| |
|
| |
|
|
|
| |
|
‘It’s Not a Phase, Mom’: Examining the Ongoing Effects of DLD on the Written Language of College Students |
|
|
|
|
|
|
|
|
|
|
|
|
|
Alexander Tucci - University of Arizona
|
Elena Plante - University of Arizona
|
Becky Vance - University of Arizona
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
| SRCLD Year: |
2022 |
| Presentation Type: |
Poster Presentation |
| Poster Number: |
PS2F21 |
| Presentation Time: |
(na) |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
This work is part of a larger study that sought to fill a critical gap in our understanding of functional outcomes in early adulthood for students with developmental language disorder (DLD). We explored how college students with and without DLD differ in terms of the quality and grammatical complexity of their writing. Fifty college students (25 with DLD and 25 with typical language (TL), M-age = 19) completed expository writing samples in typed and handwritten conditions. Samples were transcribed and coded in SALT for grammatical complexity, and errors in spelling, grammar, mechanics, and semantics. Preliminary results suggest that students with DLD are more likely to make errors of all types on a per-word and per-utterance basis than their peers with TL. Initial comparisons of grammatical complexity suggest little difference across groups. Deeper analysis of error patterns and clause and structure controlling for modality and topic will be discussed. Results of this work will be used to inform functional writing assessment and intervention for young adults with DLD. This project was partially funded by a UArizona GPSC Research and Project Grant. |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|