Do children with reading difficulties experience writing difficulties? A meta-analysis.

In this meta-analysis, we examined whether children identified with reading difficulties (RD) evidence writing difficulties. We included studies comparing children with RD with (a) typically developing peers matched on age (k = 87 studies) and (b) typically developing younger peers with similar reading capabilities (k = 24 studies). Children identified with RD scored lower on measures of writing than their same age peers (g = −1.25) when all writing scores in a study were included in the analysis. This same pattern occurred for specific measures of writing: quality (g = −0.95), output (g = −0.66), organization (g = −0.72), sentence skills (g = −0.78), vocabulary (g = −1.17), syntax (g = −1.07), handwriting (g = −0.64), and spelling (g = −1.42). Differences in the writing scores of children identified with RD and same age peers were moderated by whether the writing assessment was a norm-referenced or researcher-designed measure when all writing measures or just spelling were included in the analyses. Depth of orthography for studies involving European languages also moderated differences in the spelling scores of children identified with RD and same age peers. Finally, children identified with RD scored lower on writing than younger peers with similar reading capabilities (g = −0.94) and more specifically on spelling (−0.93). We concluded that children with RD experience difficulties with writing, providing support for theoretical propositions of reading and writing connections as well as the importance of writing instruction for these students.

© American Psychological Association, 2021-11-01. This paper is not the copy of record and may not exactly replicate the authoritative document published in the APA journal. Please do not copy or cite without author's permission. The final article is available, upon publication, at: https://doi.org/10.1037/edu0000643

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Work Title Do children with reading difficulties experience writing difficulties? A meta-analysis.
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Open Access
Creators
  1. Steve Graham
  2. A. Angelique Aitken
  3. Michael Hebert
  4. April Camping
  5. Tanya Santangelo
  6. Karen R. Harris
  7. Kristi Eustice
  8. Joseph D. Sweet
  9. Clarence Ng
Keyword
  1. Meta-analysis
  2. Reading
  3. Reading difficulties
  4. Writing
License In Copyright (Rights Reserved)
Work Type Article
Publisher
  1. Journal of Educational Psychology
Publication Date 2021
Publisher Identifier (DOI)
  1. https://doi.org/10.1037/edu0000643
Deposited December 06, 2023

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  • Created
  • Added Do_Children_with_Reading_Difficulties_Experience__2020-1.pdf
  • Added Creator Steve Graham
  • Added Creator A. Angelique Aitken
  • Added Creator S. Graham
  • Added Creator Michael Hebert
  • Added Creator April Camping
  • Added Creator K. R. Harris
  • Added Creator Tanya Santangelo
  • Added Creator K. Eustice
  • Added Creator Karen R. Harris
  • Added Creator Kristi Eustice
  • Added Creator J. Sweet
  • Added Creator C. Ng.
  • Added Creator Joseph D. Sweet
  • Added Creator Clarence Ng
  • Published
  • Updated Keyword, Publication Date Show Changes
    Keyword
    • Meta-analysis, Reading, Reading difficulties, Writing
    Publication Date
    • 2020-01-01
    • 2021
  • Deleted Creator S. Graham
  • Deleted Creator Karen R. Harris
  • Deleted Creator Kristi Eustice
  • Deleted Creator J. Sweet
  • Deleted Creator C. Ng.
  • Updated Creator Michael Hebert
  • Updated Creator April Camping
  • Renamed Creator Karen R. Harris Show Changes
    • K. R. Harris
    • Karen R. Harris
  • Updated Creator Tanya Santangelo
  • Renamed Creator Kristi Eustice Show Changes
    • K. Eustice
    • Kristi Eustice
  • Updated Creator Joseph D. Sweet
  • Updated Creator Clarence Ng
  • Updated