A Comparison of Formal Features of Written Language of Learning Disabled, Low-Achieving and Achieving Secondary Students

Moran, Mary Ross

dc.contributor.author	Moran, Mary Ross
dc.date.accessioned	2015-01-16T21:26:08Z
dc.date.available	2015-01-16T21:26:08Z
dc.date.issued	1981-04-01
dc.identifier.citation	Moran, M. R. (1981) A Comparison of Formal Features of Written Language of Learning Disabled, Low-Achieving and Achieving Secondary Students [Research Report 34]. Institute for Research in Learning Disabilities, Lawrence, KS.	en_US
dc.identifier.uri	http://hdl.handle.net/1808/16304
dc.description	This research was published by the KU Center for Research on Learning, formerly known as the University of Kansas Institute for Research in Learning Disabilities.	en_US
dc.description.abstract	The written language characteristics of 26 learning disabled (LD), 26 low-achieving (LA) and 26 achieving (ACH) students in grades 7 through 10 were measured using paragraph-writing and topic-sentence tasks. findings indicated that only spelling discriminates LD--students from the pool of low-achieving students demonstrating average intellectual functioning. Results further disclosed that LD students differ from achieving students on four formal features of written language.	en_US
dc.publisher	Institute for Research in Learning Disabilities	en_US
dc.relation.ispartofseries	Research Report / Institute for Research in Learning Disabilities;34
dc.title	A Comparison of Formal Features of Written Language of Learning Disabled, Low-Achieving and Achieving Secondary Students	en_US
dc.type	Book
kusw.kuauthor	Moran, Mary Ross
kusw.kudepartment	Education	en_US
kusw.oapolicy	This item does not meet KU Open Access policy criteria.
dc.rights.accessrights	openAccess

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