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Journal article

An analysis of errors and strategies in the expository writing of learning disabled students

Thomas C, Englert C, Gregg S...(+3 more)

Rase Remedial and Special Education, vol. 8 (1987) pp. 21-30

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Abstract

Examined the expository writing errors of 36 learning disabled {(LD)} students, 36 students matched to the {LD} students in {IQ} and reading ability, and 36 normally achieving students (all from Grades 3-7). {LD} Ss exhibited quantitatively and qualitatively different writing performances than normally achieving Ss, and to a lesser extent, than matched on {IQ} and reading achievement. {LD} Ss had significant difficulty sustaining their expository writing efforts, and their errors suggested a reliance on the knowledge-telling strategy as a basis for expository discourse production. Specifically, {LD} Ss produced significantly more redundancies, irrelevancies, early terminations, and technical errors than normally achieving controls. {(PsycLIT)}

Author-supplied keywords

  • Fehleranalyse
  • Grundschüler
  • Intelligenzquotient
  • Jugendalter
  • Lernbehinderungen
  • Lesefähigkeit
  • Schreibfähigkeiten
  • Schriftliche Kommunikation
  • {JUNIOR-HIGH-SCHOOL-STUDENTS
  • } Kindheit

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