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Evidence-Based Diagnosis and Treatment for Specific Learning Disabilities Involving Impairments in Written and/or Oral Language
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Berninger, Virginia W.; May, Maggie O'Malley – Journal of Learning Disabilities, 2011
Programmatic, multidisciplinary research provided converging brain, genetic, and developmental support for evidence-based diagnoses of three specific learning disabilities based on hallmark phenotypes (behavioral expression of underlying genotypes) with treatment relevance: dysgraphia (impaired legible automatic letter writing, orthographic…
Descriptors: Letters (Correspondence), Written Language, Oral Language, Learning Disabilities
Discourse Complexity of College Writers with and without Disabilities: A Multidimensional Analysis.
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Gregg, Noel; Coleman, Chris; Stennett, Robert B.; Davis, Mark – Journal of Learning Disabilities, 2002
A study examined specific word- and sentence-level features most frequently used in the expository writing of 87 college students with learning disabilities, 50 with attention-deficit/hyperactivity disorder, 58 with both disabilities, and 92 controls. Very high correlations were found between verbosity, quality, and lexical complexity. (Contains…
Descriptors: Attention Deficit Disorders, College Students, Discourse Analysis, Expository Writing
Identifying Native Language Difficulties among Foreign Language Learners in College: A "Foreign" Language Learning Disability?
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Ganschow, Leonore; And Others – Journal of Learning Disabilities, 1991
This comparison of 15 successful and 15 unsuccessful college foreign-language learners found significant intergroup differences in performance on the Modern Language Aptitude Test, tests of written and oral language in the syntactic and phonological domains, and math calculation. Results suggest that students with foreign language learning…
Descriptors: College Students, English, Handicap Identification, Higher Education