LAMiNATE Talks: Maria Levlin (Umeå University) & Christian Waldmann (Linnaeus University). Writing development from Grade 3 to 6 in students with a history of reading difficulties.
In this study, we explore writing development from Grade 3 to 6 in three groups of students with varying reading abilities as measured in a screening in Grade 2: students with 1) poor word reading, 2) poor reading comprehension and, 3) typical reading. The written texts were collected from the narrative writing assignments in the National Assessment Tests in Swedish (L1) in Grade 3 and 6. The texts were analysed in relation to linguistic complexity (lexical variation VocD), narrative text quality (Narrative Scoring Scheme, Heilmann et al., 2010; Miller et al., 2015) and text length. Results from Grade 3 indicate that students with reading comprehension difficulties struggle with narrative text quality and lexical variation, while students with word reading difficulties perform on par with students with typical reading. In this presentation, we will add new results from Grade 6 on how the participants writing has developed over time. The results will be discussed in relation to the different reading profiles and in relation to possible educational implications.
Heilmann, J., Miller, J. F., Nockerts, A., & Dunaway, C. (2010). Properties of the narrative scoring scheme using narrative retells in young school-Age children. American Journal of Speech-Language Pathology, 19(2), 154–166. doi:10.1044/1058-0360(2009/08-0024)
Miller, J., Andriacchi, K., & Nockerts, A. (2015). Assessing Language Production Using SALT Software: A Clinician’s Guide to Language Sample Analysis (2nd Edition). Middleton, WI: SALT Software, LLC.