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LANGUAGE ANALYSES OF ORAL AND WRITTEN REPORTS BY LEARNING DISABLED AND NORMAL HIGH SCHOOLERS (TEXT GRAMMAR, PRAGMATIC-PROCESSING)
Abstract
This study compared qualitative and quantitative language analyses of oral and written expository reports by learning disabled (LD) and normal high schoolers. The three null hypotheses tested were: (1) LD and normal students do not differ in oral or written language expression; (2) the input mode (lecture or reading) does not influence the output; and (3) qualitative and quantitative language analyses do not discriminate LD from normal learners. Sixty LD and normal high school students (ages 15 to 19 years) were selected from a midwestern public school system. Students listened to a lecture or read a prepared selection which was followed by a comprehension quiz and homework assignment (a 100-word essay or a three-minute oral report covering information presented during class). The reports were evaluated for quantitative and qualitative features of macrostructure, microstructure, cohesion, and mechanics. A factorial design was used to evaluate the independent (input mode, output mode, and subject group) and dependent (language measures) variables. Data analysis led to rejection of null hypotheses one and three. The second null hypothesis was accepted on the basis of a significant difference only for mode of expression. Conclusions drawn were: (1) LD students produces less productive reports. (2) A combination of documented quantitative and less documented qualitative linguistic variables accounted for the majority of variance between student groups. (3) The nature and extent of errors demonstrated by LD students reflected less effective and efficient levels of language processing as opposed to absence of specific skills. (4) Oral and written expository reports were significantly different for both subject groups. Oral reports were more productive but overall less well-developed qualitatively. (5) The nature and extent of the linguistic differences between oral and written reports may warrant different training experiences to fully develop both output modes. (6) Qualitative evaluation of linguistic variables in reports revealed language deficits obscured when only quantitative variables were used. Generalizations should be made with caution because of the apparent heterogeneity among the LD subjects, sample population, restrictiveness of rating form, and possible variation in subject motivation.
Subject Area
Special education
Recommended Citation
MORRIS, MARY JANE FRIEHE, "LANGUAGE ANALYSES OF ORAL AND WRITTEN REPORTS BY LEARNING DISABLED AND NORMAL HIGH SCHOOLERS (TEXT GRAMMAR, PRAGMATIC-PROCESSING)" (1985). ETD collection for University of Nebraska-Lincoln. AAI8606968.
https://digitalcommons.unl.edu/dissertations/AAI8606968