The article examines two topics important to educators working with learning disabled college writers: error patterns of college learning disabled, normal, and basic writers across different tasks and instructional approaches successful in improvng the written language skills of college learning disabled writers, such as sentence combining and…

This study of 40 hearing-impaired college students found that highly intelligible speakers were uniformly consistent in their speech production patterns, whereas speakers who exhibited low overall speech intelligibility were either extremely consistent in their aberrant production patterns or extremely inconsistent in their error patterns.…

Describes a simple teacher-scored method which can be used to determine the proportion of correct usage in freshman ESL compositions. Concludes Correctness Scores provide a useful tool for investigation of hierarchy of significant errors in English and is a technique well-suited to supply data for future work along these lines. (Author/BK)

Seventeen dyslexic college students rapidly repeated a series of phonologically complex and simple phrases. Compared to controls, subjects repeated the phrases at a significantly slower rate and, in the complex condition, made significantly more errors. Analysis of errors suggested that dyslexics may have difficulties in the planning stage of…

Considers "unpacking" or "deconstructing" sentences (the reverse of sentence combining) an effective teaching technique that helps students to develop clear predication and eliminate their tendency to use vague, confusing nominalized verbs. (RL)

The purpose of this study was to: (1) describe differences in performance by non-native learners of English, when writing in different genres; (2) determine communicative value of grammatical errors as judged by a panel of native speakers; and (3) demonstrate inconsistencies in native speaker judgment of error gravity. Subjects were 20…

Seven research-based papers on writing disorders of learning-disabled college students are listed and reviewed. The papers deal with persistent auditory language deficits in adults with learning disabilities; error patterns and instructional alternatives relating to college learning-disabled writers; syntactic complexity in written expression;…