Abstract
This study contributes to the cross-linguistic investigation of written language difficulties in children with DLD by reporting new findings from Greek-speaking individuals. Specifically, we investigate the writing performance of children with DLD and compare it to that of a group of typically developing (TD) children, matched for gender and chronological age. The specific orthographic properties of Greek, radically different from those of English, offer a unique opportunity to understand the nature of written language production in DLD. The participants of the study were 62 children, 31 with DLD and 31 TD. Both groups were asked to write a text on a special prompt they were given by the researcher and they were assessed in the total number of words used in text, in the proportion of incorrectly spelt words in text as well as in the use of verbs, nouns, content and function words. Also, the different words and the total number of main and subordinate clauses each of the participants used in their text were counted. The findings of the study showed that the written outputs of the DLD group were poorer in almost all measurements compared to those of their TD peers. We discuss our findings in relation to those reported by other languages, in particular English, and spell out the implications for assessing written language in children with DLD.