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

by Carol C Thomas, Carol S Englert, Stephanie Gregg
Rase Remedial and Special Education ()

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)}

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