Emergent Name-Writing Abilities of Preschool-Age Children With Language Impairment Purpose The 2 studies reported in this manuscript collectively address 3 aims: (a) to characterize the name-writing abilities of preschool-age children with language impairment (LI), (b) to identify those emergent literacy skills that are concurrently associated with name-writing abilities, and (c) to compare the name-writing abilities of children with LI ... Research Article
Research Article  |   January 01, 2009
Emergent Name-Writing Abilities of Preschool-Age Children With Language Impairment
 
Author Affiliations & Notes
  • Sonia Q. Cabell
    University of Virginia, Charlottesville
  • Laura M. Justice
    University of Virginia, Charlottesville
  • Tricia A. Zucker
    University of Virginia, Charlottesville
  • Anita S. McGinty
    University of Virginia, Charlottesville
  • Contact author: Sonia Cabell, Preschool Language and Literacy Lab, P.O. Box 400873, University of Virginia, Charlottesville, VA 22904. E-mail: sonia@virginia.edu.
  • Laura M. Justice is now at The Ohio State University.
    Laura M. Justice is now at The Ohio State University.×
Article Information
Development / School-Based Settings / Normal Language Processing / Language Disorders / Speech, Voice & Prosody / Research Articles
Research Article   |   January 01, 2009
Emergent Name-Writing Abilities of Preschool-Age Children With Language Impairment
Language, Speech, and Hearing Services in Schools, January 2009, Vol. 40, 53-66. doi:10.1044/0161-1461(2008/07-0052)
History: Received July 23, 2007 , Revised January 16, 2008 , Accepted March 4, 2008
 
Language, Speech, and Hearing Services in Schools, January 2009, Vol. 40, 53-66. doi:10.1044/0161-1461(2008/07-0052)
History: Received July 23, 2007; Revised January 16, 2008; Accepted March 4, 2008
Web of Science® Times Cited: 34

Purpose The 2 studies reported in this manuscript collectively address 3 aims: (a) to characterize the name-writing abilities of preschool-age children with language impairment (LI), (b) to identify those emergent literacy skills that are concurrently associated with name-writing abilities, and (c) to compare the name-writing abilities of children with LI to those of their typical language (TL) peers.

Method Fifty-nine preschool-age children with LI were administered a battery of emergent literacy and language assessments, including a task in which the children were asked to write their first names. A subset of these children (n = 23) was then compared to a TL-matched sample to characterize performance differences.

Results Results showed that the name-writing abilities of preschoolers with LI were associated with skills in alphabet knowledge and print concepts. Hierarchical multiple regression analysis indicated that only alphabet knowledge uniquely contributed to the variance in concurrent name-writing abilities. In the matched comparison, the TL group demonstrated significantly more advanced name-writing representations than the LI group.

Conclusions Children with LI lag significantly behind their TL peers in name-writing abilities. Speech-language pathologists are encouraged to address the print-related skills of children with LI within their clinical interventions.

Acknowledgment
This research was supported by Grants DC04933-01A2 and HD043204-02 from the National Institutes of Health. We would like to thank the program administrators, research assistants, parents, and children who made these studies possible.
Order a Subscription
Pay Per View
Entire Language, Speech, and Hearing Services in Schools content & archive
24-hour access
This Article
24-hour access