Connective Use in Academic Writing by Students with Language Learning Disabilities from Diverse Linguistic Backgrounds

Autor/in	Wood, Carla L.
Titel	Connective Use in Academic Writing by Students with Language Learning Disabilities from Diverse Linguistic Backgrounds
Quelle	In: Communication Disorders Quarterly, 43 (2021) 1, S.51-60 (10 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Wood, Carla L.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1525-7401
DOI	10.1177/1525740120933569
Schlagwörter	Writing (Composition); Written Language; Grade 5; Language Proficiency; Student Diversity; English (Second Language); Writing Skills; English Language Learners; Learning Disabilities; Students with Disabilities; Language Usage; Academic Language; Elementary School Students; Florida + Suchen Sie Ihr Suchwort? Schreibübung; Geschriebene Sprache; School year 05; 5. Schuljahr; Schuljahr 05; Language skill; Language skills; Sprachkompetenz; English as second language; English; Second Language; Englisch als Zweitsprache; Writing skill; Schreibfertigkeit; Learning handicap; Lernbehinderung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Sprachgebrauch; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache
Abstract	The aims of the current project included to (a) describe the use of connectives in written language samples by fifth grade students, (b) examine differences in connective use between groups who differed in English proficiency and exceptionalities, and (c) examine the predictive relationship between connective measures and writing quality ratings. Investigators utilized written expository responses of 1,128 students in fifth grade who differed in English proficiency and language ability. The sample included 214 English learners and 144 students with language learning disabilities (LLD). Group differences were examined in the use of advanced connective words in academic writing. Regression analysis was used to examine connective measures as predictors of overall writing quality rating. Students with LLD used advanced connectives less frequently than their peers and demonstrated less variety in their connective word use. Two connective measures (total number of advanced connectives and the ratio of connectives) were significant predictors of writing quality. Findings support the need for additional efforts to improve the use of cohesive devices in academic writing for students with LLD to minimize achievement gaps. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01