Educating the Learning Disabled Adolescent: Some Assumptions

1978 ◽  
Vol 1 (4) ◽  
pp. 11-23 ◽  
Author(s):  
J. Lee Wiederholt
Keyword(s):  
Instructional Practice ◽  
Learning Disabled ◽  
Written Language ◽  
Natural Environments ◽  
Disabled Students ◽  
Instructional Factors ◽  
Students First ◽  
Learner Assessment ◽  
Effective Assessment

Educational practices for learning disabled adolescents exhibit considerable variance. Much of this variance stems from differing assumptions made about learner, assessment, and instructional factors related to the learning disabled adolescent. Wiederholt specifies three assumptions which he considers significant for effective assessment and instructional practice for older learning disabled students. First, the role of meaning in written language should be emphasized. Second, curricula should be related to skills and knowledge needed for functional competency as an adult in society. Third, the needs of handicapped adolescents should be evaluated in several natural environments. Instructional implications and cautions are discussed for each assumption.

Syntactic and Vocabulary Development in the Written Language of Learning Disabled and Non-Learning Disabled Students at Four Age Levels

1982 ◽  
Vol 5 (2) ◽  
pp. 163-172 ◽  
Author(s):  
Nancy T. Morris ◽  
W. Donald Crump
Keyword(s):  
Language Development ◽  
Computer Technology ◽  
Vocabulary Development ◽  
Learning Disabled ◽  
Written Language ◽  
Written Expression ◽  
Disabled Students ◽  
Sensitive Index ◽  
Written Language Development ◽  
Federal Guidelines

Learning disabled students demonstrate serious problems in developing written language facility. Although written expression is one of seven aspects of achievement specified in the federal guidelines for identification of learning disabled students, measurement of written language development is quite complex. The search for a single, sensitive index of written language development is compounded by the synergistic nature of written language and the influence of contrived formats used in assessment. Syntax and vocabulary are frequently employed in research on written language development. Thus, the minimal terminable unit (T-unit) and the type/token ratio have been used as indices of syntactic and vocabulary development in analyzing samples of students' written language. Recently, computer technology has permitted the use of more complex measures of syntactic density and vocabulary intensity. The purpose of this study was to compare the written language development of learning disabled and non-learning disabled students at four age levels on measures of syntactic and vocabulary development. Implications for measurement and research are discussed.

Effects of Discourse Mode on the Syntactic Complexity of Learning Disabled Students' Written Expression

1984 ◽  
Vol 7 (1) ◽  
pp. 19-29 ◽  
Author(s):  
Teresa K. Blair ◽  
W. Donald Crump
Keyword(s):  
Average Length ◽  
Learning Disabled ◽  
Written Language ◽  
Written Expression ◽  
Syntactic Complexity ◽  
Disabled Students ◽  
Grade Levels ◽  
Density Score ◽  
Complexity Results ◽  
Two Measures

The purpose of this study was to investigate the effect of discourse mode on the syntactic complexity of the written expression of learning disabled students at three grade levels. A film without narration was used to elicit written language samples in each of the two discourse modes, description and argumentation. Two measures of syntactic complexity — average length of T-unit and Syntactic Density Score — were employed to determine differences between the two modes. In addition, sentence types and syntactic patterns were examined as indices of syntactic complexity. Results of the investigation and implications of these results are discussed.

scholarly journals A Comparison of Components of Written Expression Abilities in Learning Disabled and Non-Learning Disabled Students at Three Grade Levels

1980 ◽  
Vol 3 (4) ◽  
pp. 46-53 ◽  
Author(s):  
Mary S. Poplin ◽  
Richard Gray ◽  
Stephen Larsen ◽  
Alison Banikowski ◽  
Tes Mehring
Keyword(s):  
Academic Success ◽  
Empirical Evidence ◽  
Normal Development ◽  
Critical Role ◽  
Normal Subjects ◽  
Learning Disabled ◽  
Written Language ◽  
Written Expression ◽  
Disabled Students ◽  
Grade Levels

Although written language plays a critical role in academic success, little empirical evidence exists on the normal development of processes involved in producing written products. Even less is known about the writing performance of LD children. This study empirically compared the written products of LD and normal students at three grade levels on The Test of Written Language. Results showed that LD subjects scored significantly lower than normal subjects on most written expression abilities, especially in the mechanical tasks of spelling, punctuation, and word usage.

The Language of Instructional Materials: A Source of Reading Problems

1982 ◽  
Vol 49 (1) ◽  
pp. 48-53 ◽  
Author(s):  
Sandra McCormick ◽  
Alden J. Moe
Keyword(s):  
Reading Instruction ◽  
Oral Language ◽  
Learning Disabled ◽  
Reading Performance ◽  
Written Language ◽  
Instructional Materials ◽  
Disabled Students ◽  
Reading Abilities ◽  
Reading Materials ◽  
Sentence Patterns

A discussion of the effects of lack of congruency between children's language and the written language of reading materials is presented. The premise that written language is simply “talk written down” is challenged. Differences between these two forms of language in sentence patterns, vocabulary, intonation, and context exist. Failure to take into account the mismatch between oral language and written language can result in inaccurate assessment of the reading abilities of children and can affect their reading performance. Implications for reading instruction of learning disabled students are suggested by the differences in these two language forms.

Teaching Complex Content to Learning Disabled Students: The Role of Technology

1989 ◽  
Vol 55 (6) ◽  
pp. 524-533 ◽  
Author(s):  
Douglas Carnine
Keyword(s):  
Learning Disabilities ◽  
Direct Instruction ◽  
Curriculum Design ◽  
Mastery Learning ◽  
Learning Disabled ◽  
Students With Learning Disabilities ◽  
Disabled Students ◽  
Complex Skills ◽  
Comprehensive Intervention

A program of research has combined the effectiveness of Direct Instruction curriculum design and mastery learning with the efficiency of technology to teach more cognitively complex skills. This article explains one example of this comprehensive intervention in detail. Findings from several studies are briefly reviewed. The purpose of this article is to document how such a comprehensive intervention reduces performance differences between students with learning disabilities and their peers, while using technology to minimize, or even reduce, the demands placed on the teacher.

Role of Secretary Vs. Author: Resolving the Conflict in Writing Instruction

1989 ◽  
Vol 12 (3) ◽  
pp. 209-217 ◽  
Author(s):  
Stephen Isaacson
Keyword(s):  
Original Composition ◽  
Learning Disability ◽  
Writing Instruction ◽  
Learning Disabled ◽  
Written Language ◽  
The Other ◽  
Physical Effort ◽  
Other Hand ◽  
Writing Task

The mechanical and creative skills required to write an original composition may be beyond the abilities of a student with a learning disability. These skills can be characterized, respectively, as constituting the roles of secretary and author. The author has to get ideas, organize his or her thoughts, and select and arrange words and phrases. The secretary, on the other hand, deals with the physical effort of writing and is concerned with the mechanical aspects of the writing task. Learning disabled (LD) writers have difficulty with both the author and secretary roles, but educators are not agreed as to which should be emphasized first in instruction. The purpose of this paper is to (a) present a way of looking at the complexities of written language from the perspectives of both the secretary and the author; (b) discuss four approaches to providing assistance to the struggling writer; and (c) recommend a model of written language on which curriculum should be based.

THE ROLE OF LITERACY METHODS IN MASTERING OF WRITTEN LANGUAGE BY STUDENTS WITH DEVELOPMENTAL DYSLEXIA

2019 ◽  
Vol 7 (1) ◽  
pp. 10-18
Author(s):  
Tsvetanka Tsenova
Keyword(s):  
Experimental Work ◽  
Developmental Dyslexia ◽  
Reading Skills ◽  
Writing Skills ◽  
Written Language ◽  
Reading And Writing ◽  
Empirical Verification ◽  
Literacy Methods ◽  
The Relationship

This article focuses on the relationship between literacy methods applied at school and the emergence of serious difficulties in mastering reading and writing skills that shape the developmental dyslexia. The problem was analyzed theoretically and subjected to empirical verification. Experimental work was presented which aims to study the phonological and global reading skills of 4- th grade students with and without dyslexia. Better global reading skills have been demonstrated in all tested children, and this is much more pronounced in those with dyslexia than their peers without disorders. Hence, the need to develop a special, corrective methodology for literacy of students with developmental dyslexia consistent with their psychopathological characteristics.

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