Literacy Assessment and Intervention

5547V - Examining the Ongoing Effects of Developmental Language Disorder on the Written Language of College Students

ON-DEMAND

Format: Technical Research (Virtual)

Audience: Students, Researchers, Related Professionals, Early Career Professionals (under 5 years)

Keywords: developmental language disorder, writing, literacy, adults, research

Presenting Author(s)

Alexander Tucci

University of Arizona

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Author Only (Not Presenting)(s)

Elena Plante

University of Arizona
Rebecca Vance

University of Arizona

Two groups of college students (25 with developmental language disorder (DLD), 25 with typical language (TL)) were compared on measures of length, complexity, and quality of their expository written language. Results suggest that college students with DLD are likely to write expository samples with fewer words and more syntactic errors than their peers with TL. All other measures of length, complexity, and quality were relatively similar across groups. The practical implications of these findings and the importance of individual strengths-and-needs assessment and intervention for this population will be discussed.

Learning Objectives:

Explain the similarities and differences between the expository writing of college students with and without developmental language disorder
Apply information about writing abilities for college students with developmental language disorder to their assessment and intervention in this population
Interpret the results of Bayesian general linear mixed models for language research