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Crish FINAL4 19 22 with cert.pdf (715.73 KB)

ETD Abstract Container

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The Impact of Language Impairment on Learning Disabilities in Writing for K-12 Students: A Meta-Analytic Investigation

Crish, Kristen Shepherd
http://rave.ohiolink.edu/etdc/view?acc_num=ysu1650618841102707

Abstract Details

2022, Doctor of Education (Educational Leadership), Youngstown State University, Department of Teacher Education and Leadership Studies.
Children from all cultural backgrounds and socioeconomic statuses demonstrate speech and language disorders that can have implications on their reading and writing abilities. It is the role of speech language pathologists to help remediate these foundational skills to allow further development of encoding and decoding in the educational setting. The presence of underlying speech and language disorders are often to blame for student deficits in writing abilities that present as writing disorders. School staff need to understand the role of speech language pathologist and the implications of untreated speech and language deficits. Graham et al. (2020) shares a large body of work that aims to strengthen the argument that there is a strong correlation between the presence of speech and language impairments and the effects that they have on student writing. The current investigation is a meta-analysis that replicates and improves on Graham et al.’s research. The current investigation utilizes their existing body of work with the following additions to examine if race, gender, socioeconomic status, location of the study, type of assessment utilized, or publication status generate any significant differences in students’ writing abilities. Results of this study support Graham et al.’s conclusion. Both bodies of work agree that the presence of speech and language impairments have a negative impact on students’ writing abilities. There was not enough available data to determine if a student’s racial background, gender, or socioeconomic status plays a part in the development of encoding. Teachers and school staff need to understand the importance of speech and language disorders and when speech and language intervention is needed to help students’ writing skills progress. Language skills are necessary foundational skills that are required to participate in both functional and educational activities.
Karen Larwin, Ph.D. (Committee Chair)
Patrick Spearman, Ph.D. (Committee Member)
Carrie Jackson, Ed.D. (Committee Member)
Pam Epler, Ph.D. (Committee Member)
80 p.
Reading Instruction; Speech Therapy; Teacher Education
Learning disability; Speech and language impairment; Reading; Writing; Development

Recommended Citations

Citations

  • Crish, K. S. (2022). The Impact of Language Impairment on Learning Disabilities in Writing for K-12 Students: A Meta-Analytic Investigation [Doctoral dissertation, Youngstown State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1650618841102707

    APA Style (7th edition)

  • Crish, Kristen. The Impact of Language Impairment on Learning Disabilities in Writing for K-12 Students: A Meta-Analytic Investigation. 2022. Youngstown State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=ysu1650618841102707.

    MLA Style (8th edition)

  • Crish, Kristen. "The Impact of Language Impairment on Learning Disabilities in Writing for K-12 Students: A Meta-Analytic Investigation." Doctoral dissertation, Youngstown State University, 2022. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1650618841102707

    Chicago Manual of Style (17th edition)

ysu1650618841102707
388
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This open access ETD is published by Youngstown State University and OhioLINK.