The Contributions of Phonological Awareness, Alphabet Knowledge, and Letter Writing to Name Writing in Children With Specific Language Impairment and Typically Developing Children Purpose Name writing is one aspect of emergent writing that has been used to understand emergent literacy development. Name-writing skills and the relationship of name writing to other emergent literacy skills have not been studied extensively in children with specific language impairment (SLI). Children with SLI consistently demonstrate delays in ... Research Article
Research Article  |   February 06, 2018
The Contributions of Phonological Awareness, Alphabet Knowledge, and Letter Writing to Name Writing in Children With Specific Language Impairment and Typically Developing Children
 
Author Affiliations & Notes
  • Stacey L. Pavelko
    Department of Communication Sciences and Disorders, James Madison University, Harrisonburg, VA
  • R. Jane Lieberman
    Communication Sciences and Disorders, University of Central Florida, Orlando
  • Jamie Schwartz
    Communication Sciences and Disorders, University of Central Florida, Orlando
  • Debbie Hahs-Vaughn
    Educational and Human Sciences, University of Central Florida, Orlando
  • Disclosure: The authors have declared that no competing interests existed at the time of publication.
    Disclosure: The authors have declared that no competing interests existed at the time of publication. ×
  • Correspondence to Stacey Pavelko: pavelksl@jmu.edu
  • Editor-in-Chief: Krista Wilkinson
    Editor-in-Chief: Krista Wilkinson×
  • Editor: Carol Miller
    Editor: Carol Miller×
Article Information
Development / Normal Language Processing / Language Disorders / Specific Language Impairment / Speech, Voice & Prosody / Research Articles
Research Article   |   February 06, 2018
The Contributions of Phonological Awareness, Alphabet Knowledge, and Letter Writing to Name Writing in Children With Specific Language Impairment and Typically Developing Children
American Journal of Speech-Language Pathology, February 2018, Vol. 27, 166-180. doi:10.1044/2017_AJSLP-17-0084
History: Received June 6, 2017 , Revised July 28, 2017 , Accepted September 28, 2017
 
American Journal of Speech-Language Pathology, February 2018, Vol. 27, 166-180. doi:10.1044/2017_AJSLP-17-0084
History: Received June 6, 2017; Revised July 28, 2017; Accepted September 28, 2017

Purpose Name writing is one aspect of emergent writing that has been used to understand emergent literacy development. Name-writing skills and the relationship of name writing to other emergent literacy skills have not been studied extensively in children with specific language impairment (SLI). Children with SLI consistently demonstrate delays in phonological awareness (PA), alphabet knowledge (AK), print awareness, and emergent writing. The purpose of this study was to examine the contributions of PA, AK, and letter writing to name writing in children with SLI and typically developing (TD) children.

Method Participants were 65 children (22 SLI, 43 TD) with an average age of 53 months. Participants completed the Assessment of Literacy and Language (Lombardino, Lieberman, & Brown, 2005), a letter-writing task, and a name-writing task.

Results Data were analyzed using correlation and mediation modeling. Mediation modeling, a more sophisticated analysis, revealed that PA, AK, and letter writing, in serial, were mediating variables for language status on name writing.

Conclusion Phonemic awareness, AK, and letter writing help to explain the relationship between language status and name writing. These skills should be integrated during treatment, using a horizontal approach with developmentally appropriate activities, particularly for children with SLI.

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