Vol 37 No 1 (2018)
Language
How to Cite
Amoolya.G.a, Jayashree.C.Shanbalb. (1). Written productivity in fourth grade Kannada-English children with Learning Disability. Journal of All India Institute of Speech and Hearing, 37(1), 73-83. Retrieved from http://203.129.241.91/jaiish/index.php/aiish/article/view/1130
Abstract
Most of the studies in biliterate children with Learning disability have mainly concentrated on reading, whereas little attention has been given to studying correlates for written language development. Thus the objectives of the present study were to investigate and compare written productivity in Kannada-English biliterate children with Learning Disability in each of their two languages. The participants of the study included fteen emerging biliterate children with Learning Disability in the fourth grade and thirty age and language matched typically developing children.
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teachers on the evaluation and remediation of
the compositions of students with Learning Disabilities.
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expressive writing to students with learning
disabilities: Research-based applications and
examples. Journal of Learning Disabilities,
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Children's ability to write stories as a function
of variation in task, age, and developmental
level. Learning Disability Quarterly, 10, 175-
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hand and its connections with language by ear,
mouth, and eye. Topics in Language Disorders,
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comprehension, oral expression, reading
comprehension, and written expression: Related
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three letter- writing modes; and fast mapping
in spelling. Developmental Neuropsychology, 29
(1), 61-92.
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W. (2001). Language phenotype for reading and
writing disability: A family approach. Scienti c
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process approach to writing development across
the life span. Educational Psychology Review,
8, 193-218.
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and second language literacy. In D. August & T.
Shanahan (Eds.), Developing literacy in second-
language learners: Report of the National Liter-
acy Panel on Language-Minority Children and
Youth (pp. 123-140). Mahwah, NJ: Erlbaum.
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and other phenomena of emergent
bilingual writing: Lessons from rstgrade
dual language classrooms. Journal of
Early Childhood Literacy, 6 (3), 323-354. DOI:
10.1177/1468798406069796
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expression. In A. M. Bain, L. L. Bailet, &
L. C. Moats (Eds.), Written language disorders:
Theory into practice (pp. 129-164). Austin,
TX: PRO-ED.
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learning disabilities and the process of writing:
A meta-analysis of SRSD studies. In H. L.
Swanson, K. R. Harris, & S. Graham (Eds.).
Handbook of learning disabilities (pp. 323-344).
New York, NY: Guilford Press.
Gregg, N., & Mather, N. (2002). School Is Fun at
Recess: Informal Analyses of Written Language
for Students with Learning Disabilities. Jour-
nal of Learning Disabilities, 35 (1), 7-22. DOI:
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Story structure, cohesion, and propositions in
story recalls by Learning-Disabled and nondisabled
children. Journal of Psycholinguistic Re-
search,15 (6), 539-555.
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of spoken and written language: generating
workable hypotheses. Journal of Developmen-
tal and Behavioral Pediatrics, 28 (6), 478-486.
[PubMed: 18091095].
Grosjean, F. (1985). `The Bilingual as a Competent
but Speci c Speaker-hearer'. Journal of Mul-
tilingual and Multicultural Development, 6 (6),
467-77.
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bilingual is not two monolinguals in one person.
Brain and Language, 36, 3-15. DOI:
10.1016/0093-934X(89)90048-5
Harris, K. R., Graham, S., & Mason, L. H. (2003).
Self-regulated strategy development in the classroom:
Part of a balanced approach to writing
instruction for students with disabilities. Focus
on Exceptional Children, 35 (7), 1-16.
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of writing processes. In L. Gregg &
E. Steinberg (Eds.), Cognitive processes in writ-
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skills and writing skills in primary and
intermediate grade writers. Journal of Educa-
tional Psychology, 85 (3), 478-508.
Akcin, N. (2012). The perspectives of primary school
teachers on the evaluation and remediation of
the compositions of students with Learning Disabilities.
American International Journal of
contemporary research, 2 (3), 68- 75.
Alamargot, D. & Fayol, M. (2009). Modelling the development
of written composition. In R. Beard,
D. Myhill, M. Nystrand & J. Riley (Eds). Hand-
book of Writing Development (pp.23-47). Sage.
United Kingdom.
Amoolya. G., & Shanbal, J. C. (2012). Sentence
comprehension in children with Learning Disabilities.
Student Research at A.I.I.S.H. Mysuru
(Articles based on dissertations at AIISH), 10,
20-31.
Baker, S., Gersten, R., & Graham, S. (2003). Teaching
expressive writing to students with learning
disabilities: Research-based applications and
examples. Journal of Learning Disabilities,
36,109-123.
Barenbaum, E., Newcomer, P., & Nodine, B. (1987).
Children's ability to write stories as a function
of variation in task, age, and developmental
level. Learning Disability Quarterly, 10, 175-
188.
Berninger, V. (2000). Development of language by
hand and its connections with language by ear,
mouth, and eye. Topics in Language Disorders,
20 (4), 65-84.
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,
635-651.
Berninger, V. W., Abbott, R. D., Jones, J., Wolf,
B. J., Gould, L., Anderson-Youngstrom, M.,
Shimada, S., & Apel, K. (2006). Early development
of language by hand: Composing,
reading, listening, and speaking connections;
three letter- writing modes; and fast mapping
in spelling. Developmental Neuropsychology, 29
(1), 61-92.
Berninger, V., Abbott, R., Thomson, J.,& Raskind,
W. (2001). Language phenotype for reading and
writing disability: A family approach. Scienti c
Studies in Reading, 5, 59-105.
Berninger, V., Fuller, F., & Whitaker, D. (1996).A
process approach to writing development across
the life span. Educational Psychology Review,
8, 193-218.
Berninger, V. W., & Swanson, H. L. (1994). Modi
cation of the Hayes and Flower model to explain
beginning and developing writing. In E.
Butter eld (Ed.), Advances in cognition and educational
practice: Vol. 2. Children's writing:
Toward a process theory of development
of skilled writing (pp. 57-81). Greenwich,CT:
JAI Press.
Bialystok, E. (2007). Acquisition of literacy in bilingual
children: A framework for research. Lan-
guage Learning, 57, 45-77.
Cain, K., & Oakhill, J. (1996). The nature of the relationship
between comprehension skill and the
ability to tell a story. British Journal of Devel-
opmental Psychology, 14, 187-201.
Carretti, B., Maria, A. R. & ArfA, B. (2013). Reading
comprehension and expressive writing: a
comparison between good and poor comprehenders.
Journal of Learning Disabilities, 46 (1),
87-96.
Catts, H. W., Fey , M., Zhang, X. & Tomblin, J. B.
(1999). Language basis of reading and reading
disabilities: Evidence from a longitudinal investigation.
Scienti c studies of reading, 3, 331-
361.
Cossu, G., Shankweiler, D. Liberman, I.Y., Tola G.
& Katz, L. (1988). Awareness of phonological
segments and reading ability in Italian children.
Applied Psycholinguistics, 9, 1-16.
Danzak, L. R. (2011a). The integration of Lexical,
syntactic, and discourse features in bilingual
adolescents' writing: An exploratory approach.
Language, Speech and Hearing Services
in Schools, 42, 491-505.
Danzak, L. R. (2011b). The interface of language
pro ciency and identity: A pro le analysis of
bilingual adolescents and their writing. Lan-
guage, Speech and Hearing Services in Schools,
42, 506-519.
De Silva, A. D. (1998). Emergent Spanish writing of
a second grader in a whole language Classroom.
In B. PASrez (Ed.) Sociocultural Contexts of
Language and Literacy. Mahwah, NJ: Lawrence
Erlbaum Associates.
Dworin, J. (2003). Examining Children's Biliteracy
in the Classroom. In A. I. Willis, G. E. Garcia,
80
Written productivity in biliterates
R. Barrera & V. J. Harris, (Eds.), Multicultural
Issues in Literacy Research and Practice. Mahwah,
NJ: Lawrence Erlbaum.
Fitzgerald, J. (2006). Multilingual writing in
preschool through 12th grade: The last 15 years.
In C. A. MacArthur, S. Graham, & J. Fitzgerald
(Eds.), Handbook of writing research (pp. 337-
354). New York, NY: Guilford Press.
Geva, E. (2006). Second-language oral pro ciency
and second language literacy. In D. August & T.
Shanahan (Eds.), Developing literacy in second-
language learners: Report of the National Liter-
acy Panel on Language-Minority Children and
Youth (pp. 123-140). Mahwah, NJ: Erlbaum.
Gort, M. (2006). Strategic code-switching, interliteracy,
and other phenomena of emergent
bilingual writing: Lessons from rstgrade
dual language classrooms. Journal of
Early Childhood Literacy, 6 (3), 323-354. DOI:
10.1177/1468798406069796
Gould, B. W. (1991). Curricular strategies for written
expression. In A. M. Bain, L. L. Bailet, &
L. C. Moats (Eds.), Written language disorders:
Theory into practice (pp. 129-164). Austin,
TX: PRO-ED.
Graham, S., & Harris, K. R. (2003). Students with
learning disabilities and the process of writing:
A meta-analysis of SRSD studies. In H. L.
Swanson, K. R. Harris, & S. Graham (Eds.).
Handbook of learning disabilities (pp. 323-344).
New York, NY: Guilford Press.
Gregg, N., & Mather, N. (2002). School Is Fun at
Recess: Informal Analyses of Written Language
for Students with Learning Disabilities. Jour-
nal of Learning Disabilities, 35 (1), 7-22. DOI:
10.1177/002221940203500102
Grith, P.L., Ripich, D.N., & Dastoli, S.L. (1986).
Story structure, cohesion, and propositions in
story recalls by Learning-Disabled and nondisabled
children. Journal of Psycholinguistic Re-
search,15 (6), 539-555.
Grigorenko, E. L. (2007). Rethinking disorders
of spoken and written language: generating
workable hypotheses. Journal of Developmen-
tal and Behavioral Pediatrics, 28 (6), 478-486.
[PubMed: 18091095].
Grosjean, F. (1985). `The Bilingual as a Competent
but Speci c Speaker-hearer'. Journal of Mul-
tilingual and Multicultural Development, 6 (6),
467-77.
Grosjean, F. (1989). Neurolinguists, beware! The
bilingual is not two monolinguals in one person.
Brain and Language, 36, 3-15. DOI:
10.1016/0093-934X(89)90048-5
Harris, K. R., Graham, S., & Mason, L. H. (2003).
Self-regulated strategy development in the classroom:
Part of a balanced approach to writing
instruction for students with disabilities. Focus
on Exceptional Children, 35 (7), 1-16.
Hayes, J., & Flower, L. (1980). Identifying the organization
of writing processes. In L. Gregg &
E. Steinberg (Eds.), Cognitive processes in writ-
ing: An interdisciplinary approach ( pp. 3-30)
.Hillsdale, NJ: Erlbaum.
Heath , N. L., Toste, J. R., & Roberts, E. (2007).
Learning disabilities research: Ten years in review.
Thalamus, 25 (1), 9-17.
Hedman, C. (2012). Pro ling dyslexia in bilingual
adolescents. International Journal of Speech-
Language Pathology, 4 (6), 529-542.
Hooper, S. R. (2002). The language of written
language: an introduction to the special issue.
Journal of Learning Disabilities, 35 (1), 2-
6.
Hopewell, S. W., & Escamilla, K., (2014). Biliteracy
development in immersion contexts. Journal of
Immersion and Content-based Language Educa-
tion, 2 (2), 181-195.
Houck, C., & Billingsley, B. (1989). Written expression
of students with and without learning disabilities:
Di erences across the grades. Journal
of Learning Disabilities, 22, 561-565.
Hunt, K.W. (1965). Grammatical structures written
at three grade levels (NCTE Research Report
No. 3). Champaign, IL: National Council of
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