A computer analysis of written language variables and a comparison of compositions written by university students with and without learning disabilities |
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Authors: | A H Gajar |
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Abstract: | The utility of computerized analysis of variables cited as predictors of success in written expression was examined. The analysis of compositions written by 423 university students revealed a three-factor structure on 17 variables associated with written expression. A comparison of compositions written by university students with and without learning disabilities was conducted on the three factors identified as vocabulary/fluency, syntactic maturity, and vocabulary/diversity. Students with learning disabilities differed significantly on the factors labeled vocabulary/fluency and syntactic maturity. Students with learning disabilities were not as fluent in word production and in the number of different words used in their compositions as their non-learning-disabled peers. They did, however, produce longer sentences and T-units. The findings of this study suggest that emphasis on the postsecondary level needs to focus on expanding the use of written vocabulary skills, and that the T-unit may not be the best determiner of syntactic complexity at the adult level. |
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