A Comparison of the Written Language Mechanical Error Patterns of College Learning Disabled, Normal and Basic Writers.

Autor/in	Gregg, Noel
Titel	A Comparison of the Written Language Mechanical Error Patterns of College Learning Disabled, Normal and Basic Writers.
Quelle	(1983), (34 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Tagungsbericht; College Students; Comparative Analysis; Error Analysis (Language); Expository Writing; Grammar; Higher Education; Language Usage; Learning Disabilities; Low Achievement; Punctuation; Revision (Written Composition); Writing Research; Writing Skills; Written Language + Suchen Sie Ihr Suchwort? Collegestudent; Error analysis; Language; Fehleranalyse; Grammatik; Hochschulbildung; Hochschulsystem; Hochschulwesen; Sprachgebrauch; Learning handicap; Lernbehinderung; Unterdurchschnittliche Leistung; Interpunktion; Korrektur; Schreibforschung; Writing skill; Schreibfertigkeit; Geschriebene Sprache
Abstract	As a step toward developing appropriate instructional techniques to help learning disabled college students, mechanical errors were compared in the expository essays and controlled stimulus passages (rewrites) of 15 learning disabled, 15 normal, and 15 basic writers at the college level. Analysis of both types of writing samples showed that learning disabled students made the most errors in all categories: word usage, sentences, and spelling. While learning disabled students' most frequent errors were omitted words, dropped endings, and omitted salient information, the most common errors by basic writers were comma omissions, faulty parallelism, and sentence fragments. The differences in error types might imply an underlying processing problem for learning disabled students and a lack of instruction for the basic writers. Differences in error patterns between the controlled stimulus passage and expository essay were also evident. When producing text in a free writing situation, for example, learning disabled students created fewer meaningless sentences but made more errors with demonstratives and prepositions. (MM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01