You are not currently logged in.
Access your personal account or get JSTOR access through your library or other institution:
If You Use a Screen ReaderThis content is available through Read Online (Free) program, which relies on page scans. Since scans are not currently available to screen readers, please contact JSTOR User Support for access. We'll provide a PDF copy for your screen reader.
Learning Disabled and Nondisabled College Students' Use of Structure in Recall of Stories and Text
Ellen H. Bacon and Dale Carpenter
Learning Disability Quarterly
Vol. 12, No. 2 (Spring, 1989), pp. 108-118
Published by: Sage Publications, Inc.
Stable URL: http://www.jstor.org/stable/1510726
Page Count: 11
Since scans are not currently available to screen readers, please contact JSTOR User Support for access. We'll provide a PDF copy for your screen reader.
Preview not available
This study compared LD and average college students' use of expository text structure and story grammar to recall social studies text passages. Students simultaneously read and listened to three passages with different structures: story grammar, comparison, and causation. Results were analyzed for structure use in immediate oral recall. No difference was found between the groups on the use of story grammar and comparison structure. However, the LD students scored significantly lower than their average peers on the causation structure. The results support research showing that LD students use story structure as well as nondisabled students and suggest that structure use is developmental, with use of comparison structures preceding use of causation.
Learning Disability Quarterly © 1989 Hammill Institute on Disabilities