Story grammar and comprehension and production of narrative prose by students with learning disabilities.

M. Montague, C. D. Maddux, Mary I Dereshiwsky

Research output: Contribution to journalArticle

48 Citations (Scopus)

Abstract

This study investigated both quantitative and qualitative differences between subjects with and without learning disabilities (LD) across three grade levels on two tasks requiring active processing of story grammar. There was no evidence, for either task, of developmental differences in relation to either story comprehension or production. However, there were significant differences between students with LD and normally achieving students in the amount as well as the type of information included in the retellings and written stories. The results provide support for the hypothesis that students with LD have acquired a rudimentary but not fully developed schema for narrative prose.

Original languageEnglish (US)
Pages (from-to)190-197
Number of pages8
JournalJournal of Learning Disabilities
Volume23
Issue number3
StatePublished - Mar 1990
Externally publishedYes

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Learning Disorders
learning disability
grammar
comprehension
Students
narrative
student
school grade
evidence

ASJC Scopus subject areas

  • Rehabilitation

Cite this

Story grammar and comprehension and production of narrative prose by students with learning disabilities. / Montague, M.; Maddux, C. D.; Dereshiwsky, Mary I.

In: Journal of Learning Disabilities, Vol. 23, No. 3, 03.1990, p. 190-197.

Research output: Contribution to journalArticle

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