ABSTRACT

Purpose

Oral language plays a significant role in the development of reading and writing skills in intermediate grade students. Therefore, it is an important consideration for students receiving special education services for a language-based learning disability (LLD) through the public school system. The goal of this study was to examine the relative contribution of oral language in predicting reading and writing in students with and without LLD.

Method

An extant dataset including 50 students in fourth and fifth grades was used to answer the study’s research questions. Participants completed a standardized assessment of oral language and reading, and produced one narrative and one expository writing sample counterbalanced across days.

Results

Significant differences were observed between groups across all measures of oral language, reading, and writing. Oral language accounted for significant amounts of variance in predicting both reading and writing across the sample, with differing patterns by modality.

Conclusion

Findings from this study contribute to the research knowledge base on intermediate grade students with and without LLD and provide insights into how age, gender, and oral language contribute to the development of reading and writing.

中文翻译：

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有和没有语言学习障碍的学生在阅读和写作方面的口头语言贡献

摘要

目的

口语在中年级学生阅读和写作技能的发展中起着重要作用。因此，对于通过公立学校系统接受基于语言的学习障碍（LLD）的特殊教育服务的学生，这是一个重要的考虑因素。这项研究的目的是检验口语在预测有或没有LLD的学生的阅读和写作方面的相对贡献。

方法

现有的数据集包括50位四年级和五年级的学生，用于回答研究的研究问题。参与者完成了对口头语言和阅读的标准化评估，并制作了一个叙述和一个说明性的写作样本，这些样本在几天中是相互抵消的。

结果

在口头语言，阅读和写作的所有量度上，各组之间观察到显着差异。口头语言在预测整个样本的读写过程中会产生很大的差异，而情态的模式也有所不同。

结论

这项研究的发现有助于有和没有LLD的中级学生的研究知识基础，并提供有关年龄，性别和口语如何促进阅读和写作发展的见解。