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Teaching Expository Text Management and Proficiency Skills for Comprehension for Students with Language/Learning Disabilities
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Shannon S. Hall-Mills; Leesa M. Marante – Learning Disability Quarterly, 2025
The purpose of this registered report study was to determine the effects of explicit text structure instruction on the expository text comprehension of students with language and learning disabilities (LLD) using a multiple baseline design across conditions (e.g., compare-contrast and cause-effect) and participants. Participants included four…
Descriptors: Students with Disabilities, Language Impairments, Learning Disabilities, Expository Writing
Effects of Discourse Mode on the Syntactic Complexity of Learning Disabled Students' Written Expression.
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Blair, Teresa K.; Crump, W. Donald – Learning Disability Quarterly, 1984
The effect of two discourse modes--description and argumentation--on the syntactic complexity of written expression of 54 learning disabled boys in grades 6, 8, and 10 was examined. Among many results was that the simple sentence was used most in the descriptive mode. (Author/MC)
Descriptors: Elementary Secondary Education, Learning Disabilities, Males, Sentences
The Effects of Syntactic Complexity upon Arithmetic Performance.
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Larsen, Stephen C.; And Others – Learning Disability Quarterly, 1978
In order to determine if the syntactic complexity of written mathematical problems influenced students' abilities to solve problems, 45 eighth-grade remedial math students were studied. (PHR)
Descriptors: Learning Disabilities, Performance Factors, Problem Solving, Remedial Mathematics
Syntactic and Vocabulary Development in the Written Language of Learning Disabled and Non-Learning Disabled Students at Four Age Levels.
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Morris, Nancy T.; Crump, W. Donald – Learning Disability Quarterly, 1982
Written language development of learning disabled (LD) and non-LD students at four age levels (9 through 15) was examined on measures of syntax and vocabulary. Seemingly conflicting evidence on syntactic development may have reflected the nature of the measure used. LD students' writing showed a smaller variety of word types. (CL)
Descriptors: Age Differences, Elementary Secondary Education, Learning Disabilities, Syntax
Perception and Interpretation of Ambiguous Sentences by Learning Disabled Twelve-Year-Olds.
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Wiig, Elisabeth H.; And Others – Learning Disability Quarterly, 1981
The findings support previous observations of linguistic deficis among learning disabled children and adolescents and suggest that significant limitations may exist in the acquisition of linguistic competence by some children in this diagnostic group. (Author/SBH)
Descriptors: Comprehension, Elementary Education, Exceptional Child Research, Language Acquisition
Visual Imagery Skills and Language Abilities of Normal and Language-Learning-Disabled Children.
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Whitmire, Beverly M.; Stone, C. Addison – Learning Disability Quarterly, 1991
The study, with 15 language-learning-disabled and 15 normally achieving children (ages 6-8), found a significant positive correlation between the severity of the language disability and accuracy on 2 of 3 imagery tasks. Performance on one imagery task was significantly related to reading achievement, and imagery ability was related more strongly…
Descriptors: Imagery, Language Handicaps, Language Skills, Learning Disabilities
Performance of Learning Disabled and Low Achieving Secondary Students on Formal Features of a Paragraph-Writing Task.
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Moran, Mary Ross – Learning Disability Quarterly, 1981
Writing samples were analyzed for syntactic maturity, productivity and word selection; for conventions such as tense and number markers and number agreement; and for spelling, punctuation, and capitalization. Only spelling performance proved significantly different in favor of low achievers. (Author)
Descriptors: Capitalization (Alphabetic), Grammar, Learning Disabilities, Low Achievement
Syntactic Development in the Oral Language of Learning Disabled and Normal Students at the Intermediate and Secondary Level.
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Simms, Rochelle B.; Crump, W. Donald – Learning Disability Quarterly, 1983
Syntactic development in the oral language of learning disabled and normal students at two intermediate and two secondary-school age levels was compared using two indices, the T-unit and the Syntactic Density Score. It was concluded that no single, sensitive, numerical index exists to quantify syntactic development. (SW)
Descriptors: Age Groups, Clinical Diagnosis, Comparative Analysis, Disability Identification