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.

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.

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.

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.

Comparison of Teacher-Rated Achievement Levels of Behaviorally Disordered, Learning Disabled, and Nonhandicapped Adolescents

1989 ◽  
Vol 15 (1) ◽  
pp. 1-8 ◽  
Author(s):  
Jerry Luebke ◽  
Michael H. Epstein ◽  
Douglas Cullinan
Keyword(s):  
Reading Comprehension ◽  
Learning Disabled ◽  
Written Expression ◽  
Disabled Students ◽  
Behaviorally Disordered ◽  
Instructional Needs ◽  
Achievement Levels

Teachers rated the achievement levels of behaviorally disordered, learning disabled, and nonhandicapped adolescents in four different academic areas: reading recognition, reading comprehension, arithmetic, and written expression. Comparisons across the three groups revealed that behaviorally disordered and learning disabled adolescents were seen as performing significantly below expected levels of achievement. Differences found between behaviorally disordered and learning disabled students' rated achievement appeared to depend upon particular age levels. Results are discussed in terms of the instructional needs of behaviorally disordered and learning disabled students.

Mathematics and Learning Disabled Youth: The Upper Grade Levels

1978 ◽  
Vol 1 (4) ◽  
pp. 37-52 ◽  
Author(s):  
John F. Cawley ◽  
Anne M. Fitzmaurice ◽  
Robert A. Shaw ◽  
Harris Kahn ◽  
Herman Bates
Keyword(s):  
Learning Disabilities ◽  
Real Life ◽  
Learning Disabled ◽  
Written Expression ◽  
Review Of The Literature ◽  
Mathematical Skills ◽  
Grade Levels ◽  
And Mathematics ◽  
The University ◽  
University Of Connecticut

Compared to disorders in reading, spelling, and written expression, mathematics disorders have received little attention by learning disabilities specialists. However, in recent years, Cawley and his associates at the University of Connecticut have made significant contributions in this area through their research and development efforts with learning disabled populations. This represents the first in a series of three articles which will focus upon mathematics and learning disabled students. Specifically, this article presents a model for mathematics programming for handicapped youth that considers both the characteristics of the learner and the appropriate representation of mathematics. The second article will present an interpretive review of the literature and the characteristics of learning disabled youth and mathematics. The final article will focus on problem solving and the application of mathematical skills and concepts to “real-life” situations.

Effects of Training on Learning Disabled Students' Creative Written Expression

1987 ◽  
Vol 60 (1) ◽  
pp. 23-26 ◽  
Author(s):  
Twila H. Jaben
Keyword(s):  
Learning Disabilities ◽  
Creative Thinking ◽  
Learning Disabled ◽  
Intermediate Level ◽  
Written Expression ◽  
Disabled Students

50 students from learning disabilities classrooms of intermediate level served as subjects. The Torrance Tests of Creative Thinking were given as pretests and posttests to measure the effects of instruction on subjects' creative written expression. For 14 wk. the Purdue Creative Thinking Program was used to stimulate the learning disabled experimental group's creative thinking. Posttest group's means were significantly greater than the control group's means on the verbal subtests of the Torrance Tests of Creative Thinking.

The Language of Instructional Materials: A Source of Reading Problems

1982 ◽  
Vol 49 (1) ◽  
pp. 48-53 ◽  
Author(s):  
Sandra McCormick ◽  
Alden J. Moe
Keyword(s):  
Reading Instruction ◽  
Oral Language ◽  
Learning Disabled ◽  
Reading Performance ◽  
Written Language ◽  
Instructional Materials ◽  
Disabled Students ◽  
Reading Abilities ◽  
Reading Materials ◽  
Sentence Patterns

A discussion of the effects of lack of congruency between children's language and the written language of reading materials is presented. The premise that written language is simply “talk written down” is challenged. Differences between these two forms of language in sentence patterns, vocabulary, intonation, and context exist. Failure to take into account the mismatch between oral language and written language can result in inaccurate assessment of the reading abilities of children and can affect their reading performance. Implications for reading instruction of learning disabled students are suggested by the differences in these two language forms.

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