Write out loud: how oral language impacts the written language of children with written expressive language delays
This paper explores the influence of oral language on written language for children with written expressive language delays. Writing samples were collected over a twoyear period from a small class sample. Children were given opportunities to discuss their stories with partners or the teacher. It was hypothesized that students, given an opportunity to orally talk about their writing, would be able to write a paragraph with more clarity, focus, and detail. Oral language was combined with written language for writing with visual aids, writing with a kinesthetic experience, writing with graphic organizers, writing with opinion, and journal writing without using oral language. The results indicate children's learning style and motivation had more influence over written language than anyone strategy.