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Effects of an Intervention Programme on the Phonological Awareness of Spanish Children at Risk of Developing
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Gonzalez-Valenzuela, Maria-Jose; Martin-Ruiz, Isaias – European Journal of Psychology and Educational Research, 2020
The majority of research on the relationship between phonological awareness and written language focuses on demonstrating the influence of the former on the latter. However, the aim of this study is to analyse the effects of an Early Years written language programme on phonological awareness. The sample comprises 56 Spanish children aged 5-7 who…
Descriptors: Foreign Countries, Phonological Awareness, Young Children, At Risk Students
A Comparison of Components of Written Expression Abilities in Learning Disabled and Non-Learning Disabled Students at Three Grade Levels.
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Poplin, Mary S.; And Others – Learning Disability Quarterly, 1980
Results showed that LD Ss scored significantly lower than normal Ss on most written expression abilities, expecially in the mechanical tasks of spelling, punctuation, and word usage. For related information see EC 132 758-768. (Author)
Descriptors: Elementary Education, Exceptional Child Research, Language Acquisition, Learning Disabilities
The Effects of Oral Instructions and Training on the Expansion of Written Language.
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Kraetsch, Gayla A. – Learning Disability Quarterly, 1981
The experiment explored the effect of oral instructions and training on the expansion of written language using a reversal design with a 12 year old boy who attended a tutorial clinic. When a simple training session was provided prior to the writing of a composition, the S wrote more adjectives. (Author)
Descriptors: Elementary Education, Exceptional Child Research, Intervention, Learning Disabilities
A Comparison of the Spontaneous Writing Quotient of the Test of Written Language (3rd ed.) and Teacher Ratings of Writing Progress.
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Burns, Matthew K.; Symington, Todd – Assessment for Effective Intervention, 2003
A study compared the Spontaneous Writing Quotient (SWQ) of the Test of Writing Language-3 to teacher progress ratings of 147 students (grades 3-5) in the local writing curriculum. Corrected coefficients ranged from .39 to .48, offering only low to moderate support for the criterion-related validity relative to the local curriculum. (Contains…
Descriptors: Elementary Education, Evaluation Methods, Learning Disabilities, Student Evaluation
From Frog to Prince: Using Written Language as a Context for Language Learning.
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Norris, Janet A. – Topics in Language Disorders, 1991
This article presents strategies, including communicative reading strategies, to facilitate holistic language learning in young children with language and learning disorders. Strategies include pairing oral and written language and using preparatory sets, semantic maps, flowcharts, and theme building. An example of narrative discourse demonstrates…
Descriptors: Elementary Education, Holistic Approach, Language Acquisition, Language Handicaps
Effect of Explicit Audience on Written Communication of Children with Learning Disabilities.
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Williams, Diane L.; Ward-Lonergan, Jeannene – 2001
This report discusses the outcomes of a study that investigated the efficacy of a referential communication task for teaching written language skills to elementary school-aged children with learning disabilities. Participants included five dyads, each consisting of one child with a learning disability and one child with typical language…
Descriptors: Cooperative Learning, Elementary Education, Learning Disabilities, Peer Teaching
Differentiating Low Achieving Students and Students with Learning Disabilities: An Examination of Performances on the Woodcock-Johnson Psycho-Educational Battery.
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Merrell, Kenneth W. – Journal of Special Education, 1990
The study, with learning-disabled (n=152) and low-achieving (n=93) elementary and middle school students, attempted to isolate which cognitive ability and academic achievement variables from the Woodcock-Johnson Psycho-Educational Battery differentiated the two groups. Three W-J academic variables (skills, reading, and written language) most…
Descriptors: Academic Achievement, Basic Skills, Cognitive Processes, Elementary Education
The Importance of Teaching the Writing Process to the Learning Disabled Child or "What's an Elementary Classroom Teacher to Do?"
Akins, Janice R. – 1988
Personal observations as a writing instructor, combined with the findings of many experts, point to the fact that all children need to learn and internalize a "writing process" in order to master composition on an adequate level. Learning disabled children, who may possess several processing difficulties, have severe deficits to overcome…
Descriptors: Elementary Education, Grade 6, Learning Disabilities, Reading Writing Relationship
Eligibility for Learning Disability Services: A Direct and Repeated Measurement Approach.
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Marston, Doug; And Others – 1982
The performance of 566 elementary students enrolled in grades 1-6 from Minnesota, Pennsylvania, and Washington, on direct measures of reading, spelling, and written expression was analyzed to determine the rate of students who would be eligible for special education services by each of four discrepancy criteria. Measures were individually…
Descriptors: Academic Achievement, Elementary Education, Eligibility, Evaluation Methods