In early childhood classrooms, little time is spent writing (Gerde et al., "Early Childhood Research Quarterly," 31, 34, 2015), and students receive limited supports to enhance their writing skills (Bingham et al., "Early Childhood Research Quarterly," 39, 35, 2017). In early childhood, when students experience rich writing…

Written feedback plays a key role in the acquisition of academic writing skills. Ideally, this feedback should include feed up, feed back and feed forward. However, written feedback alone is not enough to improve writing skills; students often struggle to interpret the feedback received and enhance their writing skills accordingly. Several studies…

Background and aims: The ability to communicate is a fundamental skill required to participate in school. Students with Developmental Language Disorder (DLD) have persistent and significant language difficulties that impact daily functioning. However, the impact of DLD on the academic achievement of primary and secondary school-aged students has…

Background: Prenatal alcohol exposure (PAE) is associated with growth deficits and neurodevelopmental impairment including foetal alcohol spectrum disorder (FASD). Difficulties with oral and written communication skills are common among children with PAE; however, less is known about how communication skills of adolescents who have PAE compare…

We conducted a meta-analysis to investigate reading-writing relations. Beyond the overall relation, we systematically investigated moderation of the relation as a function of linguistic grain size (word reading and spelling versus reading comprehension and written composition), measurement of reading comprehension (e.g., multiple choice,…

We conducted a meta-analysis to investigate reading-writing relations. Beyond the overall relation, we systematically investigated moderation of the relation as a function of linguistic grain size (word reading and spelling versus reading comprehension and written composition), measurement of reading comprehension (e.g., multiple choice,…

In this meta-analysis, we examined whether children classified with specific language impairment (SLI) experience difficulties with writing. We included studies comparing children with SLI to (a) typically developing peers matched on age (k = 39 studies) and (b) typically developing younger peers with similar language capabilities (k = six…

We addressed Deville and Chalhoub-Deville's (2006), Schoonen's (2012), and Xi and Mollaun's (2006) call for research into the contextual features that are considered related to person-by-task interactions in the framework of generalizability theory in two ways. First, we quantitatively synthesized the generalizability studies to determine the…

Theories of writing development posit several component skills as necessary to the writing process. This meta-analysis synthesizes the literature on the correlation between these proposed component skills and writing outcomes. Specifically, in this study, we examine the bivariate relationships between handwriting fluency, spelling, reading, and…

Theories of writing development posit several component skills as necessary to the writing process. This meta-analysis synthesizes the literature on the correlation between these proposed component skills and writing outcomes. Specifically, this study examines the bivariate relationship of handwriting fluency, spelling, reading, and oral language…

Achieving communicative competency in English classes has been a key goal in contexts where English is taught as a foreign language (EFL). During this process, however, integrating the difficulty and complexity of real life tasks into classroom teaching has often been disregarded. Lack of opportunities for authentic language use often results in…

The purpose of this literature review is to identify the most effective instructional principles for English language learners (ELLs) as documented by prominent researchers in the field and existing research reviews. This report is intended as a high-level synthesis of existing reviews of the literature rather than a comprehensive search and…

Argues that both oral and visual language acquisition may be innate human functions and calls for the examination of current reading programs in this light. (FL)

The relationship of systemic functional linguistic theory to the following themes is examined: differences between speech and writing; written genres; and the study of spoken language, especially for its relevance in school learning. (65 references) (LB)

Reviews what recent research into speaking-writing relationships has to say about a particular problem of unskilled writers--those who tend to write as if they were talking. Examines the differences and interdependence of oral dialogue and written monologue. (RL)