Writing through retellings: an exploratory study of language-impaired and dyslexic populations

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Examining the transcription-writing link: Effects of handwriting fluency and spelling accuracy on writing performance via planning and translating in middle grades (2017, methodology): “Using a text-retell procedure, Puranik, Lombardino, and Altmann (2007) found that, compared to age-matched peers, those with dyslexia showed poorer performance on complex sentence production.”
Concurrent and longitudinal neuropsychological contributors to written language expression in first and second grade students (2011, background): “These findings would be consistent with recent work by Dockrell, Lindsay, Connelly, and Mackie (2007), Puranik, Lombardino, and Altmann (2007), and Fey, Catts, Proctor-Williams, Tomblin, and Zhang (2004) who noted that children with specific language impairments and/or dyslexia will have…”