The effects of preteaching key words on accuracy and fluency in connected text were examined with three fifth-grade participants identified with learning disability and reading two grade levels below their same age peers. Researchers incorporated a multiple baseline design (i.e., Baseline and Wordlist Intervention) and found that preteaching…

Students may copy words while being incapable of communicating through writing, a deficiency which may be identified using three techniques for analyzing generative writing samples: (1) interpretation of cluster errors, (2) differentiation of linguistic disability from symptomatic frustration, and (3) use of word restoration exercises. Samples of…

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 compared three spelling interventions to increase the spelling accuracy of elementary students with learning disabilities. Thirty-six randomly selected third, fourth, and fifth grade students with learning disabilities were assigned to three interventions: (1) the traditional spelling procedure; (2) a multisensory procedure without…

Ninety students in grades six to eight listened to or read written passages and then identified and corrected grammar and syntax errors. Students listening and receiving auditory feedback located more errors than those reading. Learning-disabled students and students matched on reading level identified fewer errors than did students matched on…

Inexperienced writers, including both basic writers and learning disabled, commit errors that often follow a discernible pattern due to applying erroneous or incomplete rules. Techniques for teaching editing skills are described, including textual analyses of students' writing, interviews with students, structuring the editing task, and providing…

Elementary learning-disabled boys (N=48) were randomly assigned to four feedback treatment conditions that involved orally reading nonsense words. Results demonstrated significant differences for: any type of feedback compared to no feedback, corrective feedback (modeling and sound-it-out) compared to general feedback, and modeling compared to…

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;…