Syntactic and Vocabulary Development in the Written Language of Learning Disabled and Non-Learning Disabled Students at Four Age Levels
- 1 May 1982
- journal article
- Published by SAGE Publications in Learning Disability Quarterly
- Vol. 5 (2), 163-172
- https://doi.org/10.2307/1510577
Abstract
Learning disabled students demonstrate serious problems in developing written language facility. Although written expression is one of seven aspects of achievement specified in the federal guidelines for identification of learning disabled students, measurement of written language development is quite complex. The search for a single, sensitive index of written language development is compounded by the synergistic nature of written language and the influence of contrived formats used in assessment. Syntax and vocabulary are frequently employed in research on written language development. Thus, the minimal terminable unit (T-unit) and the type/token ratio have been used as indices of syntactic and vocabulary development in analyzing samples of students' written language. Recently, computer technology has permitted the use of more complex measures of syntactic density and vocabulary intensity. The purpose of this study was to compare the written language development of learning disabled and non-learning disabled students at four age levels on measures of syntactic and vocabulary development. Implications for measurement and research are discussed.Keywords
This publication has 2 references indexed in Scilit:
- A Comparison of Components of Written Expression Abilities in Learning Disabled and Non-Learning Disabled Students at Three Grade LevelsLearning Disability Quarterly, 1980
- Syntactic StructuresPublished by Walter de Gruyter GmbH ,1957