Arizona State University Tempe, Scottsdale, USA.
University of Nebraska-Lincoln, USA.
J Learn Disabil. 2020 Jul/Aug;53(4):292-310. doi: 10.1177/0022219420917338. Epub 2020 May 12.
In this meta-analysis, we examined whether children classified with specific language impairment (SLI) experience difficulties with writing. We included studies comparing children with SLI to (a) typically developing peers matched on age ( = 39 studies) and (b) typically developing younger peers with similar language capabilities ( = six studies). Children classified with SLI scored lower on writing measures than their typically developing peers matched on age ( = -0.97) when all writing scores in a study were included in the analysis. This same pattern occurred for specific measures of writing: quality ( = -0.92), output ( = -1.00), grammar ( = -0.68), vocabulary ( = -0.68), and spelling ( = -1.17). A moderator analysis revealed that differences in the writing scores of children classified with SLI and typically developing peers matched on age were not as large, but were still statistically significant, when assessment involved a contrived response format (vs. measured based on students' writing), researcher-created measures (vs. norm-referenced tests), or SLI included just children with a speech disorder (vs. children with a language disorder). Children classified with SLI further scored lower on writing than typically developing peers with similar language capabilities ( = -0.47). We concluded that children with SLI experience difficulties with writing.
在这项荟萃分析中，我们研究了是否具有特定语言障碍 (SLI) 的儿童在写作方面存在困难。我们纳入了将 SLI 儿童与（a）年龄匹配的典型发展同龄人（= 39 项研究）和（b）具有相似语言能力的典型发展年幼同龄人（= 6 项研究）进行比较的研究。当一项研究中的所有写作分数都包含在分析中时，被分类为 SLI 的儿童在写作测试中的得分低于年龄匹配的典型发展同龄人（= -0.97）。这种模式也适用于特定的写作测量：质量（= -0.92）、输出（= -1.00）、语法（= -0.68）、词汇（= -0.68）和拼写（= -1.17）。一项调节分析表明，当评估涉及人为反应格式（相对于基于学生写作的测量）、研究人员创建的测量（相对于常模参照测试）或 SLI 仅包括具有言语障碍的儿童（相对于具有语言障碍的儿童）时，具有 SLI 的儿童与年龄匹配的典型发展同龄人在写作分数上的差异虽然较小，但仍具有统计学意义。被分类为 SLI 的儿童在写作方面的得分进一步低于具有相似语言能力的典型发展同龄人（= -0.47）。我们的结论是，具有 SLI 的儿童在写作方面存在困难。
