Skip to main content
SpringerLink
Log in

Written text production in Greek-speaking children with Developmental Language Disorder and typically developing peers, in relation to their oral language, cognitive, visual-motor coordination, and handwriting skills

  • Published:
Reading and Writing Aims and scope Submit manuscript

Abstract

Written text production remains a relatively under-explored area in the child development literature, not only for typically developing (TD) children, but also for children with Developmental Language Disorder (DLD), despite its important role for academic performance and life success. The present study attempts the combined investigation of written text production (productivity, accuracy, and complexity) in relation to oral language, cognitive, visual-motor coordination, and handwriting skills, among 60 Greek-speaking school-age children with and without DLD (N = 30 in each group). Participants were given a battery of tasks measuring oral language (phonological awareness, receptive and expressive grammar), cognitive (rapid automatized naming, verbal working memory, visual memory—immediate and delayed), visual-motor coordination, and handwriting skills (alphabet writing fluency and copying shapes). They were also asked to write a story, given a prompt, with their productions evaluated according to productivity, accuracy and complexity. As expected, children with DLD were outperformed by TD children across all oral language measures, in most cognitive measures, on visual-motor coordination and handwriting, as well as in written text production. Results also demonstrated the contribution of oral language skills to the prediction of writing productivity and complexity among TD children, as well as that of rapid automatized naming, visual-motor coordination and alphabet writing fluency in the case of spelling accuracy among peers with DLD. Particularly, the present study highlights the importance of oral language skills, not explicitly incorporated in relevant developmental models, along with other underexplored factors, such as rapid automatized naming ability and visual motor coordination. The results are discussed in relation to research evidence emphasizing the need for comprehensive assessments of written text production determinants in languages other than English.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Similar content being viewed by others

References

  • Abbott, R. D., Berninger, V. W., & Fayol, M. (2010). Longitudinal relationships of levels of language in writing and between writing and reading in grades 1 to 7. Journal of Educational Psychology, 102(2), 281–298. https://doi.org/10.1037/a0019318

    Article  Google Scholar 

  • Altani, A., Protopapas, A., & Georgiou, G. K. (2017). The contribution of executive functions to naming digits, objects, and words. Reading & Writing: An Interdisciplinary Journal, 30(1), 121–141. https://doi.org/10.1007/s11145-016-9666-4

    Article  Google Scholar 

  • American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (DSM-5). American Psychiatric Pub.

    Book  Google Scholar 

  • Archibald, L. M. D., & Gathercole, S. E. (2006). Short-term and working memory in Specific Language Impairment. International Journal of Language & Communication Disorders, 41(6), 675–693. https://doi.org/10.1080/13682820500442602

    Article  Google Scholar 

  • Baird, G., Dworzynski, K., Slonims, V., & Simonoff, E. (2010). Memory impairment in children with language impairment. Developmental Medicine and Child Neurology, 52(6), 535–540. https://doi.org/10.1111/j.1469-8749.2009.03494.x

    Article  Google Scholar 

  • Bavin, E. L., Wilson, P. H., Maruff, P., & Sleeman, F. (2005). Spatio-visual memory of children with specific language impairment: Evidence for generalized processing problems. International Journal of Language and Communication Disorders, 40(3), 319–332. https://doi.org/10.1080/13682820400027750

    Article  Google Scholar 

  • Beard, R. (2000). Research and the National Literacy Strategy. Oxford Review of Education, 26(3 & 4), 421–436.

    Article  Google Scholar 

  • Berninger, V. W. (2000). Development of language by hand and its connections with language by ear, mouth, and eye. Topics in Language Disorders, 20(4), 65–84. https://doi.org/10.1097/00011363-200020040-00007

    Article  Google Scholar 

  • Berninger, V. W., & Abbott, R. D. (2010). Listening comprehension, oral expression, reading comprehension, and written expression: Related yet unique language systems in grades 1, 3, 5, and 7. Journal of Educational Psychology, 102(3), 635–651. https://doi.org/10.1037/a0019319

    Article  Google Scholar 

  • Berninger, V. W., & Amtmann, D. (2003). Preventing written expression disabilities through early and continuing assessment and intervention for handwriting and/or spelling problems: Research into practice. In H. L. Swanson, K. R. Harris, & S. Graham (Eds.), Handbook of learning disabilities (pp. 345–363). Guilford Press.

    Google Scholar 

  • Berninger, V. W., Mizokawa, D. T., & Bragg, R. (1991). Theory-based diagnosis and remediation of writing disabilities. Journal of School Psychology, 29(1), 57–79. https://doi.org/10.1016/0022-4405(91)90016-K

    Article  Google Scholar 

  • Berninger, V. W., & Swanson, H. L. (1994). Modifying Hayes and Flower’s model of skilled writing to explain beginning and developing writing. In E. C. Butterfield & J. Carlson (Eds.), Children’s writing: Toward a process theory of the development of skilled writing (pp. 57–81). JAI Press.

    Google Scholar 

  • Berninger, V. W., Vaughan, K., Abbott, R. D., Begay, K., Byrd Coleman, K., Curtin, G., Minich Hawkins, J., & Graham, S. (2002). Teaching spelling and composition alone and together. Implications for the Simple View of Writing. Journal of Educational Psychology, 94(2), 291–304. https://doi.org/10.1037/0022-0663.94.2.291

    Article  Google Scholar 

  • Berninger, V. W., & Winn, W. (2006). Implications of advancements in brain research and technology for writing development, writing instruction, and educational evolution. In C. MacArthur, S. Graham, & J. Fitzgerald (Eds.), Handbook of writing research (pp. 96–114). Guilford Press.

    Google Scholar 

  • Berninger, V. W., Yates, C., Cartwright, A., Rutberg, J., Remy, E., & Abbott, R. (1992). Lower-level developmental skills in beginning writing. Reading and Writing, 4(3), 257–280. https://doi.org/10.1007/BF01027151

    Article  Google Scholar 

  • Bezevegis, H., Oikonomou, A., & Mylonas, K. (2007). Detection test of memory disorders in Kindergarten and Elementary School. Ministry of Education.

    Google Scholar 

  • Bishop, D. V. M. (2017). Why is it so hard to reach agreement on terminology? The case of Developmental Language Disorder (DLD). International Journal of Language & Communications Disorders, 52(6), 671–680. https://doi.org/10.1111/1460-6984.12335

    Article  Google Scholar 

  • Bishop, D. V. M., & Clarkson, B. (2003). Written language as a window into residual language deficits: A study of children with persistent and residual speech and language impairments. Cortex, 39(2), 215–237. https://doi.org/10.1016/S0010-9452(08)70106-0

    Article  Google Scholar 

  • Botting, N., & Conti-Ramsden, G. (2004). Characteristics of children with specific language impairment. In L. Verhoeven & H. van Balkom (Eds.), Classification of Developmental Language Disorders. Theoretical issues and clinical implications (pp. 23–38). Lawrence Erlbaum Associates, Inc.

    Google Scholar 

  • Boudreau, D. M., & Hedberg, N. L. (1999). A comparison of early literacy skills in children with specific language impairment and their typically developing peers. American Journal of Speech- Language Pathology, 8(3), 249–260. https://doi.org/10.1044/1058-0360.0803.249

    Article  Google Scholar 

  • Broc, L., Bernicot, J., Olive, T., Favart, M., Reilly, J., Quémart, P., & Uzé, J. (2013). Lexical spelling in children and adolescents with specific language impairment: Variations with the writing situation. Research in Developmental Disabilities, 34(10), 3253–3266. https://doi.org/10.1016/j.ridd.201306.025

    Article  Google Scholar 

  • Cabell, S. Q., Justice, L. M., Zucker, T. A., & McGinty, A. S. (2009). Emergent name-writing abilities of preschool-age children with language impairment. Language, Speech, and Hearing Services in Schools, 40(1), 53–66. https://doi.org/10.1044/0161-1461(2008/07-0052)

    Article  Google Scholar 

  • Caravolas, M., Lervåg, A., Mousikou, P., Efrim, C., Litavsky, M., Onochie-Quintanilla, E., Salas, N., Schöffelová, M., Defior, S., Mikulajová, M., Seidlová-Málková, G., & Hulme, C. (2012). Common patterns of prediction of literacy development in different alphabetic orthographies. Psychological Science, 23(6), 678–686. https://doi.org/10.1177/0956797611434536

    Article  Google Scholar 

  • Carlson, A. G., Rowe, E., & Curby, T. (2013). Disentangling fine motor skills’ relations to academic achievement: The relative contributions of visual-spatial integration and visual-motor coordination. The Journal of Genetic Psychology, 174(5–6), 514–533. https://doi.org/10.1080/00221325.2012.717122

    Article  Google Scholar 

  • Chrysochoou, E., & Bablekou, Z. (2011). Phonological loop and central executive contributions to oral comprehension skills of 5.5 to 9.5 years old children. Applied Cognitive Psychology, 25(4), 576–583. https://doi.org/10.1002/acp.1723

    Article  Google Scholar 

  • Chrysochoou, E., Bablekou, Z., Masoura, E., & Tsigilis, N. (2013). Working memory and vocabulary development in Greek preschool and primary school children. European Journal of Developmental Psychology, 10(4), 417–432. https://doi.org/10.1080/17405629.2012.686656

    Article  Google Scholar 

  • Chrysochoou, E., Bablekou, Z., & Tsigillis, N. (2011). Working memory contributions to reading comprehension components in middle childhood children. American Journal of Psychology, 124(3), 275–289. https://doi.org/10.5406/amerjpsyc.124.3.0275

    Article  Google Scholar 

  • Chrysochoou, Ε. (2006). Working memory contributions to children’s listening comprehension in early and middle childhood years (Unpublished Ph.D. thesis). Department of Early Childhood Education, Aristotle University of Thessaloniki.

  • Clark, A., O’Hare, A., Watson, J., Cohen, W., Cowie, H., Elton, R., Nasir, J., & Seckl, J. (2007). Severe receptive language disorder in childhood-familial aspects and long-term outcomes: Results from a Scottish study. Archives of Disease in Childhood, 92(7), 614–619. https://doi.org/10.1136/adc.2006.101758

    Article  Google Scholar 

  • Connelly, V., Dockrell, J. E., Walter, K., & Critten, S. (2012). Predicting the quality of composition and written language bursts from oral language, spelling, and handwriting skills in children with and without specific language impairment. Written Communication, 29(3), 278–302. https://doi.org/10.1177/0741088312451109

    Article  Google Scholar 

  • Conti-Ramsden, G., & Durkin, K. (2011). Specific language impairment. In D. Skuse, H. Bruce, L. Dowdney, & D. Mrazek (Eds.), Child psychology and psychiatry: Frameworks for practice (2nd ed., pp. 180–185). Wiley-Blackwell.

    Chapter  Google Scholar 

  • Cornhill, H., & Case-Smith, J. (1996). Factors that relate to good and poor handwriting. American Journal of Occupational Therapy, 50(9), 732–739. https://doi.org/10.5014/ajot.50.9.732.

    Article  Google Scholar 

  • Cragg, L., & Nation, K. (2006). Exploring written narrative in children with poor reading comprehension. Educational Psychology, 26(1), 55–72. https://doi.org/10.1080/01443410500340991

    Article  Google Scholar 

  • Craig, H. K., & Washington, J. A. (2000). An assessment battery for identifying language impairment in African American children. Journal of Speech, Language, and Hearing Research, 43(2), 366–379. https://doi.org/10.1044/jslhr.4302.366

    Article  Google Scholar 

  • Daly, C. J., Kelley, G. T., & Krauss, A. (2003). Relationship between visual-motor integration and handwriting skills of children in kindergarten: A modified replication study. American Journal of Occupational Therapy, 57(4), 459–462. https://doi.org/10.5014/ajot.57.4.459

    Article  Google Scholar 

  • Denckla, M. B., & Rudel, R. (1974). Rapid “automatized” naming of pictured objects, colors, letters, and numbers by normal children. Cortex, 10(2), 186–202. https://doi.org/10.1016/S00109452(74)80009-2

    Article  Google Scholar 

  • Diakogiorgi, K., Filippatou, D., Ralli, A. M., Chrysochoou, E., Roussos, P., & Dimitropoulou, P. (2021). Writing skills of children with and without dyslexia: Similarities and differences. Psychology: the Journal of the Hellenic Psychological Society, 26(1), 102–120. https://doi.org/10.12681/psy_hps.26251

    Article  Google Scholar 

  • Ding, Y., Li, L., & Wu, X. (2020). The reciprocal relationship between handwriting fluency and spelling accuracy in Chinese: A longitudinal study. Frontiers in Psychology, 11, 620. https://doi.org/10.3389/fpsyg.2020.00620

    Article  Google Scholar 

  • Dockrell, J. E. (2009). Causes of delay and difficulties in the production of written text. In R. Beard, D. Myhill, J. Riley, & M. Nystrand (Eds.), The SAGE handbook of writing development (pp. 489–505). SAGE Publications Ltd.

    Chapter  Google Scholar 

  • Dockrell, J. E., & Connelly, V. (2009). The impact of oral language skills on the production of written text. Teaching and Learning Writing. British Journal of Educational Psychology Monograph Series II, 6, 45–62. https://doi.org/10.1348/000709909X421919

    Article  Google Scholar 

  • Dockrell, J. E., & Connelly, V. (2015). The role of oral language in underpinning the text generation difficulties in children with specific language impairment. Journal of Research in Reading, 38(1), 18–34. https://doi.org/10.1111/j.1467-9817.2012.01550.x

    Article  Google Scholar 

  • Dockrell, J. E., Lindsay, G., & Connelly, V. (2009). The impact of specific language impairment on adolescents’ written text. Exceptional Children, 75(4), 427–446. https://doi.org/10.1177/001440290907500403

    Article  Google Scholar 

  • Dockrell, J. E., Lindsay, G., Connelly, V., & Mackie, C. (2007). Constraints in the production of written text in children with specific language impairments. Exceptional Children, 73(2), 147–164. https://doi.org/10.1177/001440290707300202

    Article  Google Scholar 

  • Dockrell, J. E., Marshall, C. R., & Wyse, D. (2016). Teachers’ reported practices for teaching writing in England. Reading and Writing: An Interdisciplinary Journal, 29(3), 409–434. https://doi.org/10.1007/s11145-015-9605-9

    Article  Google Scholar 

  • Dockrell, J. E., Ricketts, J., Charman, T., & Lindsay, G. (2014). Exploring writing products in students with language impairments and autism spectrum disorders. Learning and Instruction, 32(1), 81–90. https://doi.org/10.1016/j.learninstruc.2014.01.008

    Article  Google Scholar 

  • Dombek, J. L., & Al Otaiba, S. (2015). Curriculum-based measurement for beginning writers (K-2). Intervention in School and Clinic, 51(5), 276–283. https://doi.org/10.1177/1053451215606691

    Article  Google Scholar 

  • Dryer, M. S., & the WALS author team. (2011). Language page for Greek (Modern). In M. S. Dryer & M. Haspelmath (Eds.), The World Atlas of language structures online. Max Planck Digital Library. Retrieved April 9th, 2020, from https://wals.info/

  • Everitt, B. S., & Skrondal, A. (2010). The Cambridge dictionary of statistics (4th ed.). Cambridge University Press.

    Book  Google Scholar 

  • Feder, K. P., & Majnemer, A. (2007). Handwriting development, competency, and intervention. Developmental Medicine & Child Neurology, 49(4), 312–317. https://doi.org/10.1111/j.1469-8749.2007.00312.x

    Article  Google Scholar 

  • Fey, M. E., Catts, H. W., Proctor-Williams, K., Tomblin, J. B., & Zhang, X. (2004). Oral and written story composition skills of children with language impairment. Journal of Speech, Language, and Hearing Research, 47(6), 1301–1318. https://doi.org/10.1044/1092-4388(2004/098)

    Article  Google Scholar 

  • Gathercole, S. (2006). Nonword repetition and word learning: The nature of the relationship. Applied Psycholinguistics, 27(4), 513–543. https://doi.org/10.1017/S0142716406060383

    Article  Google Scholar 

  • Graham, S. (2006). Strategy instruction and the teaching of writing: A meta-analysis. In C. A. MacArthur, S. Graham, & J. Fitzgerald (Eds.), Handbook of writing research (pp. 187–207). The Guilford Press.

    Google Scholar 

  • Graham, S., Berninger, V. W., Abbott, R. D., Abbott, S. P., & Whitaker, D. (1997). Role of mechanics in composing of elementary school students: A new methodological approach. Journal of Educational Psychology, 89(1), 170–182. https://doi.org/10.1037/0022-0663.89.1.170

    Article  Google Scholar 

  • Graham, S., & Perin, D. (2007). What we know, what we still need to know: Teaching adolescents to write. Scientific Studies of Reading, 11(4), 313–335. https://doi.org/10.1080/10888430701530664

    Article  Google Scholar 

  • Green, L., McCutchen, D., Schwiebert, C., Quinlan, T., Eva-Wood, A., & Juelis, J. (2003). Morphological development in children’s writing. Journal of Educational Psychology, 95(4), 752–761. https://doi.org/10.1037/0022-0663.95.4.752

    Article  Google Scholar 

  • Hayes, J. R. (1996). A new framework for understanding cognition and affect in writing. In C. M. Levy & S. Ransdell (Eds.), The science of writing: Theories, methods, individual differences, and applications (pp. 1–27). Lawrence Erlbaum.

    Google Scholar 

  • Hayes, J. R., & Chenoweth, N. A. (2007). Working memory in an editing task. Written Communication, 24(4), 283–294. https://doi.org/10.1177/0741088307304826

    Article  Google Scholar 

  • Henry, L. A., & Botting, N. (2016). Working memory and developmental language impairments. Child Language Teaching and Therapy, 33(1), 19–32. https://doi.org/10.1177/0265659016655378

    Article  Google Scholar 

  • Hick, R. F., Botting, N., & Conti-Ramsden, G. (2005a). Cognitive abilities in children with specific language impairment: Consideration of visuo-spatial skills. International Journal of Language & Communication Disorders, 40(2), 137–149. https://doi.org/10.1080/13682820400011507

    Article  Google Scholar 

  • Hick, R. F., Botting, N., & Conti-Ramsden, G. (2005b). Short-term memory and vocabulary development in children with Down syndrome and children with specific language impairment. Developmental Medicine & Child Neurology, 47(08), 532–538. https://doi.org/10.1017/S0012162205001040

    Article  Google Scholar 

  • Hooper, S. R. (2002). The language of written language: An introduction to the special issue. Journal of Learning Disabilities, 35(1), 2–6. https://doi.org/10.1177/002221940203500101

    Article  Google Scholar 

  • Hooper, S. R., Costa, L. J., McBee, M., Anderson, K. L., Yerby, D. C., Knuth, S. B., & Childress, A. (2011). Concurrent and longitudinal neuropsychological contributors to written language expression in first and second grade students. Reading & Writing: An Interdisciplinary Journal, 24(2), 221–252. https://doi.org/10.1007/s11145-010-9263-x

    Article  Google Scholar 

  • Hurschler Lichtsteiner, S., Wicki, W., & Falmann, P. (2018). Impact of handwriting training on fluency, spelling and text quality among third graders. Reading & Writing: An Interdisciplinary Journal, 31(6), 1295–1318. https://doi.org/10.1007/s11145-018-9825-x

    Article  Google Scholar 

  • Joye, N., Broc, L., Olive, T., & Dockrell, J. (2018). Spelling performance in children with Developmental Language Disorder: A meta-analysis across European languages. Scientific Studies of Reading, 23(2), 129–160. https://doi.org/10.1080/10888438.2018.1491584

    Article  Google Scholar 

  • Juel, C., Griffith, P. L., & Gough, P. B. (1986). Acquisition of literacy: A longitudinal study of children in first and second grade. Journal of Educational Psychology, 78(4), 243–255. https://doi.org/10.1037/0022-0663.78.4.243

    Article  Google Scholar 

  • Kaiser, M. L., Albaret, J. M., & Doudin, P. A. (2009). Relationship between visual-motor integration, eye-hand coordination, and quality of handwriting. Journal of Occupational Therapy, Schools, & Early Intervention, 2(2), 87–95. https://doi.org/10.1080/19411240903146228

    Article  Google Scholar 

  • Katz, W. F., Curtiss, S., & Tallal, P. (1992). Rapid automatized naming and gesture by normal and language-impaired children. Brain and Language, 43(4), 623–641. https://doi.org/10.1016/0093-934X(92)90087-U

    Article  Google Scholar 

  • Kent, S., Wanzek, J., Petscher, Y., Al Otaiba, S., & Kim, Y. (2014). Writing fluency and quality in kindergarten and first grade: The role of attention, reading, transcription, and oral language. Reading & Writing, 27(7), 1163–1188. https://doi.org/10.1007/s11145-013-9480-1

    Article  Google Scholar 

  • Kim, Y. S., Al Otaiba, S., Folsom, J. S., & Gruelich, L. (2013). Language, literacy, attentional behaviors, and instructional quality predictors of written composition for first graders. Early Childhood Research Quarterly, 28(3), 461–469. https://doi.org/10.1016/j.ecresq.2013.01.001

    Article  Google Scholar 

  • Kim, Y. S., Al Otaiba, S., Puranik, C., Folsom, J. S., Greulich, L., & Wagner, R. K. (2011). Componential skills of beginning writing: An exploratory study. Learning and Individual Differences, 21(5), 517–525. https://doi.org/10.1016/j.lindif.2011.06.004

    Article  Google Scholar 

  • Kim, Y. S., Al Otaiba, S., Puranik, C., Folsom, J. S., & Gruelich, L. (2014). The contributions of vocabulary and letter writing automaticity to word reading and spelling for kindergartners. Reading & Writing: An Interdisciplinary Journal, 27(2), 237–253. https://doi.org/10.1007/s11145-013-9440-9

    Article  Google Scholar 

  • Kim, Y. S., Puranik, C., & Al Otaiba, S. (2015). Developmental trajectories of writing skills in first grade: Examining the effects of SES and language and/or speech impairments. The Elementary School Journal, 115(4), 593–613. https://doi.org/10.1086/681971

    Article  Google Scholar 

  • Kim, Y. S., & Schatschneider, C. (2017). Expanding the developmental models of writing: A direct and indirect effects model of developmental writing (DIEW). Journal of Educational Psychology, 109(1), 35–50. https://doi.org/10.1037/edu0000129

    Article  Google Scholar 

  • Kirby, J. R., Georgiou, G. K., Martinussen, R., & Parrila, R. (2010). Naming speed and reading: From prediction to instruction. Reading Research Quarterly, 45(3), 341–362. https://doi.org/10.1598/RRQ.45.3.4

    Article  Google Scholar 

  • Kulp, M. T. (1999). Relationship between visual-motor integration skill and academic performance in kindergarten through third grade. Optometry and Vision Science, 76(3), 159–163. https://doi.org/10.1097/00006324-199903000-00015

    Article  Google Scholar 

  • Leclercq, A. L., Maillart, C., Pauguqy, S., & Majerus, S. (2012). The impact of visual complexity on visual short-term memory in children with specific language impairment. Journal of the International Neuropsychology Society, 18(3), 501–510. https://doi.org/10.1017/S1355617712000021

    Article  Google Scholar 

  • Leonard, L. B. (2014). The nature of specific language impairment in children. In S. Rosenberg (Ed.), Handbook of applied psycholinguistics: Major thrusts of research and theory (pp. 295–328). Psychology Press.

    Google Scholar 

  • Lerkkanen, M. K., Rasku-Puttonen, H., Aunola, K., & Nurmi, J. E. (2004). The developmental dynamics of literacy skills during the first grade. Educational Psychology, 24(6), 793–810. https://doi.org/10.1080/0144341042000271782

    Article  Google Scholar 

  • Limpo, T., & Alves, R. (2013). Modeling writing development: Contribution of transcription and self-regulation to Portuguese students’ text generation quality. Journal of Educational Psychology, 105(2), 401–413. https://doi.org/10.1037/a0031391

    Article  Google Scholar 

  • Mackie, C., & Dockrell, J. (2004). The nature of written language deficits in children with SLI. Journal of Speech, Language, and Hearing Research, 47(6), 1469–1483. https://doi.org/10.1044/1092-4388(2004/109)

    Article  Google Scholar 

  • Mackie, C. J., Dockrell, J. E., & Lindsay, G. (2013). An evaluation of the written texts of children with SLI: The contributions of oral language, reading and phonological short-term memory. Reading and Writing, 26(6), 865–888. https://doi.org/10.1007/s11145-012-9396-1

    Article  Google Scholar 

  • Marton, K. (2008). Visuo-spatial processing and executive functions in children with specific language impairment. International Journal of Language & Communication Disorders, 43(2), 181–200. https://doi.org/10.1080/16066350701340719

    Article  Google Scholar 

  • McBride-Chang, C., Chung, K. K. H., & Tong, X. (2011). Copying skills in relation to word reading and writing in Chinese children with and without dyslexia. Journal of Experimental Child Psychology, 110(3), 422–433. https://doi.org/10.1016/j.jecp.2011.04.014

    Article  Google Scholar 

  • McCarthy Maeder, J., Hogan, T. P., & Catts, H. W. (2012). Is weak oral language associated with poor spelling in school-age children with specific language impairment, dyslexia, or both? Clinical Linguistics & Phonetics, 26(9), 791–805. https://doi.org/10.3109/02699206.2012.702185

    Article  Google Scholar 

  • McGinty, A. S., & Justice, L. M. (2009). Predictors of print knowledge in children with specific language impairment: Experiential and developmental factors. Journal of Speech, Language, and Hearing Research, 52(1), 81–97. https://doi.org/10.1044/1092-4388(2008/07-0279)

    Article  Google Scholar 

  • Miller, C. A., Kail, R., Leonard, L. B., & Tomblin, J. B. (2001). Speed of processing in children with specific language impairment. Journal of Speech, Language, and Hearing Research, 44(2), 416–433. https://doi.org/10.1044/1092-4388(2001/034)

    Article  Google Scholar 

  • Moscati, V., Rizzi, L., Vottari, I., Chilosi, A., Salvadorini, R., & Guasti, M. (2020). Morphosyntactic weaknesses in Developmental Language Disorder: The role of structure and agreement configurations. Journal of Child Language, 47(5), 909–944. https://doi.org/10.1017/S0305000919000709

    Article  Google Scholar 

  • Nicola, K., & Watter, P. (2016). Visual-motor integration performance in children with severe specific language impairment. Child Care, Health and Development, 42(5), 742–749. https://doi.org/10.1111/cch.12365

    Article  Google Scholar 

  • Olinghouse, N. G. (2008). Student- and instruction-level predictors of narrative writing in third-grade students. Reading and Writing: An Interdisciplinary Journal, 21(1–2), 3–26. https://doi.org/10.1007/s11145-007-9062-1

    Article  Google Scholar 

  • Papanastasiou, G. (2008). Modern Greek spelling: History, theory, application. Institute of Modern Greek Studies, AUTH.

    Google Scholar 

  • Paraskevopoulos, I., Kalantzi-Azizi, A., & Giannitsas, N. (1999). Athina diagnostic test of learning difficulties. Ellinika Grammata.

    Google Scholar 

  • Perera, K. (1984). Children’s writing and reading: Analyzing classroom language. Blackwell.

    Google Scholar 

  • Petrounias, E. V. (2002). Modern Greek grammar and comparative (contrastive) analysis: Phonetics and introduction to phonology. Ziti.

    Google Scholar 

  • Pham, A. V., Fine, J. G., & Semrud-Clikeman, M. (2011). The influence of inattention and rapid automatized naming on reading performance. Archives of Clinical Neuropsychology: THe Official Journal of the National Academy of Neuropsychologists, 26(3), 214–224. https://doi.org/10.1093/arclin/acr014

    Article  Google Scholar 

  • Pickering, S., & Gathercole, S. (2001). Working Memory Battery Test for Children. The Psychological Corporation.

    Google Scholar 

  • Plaza, M. (2003). The role of naming speed, phonological processing and morphological/syntactic skill in the reading and spelling performance of second-grade children. Current Psychology Letters, 10(1), 1–7. https://doi.org/10.4000/cpl.88

    Article  Google Scholar 

  • Plaza, M., & Cohen, H. (2003). The interaction between phonological processing, syntactic awareness, and naming speed in the reading and spelling performance of first-grade children. Brain and Cognition, 53(2), 287–292. https://doi.org/10.1016/S0278-2626(03)00128-3

    Article  Google Scholar 

  • Porpodas, K. (1992). Learning to read and spell in relation to age and phonemic awareness. Psychologia, 1, 30–43.

    Google Scholar 

  • Porpodas, Κ. (2007). Detection and investigation test of reading difficulties in kindergarten and 1st–2nd grade. Ministry of Education.

    Google Scholar 

  • Protopapas, A. (2017). Learning to read Greek. In L. T. W. Verhoeven & C. A. Perfetti (Eds.), Learning to read across languages and writing systems (pp. 155–180). Cambridge University Press.

    Google Scholar 

  • Puranik, C. S., & Al Otaiba, S. (2012). Examining the contribution of handwriting and spelling to written expression in kindergarten children. Reading & Writing, 25(7), 1523–1546. https://doi.org/10.1007/s11145-011-9331-x

    Article  Google Scholar 

  • Puranik, C. S., Al Otaiba, S., & Ye, F. (2014). Examining early spelling and writing skills: A comparative analysis of kindergarteners with speech and oral language impairments and their typically developing peers. In B. Arfé, J. Dockrell, & V. Berninger (Eds.), Writing development in children with hearing loss, dyslexia or oral language problems: Implications for assessment and instruction (pp. 112–129). Oxford University Press.

    Chapter  Google Scholar 

  • Puranik, C. S., Lombardino, L. J., & Altmann, L. J. (2007). Writing through retellings: An exploratory study of language-impaired and dyslexic populations. Reading & Writing, 20(3), 251–272. https://doi.org/10.1007/s11145-006-9030-1

    Article  Google Scholar 

  • Puranik, C. S., & Lonigan, C. J. (2012). Early writing deficits in preschoolers with oral language difficulties. Journal of Learning Disabilities, 45(2), 179–190. https://doi.org/10.1177/0022219411423423

    Article  Google Scholar 

  • Puranik, C. S., Patchan, M. M., Sears, M. M., & McMaster, K. L. (2017). Examining alphabet writing fluency in kindergarten: Exploring the issue of time on task. Assessment for Effective Intervention, 42(2), 81–96. https://doi.org/10.1177/1534508416665324

    Article  Google Scholar 

  • Puranik, C. S., Lombardino, L. J., & Altmann, L. J. (2008). Assessing the microstructure of written language using a retelling paradigm. American Journal of Speech and Language Pathology, 17(2), 107–20. https://doi.org/10.1044/1058-0360(2008/012).

    Article  Google Scholar 

  • Rakhlin, N., Kornilov, S. A., & Grigorenko, E. (2014). Gender and agreement processing in children with Developmental Language Disorder. Journal of Child Language, 41(2), 241–274. https://doi.org/10.1017/S030500091200058X

    Article  Google Scholar 

  • Ralli, A. M., Chrysochoou, E., Roussos, P., Diakogiorgi, K., Dimitropoulou, P., & Filippatou, D. (2021). Executive function, working memory, and verbal fluency in relation to non-verbal intelligence in Greek-speaking school-age children with Developmental Language Disorder. Brain Sciences, 11(5), 604. https://doi.org/10.3390/brainsci11050604

    Article  Google Scholar 

  • Raven, J. C. (1998). Colored progressive matrices, sets A, Ab, B. Lewis and Co., Ltd.

    Google Scholar 

  • Renfrew, C. E. (1995). Word finding vocabulary test (4th ed.). Winslow Press.

    Google Scholar 

  • Rice, M. L., & Oetting, J. B. (1993). Morphological deficits of children with SLI: Evaluation of number marking and agreement. Journal of Speech & Hearing Research, 36(6), 1249–1257. https://doi.org/10.1044/jshr.3606.1249

    Article  Google Scholar 

  • Rispens, J., & Been, P. H. (2007). Subject-verb agreement and phonological processing in developmental dyslexia and specific language impairment (SLI): A closer look. International Journal of Language & Communication Disorders, 42(3), 293–305. https://doi.org/10.1080/13682820600988777

    Article  Google Scholar 

  • Robertson, E. K., Joanisse, M. F., Desroches, A. S., & Terry, A. (2012). Past- tense morphology and phonological deficits in children with dyslexia and children with language impairment. Journal of Learning Disabilities, 46(3), 230–240. https://doi.org/10.1177/0022219412449430

    Article  Google Scholar 

  • Rothweiler, M., Chilla, S., & Clahsen, H. (2012). Subject–verb agreement in Specific Language Impairment: A study of monolingual and bilingual German-speaking children. Bilingualism: Language and Cognition, 15(1), 39–57. https://doi.org/10.1017/S136672891100037X

    Article  Google Scholar 

  • Royle, P., & Reising, L. (2019). Elicited and spontaneous determiner phrase production in French-speaking children with Developmental Language Disorder. Canadian Journal of Speech-Language Pathology and Audiology, 43(3), 167–187.

    Google Scholar 

  • Savage, R., & Frederickson, N. (2005). Evidence of a highly specific relationship between rapid automatic naming of digits and text-reading speed. Brain and Language, 93(2), 152–159. https://doi.org/10.1016/j.bandl.2004.09.005

    Article  Google Scholar 

  • Shanahan, T. (2006). Relations among oral language, reading, and writing development. In C. A. MacArthur, S. Graham, & J. Fitzgerald (Eds.), Handbook of writing research (pp. 171–183). The Guilford Press.

    Google Scholar 

  • Sideridis, G., Antoniou, F., Mouzaki, A., & Simos, P. (2015). Raven’s colored progressive matrices (Greek edition). Motivo.

    Google Scholar 

  • Silverman, R., Coker, D., Proctor, C., Harring, J., Piantedosi, K., & Meyer, A. (2015). The relationship between language skills and writing outcomes for linguistically diverse students in upper elementary school. The Elementary School Journal, 116(1), 103–125. https://doi.org/10.1086/683135

    Article  Google Scholar 

  • Spantidakis, I. (2011). Problems in writing by school-aged children. Pedio.

    Google Scholar 

  • Stainthorp, R., Powell, D., & Stuart, M. (2013). The relationship between rapid naming and word spelling in English. Journal of Research in Reading, 36(4), 371–388. https://doi.org/10.1111/jrir.12002

    Article  Google Scholar 

  • Stokes, S., & Klee, T. (2009). The diagnostic accuracy of a new test of early nonword repetition for differentiating late talking and typically developing children. Journal of Speech, Language, and Hearing Research, 52(4), 872–882. https://doi.org/10.1044/1092-4388(2009/08-0030)

    Article  Google Scholar 

  • Stothard, S. E., Snowling, M., Bishop, D. V. M., Chipchase, B. B., & Kaplan, C. A. (1998). Language-impaired preschoolers: A follow-up into adolescence. Journal of Speech Language and Hearing Research, 41(2), 407–418. https://doi.org/10.1044/jslhr.4102.407

    Article  Google Scholar 

  • Sumner, E., Connelly, V., & Barnett, A. L. (2013). Children with dyslexia are slow writers because they pause more often and not because they are slow at handwriting execution. Reading & Writing: An Interdisciplinary Journal, 26(6), 991–1008. https://doi.org/10.1007/s11145-012-9403-6

    Article  Google Scholar 

  • Tzouriadou, M., Sigolitou, E., Anagnostopoulou, E., & Vakola, I. (2008). Psychometric test of language aptitude (L-a-T-o). AUTH.

    Google Scholar 

  • Van der Lely, H. K. J., & Christian, V. (2000). Lexical word formation in children with grammatical SLI: A grammar-specific versus an input-processing deficit? Cognition, 75(1), 33–63. https://doi.org/10.1016/S0010-0277(99)00079-7

    Article  Google Scholar 

  • Van Hell, J. G., Verhoeven, L., & van Beijsterveldt, L. M. (2008). Pause time patterns in writing narrative and expository texts by children and adults. Discourse Processes, 45(4–5), 406–427. https://doi.org/10.1080/01638530802070080

    Article  Google Scholar 

  • Vogindroukas, I., Protopapas, A., & Sideridis, G. (2009). Word finding vocabulary test (4th ed.). Glafki.

    Google Scholar 

  • Vugs, B., Cuperus, J., Hendriks, M., & Verhoeven, L. (2013). Visuospatial working memory in specific language impairment: A meta-analysis. Research in Developmental Disabilities, 34(9), 2586–2597. https://doi.org/10.1016/j.ridd.2013.05.014

    Article  Google Scholar 

  • Vugs, B., Hendriks, M., Cuperus, J., & Verhoeven, L. (2014). Working memory performance and executive function behaviors in young children with SLI. Research in Developmental Disabilities, 35(1), 62–74. https://doi.org/10.1016/j.ridd.2013.10.022

    Article  Google Scholar 

  • Wagner, R. K., Puranik, C. S., Foorman, B., Foster, E., Tschinkel, E., & Kantor, P. T. (2011). Modeling the development of written language. Reading & Writing: An Interdisciplinary Journal, 24(2), 203–220. https://doi.org/10.1007/s11145-010-9266-7

    Article  Google Scholar 

  • Wagner, R. K., Torgesen, J. K., Rashotte, C. A., Hecht, S. A., Barker, T. A., Burgess, S. R., Donahue, J., & Garon, T. (1997). Changing relations between phonological processing abilities and word-level reading as children develop from beginning to skilled readers: A 5-year longitudinal study. Developmental Psychology, 33(3), 468–479. https://doi.org/10.1037//0012-1649.33.3.468

    Article  Google Scholar 

  • Weil, M. J., & Cunningham Amundson, S. J. (1994). Relationship between visuomotor and handwriting skills of children in kindergarten. American Journal of Occupational Therapy, 48(11), 982–988. https://doi.org/10.5014/ajot.48.11.982

    Article  Google Scholar 

  • Wiig, E. H., Zureich, P., & Chan, N. H. (2000). A clinical rationale for assessing rapid automatized naming in children with language disorders. Journal of Learning Disabilities, 33(4), 359–374. https://doi.org/10.1177/002221940003300407

    Article  Google Scholar 

  • Windsor, J., Scott, C. M., & Street, C. K. (2000). Verb and noun morphology in the spoken and written language of children with language learning disabilities. Journal of Speech, Language, and Hearing Research, 43(6), 1322–1336. https://doi.org/10.1044/JSLHR.4306.1322

    Article  Google Scholar 

  • Zourou, F., Ecalle, J., Magnan, A., & Sanchez, M. (2010). The fragile nature of phonological awareness in children with specific language impairment: Evidence from literacy development. Child Language Teaching and Therapy, 26(3), 347–358. https://doi.org/10.1177/0265659010369288

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Department of Psychology, National and Kapodistrian University of Athens, Athens, Greece

    Asimina M. Ralli, Angeliki Giannitsa & Sotiria Angelaki

  2. School of Psychology, Aristotle University of Thessaloniki, Thessaloniki, Greece

    Elisavet Chrysochoou

Authors
  1. Asimina M. Ralli
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Elisavet Chrysochoou
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Angeliki Giannitsa
    View author publications

    You can also search for this author in PubMed Google Scholar

  4. Sotiria Angelaki
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Asimina M. Ralli.

Additional information

Publisher's Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Ralli, A.M., Chrysochoou, E., Giannitsa, A. et al. Written text production in Greek-speaking children with Developmental Language Disorder and typically developing peers, in relation to their oral language, cognitive, visual-motor coordination, and handwriting skills. Read Writ 35, 713–741 (2022). https://doi.org/10.1007/s11145-021-10196-9

Download citation

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s11145-021-10196-9

Keywords

Search

Navigation