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Mainstream Teachers' Responses to Formal Features of Writing by Secondary/Learning Disabled Students
Moran, Mary Ross DeLoach, Thurma F.
Moran, Mary Ross
DeLoach, Thurma F.
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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.
Date
1982-07-01
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Institute for Research in Learning Disabilities
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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.