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Oral and Written Expression in Children with Reading Comprehension Difficulties
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Carretti, Barbara; Motta, Eleonora; Re, Anna Maria – Journal of Learning Disabilities, 2016
Several studies have highlighted that children with reading comprehension difficulties also have problems in tasks that involve telling a story, in writing or verbally. The main differences identified regard poor comprehenders' lower level of coherence in their productions by comparison with good comprehenders. Only one study has compared poor and…
Descriptors: Oral Language, Written Language, Expressive Language, Reading Comprehension
Sequential Prediction of Literacy Achievement for Specific Learning Disabilities Contrasting in Impaired Levels of Language in Grades 4 to 9
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Sanders, Elizabeth A.; Berninger, Virginia W.; Abbott, Robert D. – Journal of Learning Disabilities, 2018
Sequential regression was used to evaluate whether language-related working memory components uniquely predict reading and writing achievement beyond cognitive-linguistic translation for students in Grades 4 through 9 (N = 103) with specific learning disabilities (SLDs) in subword handwriting (dysgraphia, n = 25), word reading and spelling…
Descriptors: Regression (Statistics), Short Term Memory, Predictor Variables, Reading Achievement
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
School Is Fun at Recess: Informal Analyses of Written Language for Students with Learning Disabilities.
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Gregg, Noel; Mather, Nancy – Journal of Learning Disabilities, 2002
This article reviews the varied components of written language, suggest informal means for written language assessment, and summarizes the cognitive and linguistic factors that influence varied aspects of writing performance. Two informal evaluation scales are presented that stress the interconnection between oral and written language processes.…
Descriptors: Elementary Secondary Education, Evaluation Methods, Informal Assessment, Learning Disabilities
A Comparison of Two Reading Interventions for Children with Reading Disabilities.
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O'Shaughnessy, Tam E.; Swanson, H. Lee – Journal of Learning Disabilities, 2000
A study compared the effectiveness of two reading interventions with 45 second-graders. Interventions differed in the unit of word analysis (phoneme versus onset-rime), the approach to intervention (contextualized versus decontextualized), and the primary domain of reading instruction (oral versus written language). Children in both reading…
Descriptors: Elementary Education, Grade 2, Instructional Effectiveness, Intervention
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