SPOKEN LANGUAGE AND WRITTEN EXPRESSION - INTERPLAY OF DELAYS

Children with histories of early phonology disorders were assessed at school age for both spoken language and written expression skills. Res ults showed that children with a history of a phonology disorder perfo rmed more poorly on writing tasks than siblings developing normally. C hildren with histories of phonology disorders + additional language di sorders performed more poorly on writing tasks than children with hist ories of phonology disorders alone. Spoken language abilities, as meas ured by the CELF-R, best predicted written expression skills for both groups of children with phonology disorders. However, measures of the semantic and syntactic capacity of spoken language abilities did not c orrelate with corresponding aspects of written expression.