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Examining Differences in Written Grammatical Accuracy by Clause Type for Students with and Without Language Impairment.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Examining Differences in Written Grammatical Accuracy by Clause Type for Students with and Without Language Impairment./
作者:	Collins, Sara Christine.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
面頁冊數:	52 p.
附註:	Source: Masters Abstracts International, Volume: 82-05.
Contained By:	Masters Abstracts International82-05.
標題:	Speech therapy. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27998547
ISBN:	9798678120724

Examining Differences in Written Grammatical Accuracy by Clause Type for Students with and Without Language Impairment.
Collins, Sara Christine.

Examining Differences in Written Grammatical Accuracy by Clause Type for Students with and Without Language Impairment. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 52 p.

Source: Masters Abstracts International, Volume: 82-05.

Thesis (M.S.)--The Florida State University, 2020.

This item must not be sold to any third party vendors.

Expository writing, a modality of language to convey information, is worthy of analysis in school-age children because it is the predominant genre utilized in the classroom beginning in fourth grade and continuing through high school (Nippold & Scott, 2010). Grammatical accuracy is a consistently noted weakness in the written language of children with language impairment (LI). Although measures to assess grammatical accuracy vary across studies, students with language impairment have been found to produce more syntactic errors in their expository writing than their typically developing peers (Fey et al., 2004; Mackie & Dockrell, 2004; Scott & Windsor, 2000; Windsor et al., 2000). While previous research had evaluated morphological errors (Owen, 2010; Windsor, Scott, & Street, 2000) that distinguish the writing of students with and without language impairment, it is unclear which clause specific types of errors distinguish complex syntax between these two groups. In other words, there is no known evidence of errors specific to clause type to distinguish expository writing between school-aged children with and without LI. The purpose of this study was to analyze the frequency and type of grammatical errors within the types of complex clauses produced in fifth grade students' expository writing samples. The expository writing samples of 59 students enrolled in the fifth grade were drawn for analysis from an archived data set. Participants were English speakers, without ESOL status. Following adherence to inclusion criteria, 31 students with typical language development (TLD) and 27 students with a diagnosis of language impairment (LI) were included in analyses. Using SALT conventions, the writing samples were orthographically transcribed and segmented at the T-unit. The samples were then coded for the subordination index, clause types, and grammatical errors by clause type. Descriptive statistics were used to report the distribution of scores on grammatical measures across groups. Nonparametric Mann-Whitney U tests examined differences in group means of clause type productions, errors and two measures of general language performance (mean length utterance and subordination composite score), while a multivariate analysis of variance (MANOVA) analyzed group differences in three general language performance measures (total utterances produced, total number of words and total number of different words). Results revealed that although frequency in error production did not significantly differ between groups, students with a diagnosed language impairment produced significantly more subordinating clause errors and full propositional-complement clause errors than their age-matched typically developing peers. There were no significant differences between groups in the production of coordinating or relative clause errors. Additional descriptive measures of general language performance indicated no significant differences between groups. Furthermore, results indicate that school-based professionals may need to provide more direct attention toward subordinate and full propositional-complement clauses in their students' with language impairment in particular, writing. However, given non-significant differences in coordinating and relative clause errors and other grammatical errors, students with typically developing language may need more direct instruction, as well, as they are still learning to execute and manipulate elements of complex syntax. Future research should incorporate a larger, more geographically diverse study to analyze the complex syntax of expository studies across a range of writing contexts to aid in determining more generalizable outcomes representative of fifth grade students with language impairment.

ISBN: 9798678120724Subjects--Topical Terms:

520446
Speech therapy.
Subjects--Index Terms:

Child language

Examining Differences in Written Grammatical Accuracy by Clause Type for Students with and Without Language Impairment.
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520 $a Expository writing, a modality of language to convey information, is worthy of analysis in school-age children because it is the predominant genre utilized in the classroom beginning in fourth grade and continuing through high school (Nippold & Scott, 2010). Grammatical accuracy is a consistently noted weakness in the written language of children with language impairment (LI). Although measures to assess grammatical accuracy vary across studies, students with language impairment have been found to produce more syntactic errors in their expository writing than their typically developing peers (Fey et al., 2004; Mackie & Dockrell, 2004; Scott & Windsor, 2000; Windsor et al., 2000). While previous research had evaluated morphological errors (Owen, 2010; Windsor, Scott, & Street, 2000) that distinguish the writing of students with and without language impairment, it is unclear which clause specific types of errors distinguish complex syntax between these two groups. In other words, there is no known evidence of errors specific to clause type to distinguish expository writing between school-aged children with and without LI. The purpose of this study was to analyze the frequency and type of grammatical errors within the types of complex clauses produced in fifth grade students' expository writing samples. The expository writing samples of 59 students enrolled in the fifth grade were drawn for analysis from an archived data set. Participants were English speakers, without ESOL status. Following adherence to inclusion criteria, 31 students with typical language development (TLD) and 27 students with a diagnosis of language impairment (LI) were included in analyses. Using SALT conventions, the writing samples were orthographically transcribed and segmented at the T-unit. The samples were then coded for the subordination index, clause types, and grammatical errors by clause type. Descriptive statistics were used to report the distribution of scores on grammatical measures across groups. Nonparametric Mann-Whitney U tests examined differences in group means of clause type productions, errors and two measures of general language performance (mean length utterance and subordination composite score), while a multivariate analysis of variance (MANOVA) analyzed group differences in three general language performance measures (total utterances produced, total number of words and total number of different words). Results revealed that although frequency in error production did not significantly differ between groups, students with a diagnosed language impairment produced significantly more subordinating clause errors and full propositional-complement clause errors than their age-matched typically developing peers. There were no significant differences between groups in the production of coordinating or relative clause errors. Additional descriptive measures of general language performance indicated no significant differences between groups. Furthermore, results indicate that school-based professionals may need to provide more direct attention toward subordinate and full propositional-complement clauses in their students' with language impairment in particular, writing. However, given non-significant differences in coordinating and relative clause errors and other grammatical errors, students with typically developing language may need more direct instruction, as well, as they are still learning to execute and manipulate elements of complex syntax. Future research should incorporate a larger, more geographically diverse study to analyze the complex syntax of expository studies across a range of writing contexts to aid in determining more generalizable outcomes representative of fifth grade students with language impairment.
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