Writing Development in Children with Hearing Loss, Dyslexia, or Oral Language Problems Implications for Assessment and Instruction

Writing is challenging for the majority of learners. For students with language problems, difficulties with written expression are considered one of the most common learning challenges. There is much to learn about the ways in which oral language skills impact on the acquisition of written language in children. Writing Development in Children with Hearing Loss, Dyslexia, or Oral Language Problems focuses on the nature of the writing problems experienced by children with oral language problems. Three clinical groups are considered: children with hearing loss, oral language difficulties, and dyslexia. Each contribution comes from an expert or team of experts in these three areas and in the field of language and writing. The volume provides current understandings to help guide and support practitioners and researchers alike. It provides timely information across languages and countries, enhancing our understanding of the links between oral language and written language across languages.

Foreword
Introduction

Part 1
Introduction: Models and Perspectives on Writing Development: Implications for Assessment and Instruction

Chapter 1. Cognitive Processes in Writing: A Framework
John R. Hayes and Virginia Berninger

Chapter 2. Linguistic Perspectives on Writing Development
Ruth Berman

Chapter 3. Two Metaphors for Writing Research and Their Implications for Writing Instruction
Pietro Boscolo

Part 2
The impact of oral language skills on written text production

Chapter 4. Spelling in Deaf Children with Cochlear Implants: Implications for Instruction
Heather Hayes, Rebecca Treiman, and Ann E. Geers

Chapter 5. Spelling Acquisition in French Children with Cochlear Implants: A Case-Study Investigation
Sophie Bouton and Pascale Colé

Chapter 6. Spelling Abilities in Hebrew-Speaking Children with Hearing Loss
Ronit Levie, Dorit Ravid, Tal Freud and Tova Most

Chapter 7. The Influence of Verbal Working Memory on Writing Skills in Children with Hearing Loss
Barbara Arfe, Federica Nicolini, and Elena Pozzebon

Chapter 8. Composing Academic Essays: Using Dictation and Technology to Improve Fluency
John Albertini, Michael Stinson, and Argiroula Zangana

Chapter 9. Examining Early Spelling and Writing Skills: A Comparative Analysis of Kindergarteners with Speech and Oral Language Impairments and Their Typically Developing Peers
Cynthia S. Puranik, Stephanie Al Otaiba, and Feifei Ye

Chapter 10. Morphological Awareness and Spelling Difficulties in French-Speaking Children
Monique Sénéchal

Chapter 11. Writing Abilities of Pre-Adolescents with and without Oral language/Learning Impairment in Restructuring an Informative Text
Orna Davidi and Ruth A. Berman

Chapter 12. Writing Development of Spanish-English Bilingual Students with Language Learning Disabilities: New Directions in Constructing Individual Profiles
Robin L. Danzak and Elaine R. Silliman

Chapter 13. Written Narratives from French and English Speaking Children with Language Impairment
Judy S. Reilly, Josie Bernicot, Thierry Olive, Joël Uzé, Beverly Wulfeck, Monik Favart, Mark Appelbaum
Children with Dyslexia

Chapter 14. A Review of Dyslexia and Expressive Writing in English
Emma Sumner, Vincent Connelly, and Anna L. Barnett

Chapter 15. Written Spelling in French Children with Dyslexia
Séverine Casalis

Chapter 16. Written Spelling in Spanish- Speaking Children with Dyslexia
Francisca Serrano and Sylvia Defior

Chapter 17. The Writing Development of Brazilian children with Dyslexia: An Evidence-Based Clinical Approach
Jane Correa

Chapter 18. Expressive Writing in Swedish 15-year-olds with Reading and Writing Difficulties
Åsa Wengelin, Roger Johansson and Victoria Johansson

Chapter 19. Improving Expressive Writing in Learning Disabled Children: The Effects of a Training Focused on Revision
Martina Pedron, Anna Maria Re, Chiara Mirandola, and Cesare Cornoldi

Part 3
Linking Research to Practice in Oral and Written Language Assessment and Intervention

Chapter 20. Integrating Language Assessment, Instruction, and Intervention in an Inclusive Writing Lab Approach
Nickola Wolf Nelson

Chapter 21. Integrating Oral and Written Language into a New Practice Model: Perspectives of an Oral Language Researcher and Practitioner
Elaine R. Silliman

Chapter 22. Integrating Writing and Oral Language Disorders in Assessment: Perspectives of a Writing Researcher
Vincent Connelly

Chapter 23. The Role of Oral Language in Developing Written Language Skills: Questions for European Pedagogy?
Julie Dockrell and Barbara Arfé

Bridging Research and Practice: Conclusions