Written narratives of normal and learning disabled children

Doris J. Johnson*, James O. Grant

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

16 Scopus citations

Abstract

Writing samples of children in grades one through three were collected in two midwestern elementary schools using the Picture Story Language Test. Each story was scored for productivity, syntax, and level of abstraction. Results indicated that performance in all aspects of written language improved with age. A second study was conducted to compare the writing of normal children who were average readers in grades one through three with learning disabled children who were reading at comparable levels. The results indicated no significant differences in productivity but there were differences in syntax. Problems were noted particularly in morphology. Further observations indicated the learning disabled poor readers also had more problems with handwriting and spelling than average readers.

Original languageEnglish (US)
Pages (from-to)140-158
Number of pages19
JournalAnnals of Dyslexia
Volume39
Issue number1
DOIs
StatePublished - Jan 1 1989

ASJC Scopus subject areas

  • Education
  • Speech and Hearing

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