A Comparison of Components of Written Expression Abilities in Learning Disabled and Non-Learning Disabled Students at Three Grade Levels

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dc.contributor.authorMary S. Poplin
dc.contributor.authorRichard Gray
dc.contributor.authorStephen Larsen
dc.contributor.authorAlison Banikowski
dc.contributor.authorTes Mehring
dc.date.accessioned2016-01-14T19:53:58Z
dc.date.accessioned2016-03-30T15:30:53Z
dc.date.available2016-01-14T19:53:58Z
dc.date.available2016-03-30T15:30:53Z
dc.date.issued1980-11-01
dc.description.abstractAlthough written language plays a critical role in academic success, little empirical evidence exists on the normal development of processes involved in producing written products. Even less is known about the writing performance of LD children. This study empirically compared the written products of LD and normal students at three grade levels on The Test of Written Language. Results showed that LD subjects scored significantly lower than normal subjects on most written expression abilities, especially in the mechanical tasks of spelling, punctuation, and word usage.en_US
dc.description.peerreviewYesen_US
dc.description.peerreviewnoteshttps://us.sagepub.com/en-us/nam/manuscript-submission-guidelinesen_US
dc.identifier.citationPoplin, M. S., Gray, R., Larsen, S., Banikowski, A., & Mehring, T. (1980). A Comparison of Components of Written Expression Abilities in Learning Disabled and Non-Learning Disabled Students at Three Grade Levels. Learning Disability Quarterly, 3(4), 46-53. doi: 10.2307/1510674en_US
dc.identifier.doi10.2307/1510674en_US
dc.identifier.urihttp://hdl.handle.net/11244/25554
dc.language.isoen_USen_US
dc.publisherLearning Disability Quarterly
dc.rights.requestablefalseen_US
dc.titleA Comparison of Components of Written Expression Abilities in Learning Disabled and Non-Learning Disabled Students at Three Grade Levelsen_US
dc.typeResearch Articleen_US

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