Oral and written compositions of students with and without learning disabilities

Susan Lane-Loney, Lawrence Lewandowski

Research output: Contribution to journalArticle

21 Citations (Scopus)

Abstract

The study compared seventh- and eighth-grade students with and without learning disabilities on two story production tasks -dictation and handwriting. The dependent measures were fluency (total numbers of words), time (total time of composing), rate (fluency divided by time), and thematic maturity (e.g., relevance to picture, title, dialogue). Handwritten compositions were scored further with the syntactic maturity, contextual vocabulary, contextual spelling, and contextual style subtests of the TOWL-2. Results indicated that the handwritten compositions of students with learning disabilities were technically (i.e., syntax, spelling, style, word length) inferior to normal achievers' compositions. Whereas the groups composed similarly on the oral task, thematic maturity scores on the written task increased for normal achievers and decreased for students with learning disabilities. Reading ability accounted for more variance in thematic maturity scores on the hand-written task (26%) than it did on the oral task (9%). It appears that learning-disabled students display weaknesses in various linguistic and technical requirements of writing and that oral composing may offer advantages to these students.

Original languageEnglish (US)
Pages (from-to)142-153
Number of pages12
JournalJournal of Psychoeducational Assessment
Volume12
Issue number2
DOIs
StatePublished - Jan 1 1994

Fingerprint

Learning Disorders
learning disability
maturity
Students
student
Handwriting
handwriting
Aptitude
Vocabulary
Linguistics
syntax
Reading
vocabulary
Hand
dialogue
Learning
linguistics
ability
learning
time

All Science Journal Classification (ASJC) codes

  • Education
  • Clinical Psychology
  • Psychology(all)

Cite this

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title = "Oral and written compositions of students with and without learning disabilities",
abstract = "The study compared seventh- and eighth-grade students with and without learning disabilities on two story production tasks -dictation and handwriting. The dependent measures were fluency (total numbers of words), time (total time of composing), rate (fluency divided by time), and thematic maturity (e.g., relevance to picture, title, dialogue). Handwritten compositions were scored further with the syntactic maturity, contextual vocabulary, contextual spelling, and contextual style subtests of the TOWL-2. Results indicated that the handwritten compositions of students with learning disabilities were technically (i.e., syntax, spelling, style, word length) inferior to normal achievers' compositions. Whereas the groups composed similarly on the oral task, thematic maturity scores on the written task increased for normal achievers and decreased for students with learning disabilities. Reading ability accounted for more variance in thematic maturity scores on the hand-written task (26{\%}) than it did on the oral task (9{\%}). It appears that learning-disabled students display weaknesses in various linguistic and technical requirements of writing and that oral composing may offer advantages to these students.",
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Oral and written compositions of students with and without learning disabilities. / Lane-Loney, Susan; Lewandowski, Lawrence.

In: Journal of Psychoeducational Assessment, Vol. 12, No. 2, 01.01.1994, p. 142-153.

Research output: Contribution to journalArticle

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