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    Mainstream Teachers' Responses to Formal Features of Writing by Secondary/Learning Disabled Students

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    CRL_ResearchReport61.pdf (6.703Mb)
    Issue Date
    1982-07-01
    Author
    Moran, Mary Ross
    DeLoach, Thurma F.
    Publisher
    Institute for Research in Learning Disabilities
    Type
    Book
    Is part of series
    Research Report / Institute for Research in Learning Disabilities;61
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    Abstract
    The purpose of this study was to isolate specific formal features to determine which of seven features contributed most to teachers' ratings, and to learn whether secondary teachers of core subjects would disregard gross errors of spelling and mechanics if they were told that paragraphs had been written by learning disabled students. Thirty-five teachers of English, social studies and science from tan schools ranked sets of paragraphs written by learning disabled (LO) students. Findings suggest that teacher demands for formal writing skills hold for LD students; that is, spelling errors will not be overlooked and teachers will expect elaborated sentences.
    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.
    URI
    http://hdl.handle.net/1808/16330
    Collections
    • Faculty Bookshelf [531]
    • Center for Research on Learning Research Reports and Monographs [86]
    Citation
    Moran, M. M. & DeLoach, T. F. (1982) Mainstream Teachers' Responses to Formal Features of Writing by Secondary/Learning Disabled Students [Research Report 61]. Institute for Research in Learning Disabilities, Lawrence, KS.

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    Lawrence, KS 66045
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    Contact KU ScholarWorks
    785-864-8983
    KU Libraries
    1425 Jayhawk Blvd
    Lawrence, KS 66045
    785-864-8983

    KU Libraries
    1425 Jayhawk Blvd
    Lawrence, KS 66045
    Image Credits
     

     

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