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An Analysis of Errors and Strategies in the Expository Writing of Learning Disabled Students

by C. C. Thomas, C. S. Englert, S. Gregg
Remedial and Special Education ()

Abstract

Examination of the expository writing of 36 learning-disabled (LD), 36 nondisabled (matched in intelligence quotient and reading ability), and 36 normally-achieving nondisabled elementary school students indicated both grade- and group-related differences, with LD students producing more errors than low achieving nondisabled students, who produced more errors than normally-achieving students. (CB)

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