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Evidence-Based Diagnosis and Treatment for Specific Learning Disabilities Involving Impairments in Written and/or Oral Language
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Berninger, Virginia W.; May, Maggie O'Malley – Journal of Learning Disabilities, 2011
Programmatic, multidisciplinary research provided converging brain, genetic, and developmental support for evidence-based diagnoses of three specific learning disabilities based on hallmark phenotypes (behavioral expression of underlying genotypes) with treatment relevance: dysgraphia (impaired legible automatic letter writing, orthographic…
Descriptors: Letters (Correspondence), Written Language, Oral Language, Learning Disabilities
Cohesion: Inter and Intra Sentence Errors.
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Gregg, Noel – Journal of Learning Disabilities, 1986
The role of cohesion and the types of cohesive ties (grammatical, transitional, and lexical) found in written text are examined in order to help teachers establish appropriate instructional objectives. (CL)
Descriptors: Cohesion (Written Composition), Disabilities, Elementary Secondary Education, Grammar
School Is Fun at Recess: Informal Analyses of Written Language for Students with Learning Disabilities.
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Gregg, Noel; Mather, Nancy – Journal of Learning Disabilities, 2002
This article reviews the varied components of written language, suggest informal means for written language assessment, and summarizes the cognitive and linguistic factors that influence varied aspects of writing performance. Two informal evaluation scales are presented that stress the interconnection between oral and written language processes.…
Descriptors: Elementary Secondary Education, Evaluation Methods, Informal Assessment, Learning Disabilities