to determine if a student?s racial background, gender, or socioeconomic status plays a part in the development of encoding. Teachers and school staff need to understand the importance of speech and language disorders and when speech and language intervention is needed to help students? writing skills progress. Language skills are necessary foundational skills that are required to participate in both functional and educational activities.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798426837171Subjects--Topical Terms:

2122756
Reading instruction.
Subjects--Index Terms:

Learning disabilityIndex Terms--Genre/Form:

542853
Electronic books.

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