Syntactic and Vocabulary Development in the Written Language of Learning Disabled and Non-Learning Disabled Students at Four Age Levels

1982 ◽  
Vol 5 (2) ◽  
pp. 163-172 ◽  
Author(s):  
Nancy T. Morris ◽  
W. Donald Crump
Keyword(s):  
Language Development ◽  
Computer Technology ◽  
Vocabulary Development ◽  
Learning Disabled ◽  
Written Language ◽  
Written Expression ◽  
Disabled Students ◽  
Sensitive Index ◽  
Written Language Development ◽  
Federal Guidelines

Learning disabled students demonstrate serious problems in developing written language facility. Although written expression is one of seven aspects of achievement specified in the federal guidelines for identification of learning disabled students, measurement of written language development is quite complex. The search for a single, sensitive index of written language development is compounded by the synergistic nature of written language and the influence of contrived formats used in assessment. Syntax and vocabulary are frequently employed in research on written language development. Thus, the minimal terminable unit (T-unit) and the type/token ratio have been used as indices of syntactic and vocabulary development in analyzing samples of students' written language. Recently, computer technology has permitted the use of more complex measures of syntactic density and vocabulary intensity. The purpose of this study was to compare the written language development of learning disabled and non-learning disabled students at four age levels on measures of syntactic and vocabulary development. Implications for measurement and research are discussed.

Effects of Discourse Mode on the Syntactic Complexity of Learning Disabled Students' Written Expression

1984 ◽  
Vol 7 (1) ◽  
pp. 19-29 ◽  
Author(s):  
Teresa K. Blair ◽  
W. Donald Crump
Keyword(s):  
Average Length ◽  
Learning Disabled ◽  
Written Language ◽  
Written Expression ◽  
Syntactic Complexity ◽  
Disabled Students ◽  
Grade Levels ◽  
Density Score ◽  
Complexity Results ◽  
Two Measures

The purpose of this study was to investigate the effect of discourse mode on the syntactic complexity of the written expression of learning disabled students at three grade levels. A film without narration was used to elicit written language samples in each of the two discourse modes, description and argumentation. Two measures of syntactic complexity — average length of T-unit and Syntactic Density Score — were employed to determine differences between the two modes. In addition, sentence types and syntactic patterns were examined as indices of syntactic complexity. Results of the investigation and implications of these results are discussed.

scholarly journals A Comparison of Components of Written Expression Abilities in Learning Disabled and Non-Learning Disabled Students at Three Grade Levels

1980 ◽  
Vol 3 (4) ◽  
pp. 46-53 ◽  
Author(s):  
Mary S. Poplin ◽  
Richard Gray ◽  
Stephen Larsen ◽  
Alison Banikowski ◽  
Tes Mehring
Keyword(s):  
Academic Success ◽  
Empirical Evidence ◽  
Normal Development ◽  
Critical Role ◽  
Normal Subjects ◽  
Learning Disabled ◽  
Written Language ◽  
Written Expression ◽  
Disabled Students ◽  
Grade Levels

Although written language plays a critical role in academic success, little empirical evidence exists on the normal development of processes involved in producing written products. Even less is known about the writing performance of LD children. This study empirically compared the written products of LD and normal students at three grade levels on The Test of Written Language. Results showed that LD subjects scored significantly lower than normal subjects on most written expression abilities, especially in the mechanical tasks of spelling, punctuation, and word usage.

They Have a Write to Go To College Too: Challenges for Secondary Level Students

2009 ◽  
Vol 16 (1) ◽  
pp. 9-13
Author(s):  
Joan Aker
Keyword(s):  
Language Development ◽  
Writing Process ◽  
Secondary Level ◽  
Written Language ◽  
Language Disabilities ◽  
Written Language Development

Abstract Children with language disabilities at the secondary level experience significant difficulty in all components of the writing process. This article discusses issues contributing to student’s difficulty in writing as well as suggestions for how to support written language development in this population.

Preservice Efforts To Promote School-Based SLPs' Roles in Written Language Development

2011 ◽  
Vol 12 (4) ◽  
pp. 121-127 ◽  
Author(s):  
Elizabeth Lanter ◽  
Claire Waldron
Keyword(s):  
Public Schools ◽  
Language Development ◽  
Clinical Education ◽  
Written Language ◽  
School Age Children ◽  
Leadership Roles ◽  
Clinical Experiences ◽  
School Based ◽  
Language Pathology ◽  
Written Language Development

Abstract The authors describe an innovative clinical education program that emphasizes the provision of written language services by preservice speech-language pathology graduate students at Radford University in Virginia. Clinicians combined academic coursework in language acquisition in school-age children and clinical experiences that target children's written language development to promote future literacy-based leadership roles and collaborative efforts among school-based speech-language pathologists (SLPs). These literacy-based experiences prepare SLPs to serve in the growing numbers of American public schools that are implementing Response to Intervention models.

Morphological Development and Writing Ability in Children and Adults

1991 ◽  
Vol 22 (4) ◽  
pp. 228-235 ◽  
Author(s):  
Hyla Rubin ◽  
Patricia A. Patterson ◽  
Miriam Kantor
Keyword(s):  
Language Learning ◽  
Learning Disabled ◽  
Spoken Language ◽  
Second Graders ◽  
Written Language ◽  
Written Expression ◽  
Morphological Development ◽  
Morphological Knowledge ◽  
Writing Ability ◽  
Normally Achieving

The purpose of this study was to investigate morphological knowledge in spoken language and its relationship to written representation of morphemes by normally achieving second graders, language-learning disabled children, and adults with literacy problems. Research dealing with the written expression of populations with language-learning difficulties has consistently indicated that these populations tend to make morphemic errors when spelling words. If a deficit in morphological knowledge is an underlying factor, then these individuals might also be expected to perform poorly on tasks that require them to apply morphological rules in spoken language (an implicit level of morphological knowledge) or to analyze the morphemic structure of spoken words (an explicit level of morphological knowledge). Analyses found both these levels of morphological knowledge to be highly related to morpheme use in written language samples, and suggest that morphological knowledge does not develop solely as a function of maturation or exposure to language. Implications of these findings for assessment and intervention are addressed.

Educating the Learning Disabled Adolescent: Some Assumptions

1978 ◽  
Vol 1 (4) ◽  
pp. 11-23 ◽  
Author(s):  
J. Lee Wiederholt
Keyword(s):  
Instructional Practice ◽  
Learning Disabled ◽  
Written Language ◽  
Natural Environments ◽  
Disabled Students ◽  
Instructional Factors ◽  
Students First ◽  
Learner Assessment ◽  
Effective Assessment

Educational practices for learning disabled adolescents exhibit considerable variance. Much of this variance stems from differing assumptions made about learner, assessment, and instructional factors related to the learning disabled adolescent. Wiederholt specifies three assumptions which he considers significant for effective assessment and instructional practice for older learning disabled students. First, the role of meaning in written language should be emphasized. Second, curricula should be related to skills and knowledge needed for functional competency as an adult in society. Third, the needs of handicapped adolescents should be evaluated in several natural environments. Instructional implications and cautions are discussed for each assumption.

scholarly journals Prerequisites for Written Language Acquisition and It’s Disorders Correction in Montessori Pedagogy

2015 ◽  
Vol 2 ◽  
pp. 222
Author(s):  
Gundega Tomele
Keyword(s):  
Academic Achievement ◽  
Primary Prevention ◽  
Language Acquisition ◽  
Language Development ◽  
Primary School ◽  
Language Disorders ◽  
Written Language ◽  
Theoretical Knowledge ◽  
Written Language Development ◽  
Written Language Acquisition

The successful acquisition of written language is an important precondition for schoolchildren academic achievement. Written language disorders are usually diagnosed during primary school, although the etiology of them is largely associated to children oral and written language development in the pre-school years. This article presents the need of primary prevention of written language disorders at the preschool level and its realization with a help of Montessori pedagogy. There is summarized theoretical knowledge in the context of language acquisition and reflected Montessori pedagogy prerequisites for the successful written language acquisition and correction of early signs of disorders in the pre-school years.

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