Access

You are not currently logged in.

Access your personal account or get JSTOR access through your library or other institution:

login

Log in to your personal account or through your institution.

If you need an accessible version of this item please contact JSTOR User Support

Performance of Learning Disabled and Low Achieving Secondary Students on Formal Features of a Paragraph-Writing Task

Mary Ross Moran
Learning Disability Quarterly
Vol. 4, No. 3 (Summer, 1981), pp. 271-280
Published by: Sage Publications, Inc.
DOI: 10.2307/1510948
Stable URL: http://www.jstor.org/stable/1510948
Page Count: 10
  • Get Access
  • Read Online (Free)
  • Download ($40.00)
  • Cite this Item
If you need an accessible version of this item please contact JSTOR User Support
Performance of Learning Disabled and Low Achieving Secondary Students on Formal Features of a Paragraph-Writing Task
Preview not available

Abstract

An experimental paragraph-writing task was administered to 26 learning disabled and 26 low achieving students in grades 7 through 10. 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. Other formal features previously found to distinguish underachieving learning disabled students from achieving peers failed to discriminate learning disabled students from non-learning disabled students with average intelligence and low achievement.

Page Thumbnails

  • Thumbnail: Page 
271
    271
  • Thumbnail: Page 
272
    272
  • Thumbnail: Page 
273
    273
  • Thumbnail: Page 
274
    274
  • Thumbnail: Page 
275
    275
  • Thumbnail: Page 
276
    276
  • Thumbnail: Page 
277
    277
  • Thumbnail: Page 
278
    278
  • Thumbnail: Page 
279
    279
  • Thumbnail: Page 
280
    280