Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

CiteULike is a free service for managing and discovering scholarly references - click here to get started.

Sign In to gain access to subscriptions and/or personal tools.
Journal of Learning Disabilities
This Article
Right arrow Full Text (PDF)
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Right arrow Citation Map
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Similar articles in PubMed
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via HighWire
Right arrow Citing Articles via Google Scholar
Right arrow Citing Articles via Scopus
Google Scholar
Right arrow Articles by Roit, M. L.
Right arrow Articles by McKenzie, R. G.
Right arrow Search for Related Content
PubMed
Right arrow PubMed Citation
Right arrow Articles by Roit, M. L.
Right arrow Articles by McKenzie, R. G.
Social Bookmarking
Add to CiteULike   Add to Complore   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati   Add to Twitter  
What's this?

Disorders of Written Communication: An Instructional Priority for LD Students

Marsha L. Roit, EdD

Robert G. McKenzie, PhD

Western KentuckyUniversity Bowling Green, KY 42101

The decline in the written communications skills of students has been addressed both in the professional literature and in public forums. A particular concern is the lack of attention that deficits in the area of written expression have received in special education. The remedial frame-work and applied interventions of many LD teachers reflect a mechanistic conceptualization of the process of written expression. This article examines how current instructional practices prelude the development of meaningful written expression in LD children.

Journal of Learning Disabilities, Vol. 18, No. 5, 258-260 (1985)
DOI: 10.1177/002221948501800502
Add to CiteULike CiteULike   Add to Complore Complore   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati   Add to Twitter Twitter    What's this?


This article has been cited by other articles:


Home page
 Intervention in School and ClinicHome page
C. G. First, B. MacMillan, and C. Levy
Writing Process Versatility
Intervention in School and Clinic, September 1, 1995; 31(1): 21 - 27.
[Abstract] [PDF]

Home page
 Communication Disorders QuarterlyHome page
J. L. Luckner and S. L. Isaacson
Teaching Expressive Writing to Hearing-Impaired Students
Communication Disorders Quarterly, January 1, 1990; 13(2): 135 - 152.
[Abstract] [PDF]

Home page
 J Learn DisabilHome page
C. K. Houck and B. S. Billingsley
Written Expression of Students With and Without Learning Disabilities: Differences Across the Grades
J Learn Disabil, November 1, 1989; 22(9): 561 - 568.
[Abstract] [PDF]

Home page
 Intervention in School and ClinicHome page
R. G. Mckenzie and M. L. Roit
Warming Up For Writing
Intervention in School and Clinic, November 1, 1988; 24(2): 169 - 176.
[Abstract] [PDF]

Home page
 Remedial and Special EducationHome page
C. C. Thomas, C. S. Englert, and S. Gregg
An Analysis of Errors and Strategies in the Expository Writing of Learning Disabled Students
Remedial and Special Education, January 1, 1987; 8(1): 21 - 30.
[Abstract] [PDF]