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Story Grammar and Comprehension and Production of Narrative Prose by Students with Learning Disabilities

Marjorie Montague, PhD, is assistant professor of special education at the University of Miami. Her research focuses on the cognitive and metacognitive aspects of mathematical problem solving and composition, and the improvement of instruction in these areas for students with learning disabilities. Address: Marjorie Montague, School of Education, PO Box 248065, University of Miami, Coral Gables, FL 33124.

Cleborne D. Maddux

Cleborne D. Maddux, PhD, is professor and chair of the Department of Curriculum and Instruction at the University of Nevada-Reno. His research interests focus on learning disabilities and written expression, career and vocational issues, and computing.

Mary I. Dereshiwsky

Mary I. Dereshiwsky, PhD, is a statistical research specialist for the Arizona State Career Ladders Research & Evaluation Project at the Center for Excellence in Education at Northern Arizona University. Her research interests include construction of student achievement models and linkage to teacher-performance measures, validating and norming a test of language development for bilingual Navajo children, attitudinal assessment relative to services offered to diabetics, and profile analysis of characteristics of adult children of alcoholics.

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.

Journal of Learning Disabilities, Vol. 23, No. 3, 190-197 (1990)
DOI: 10.1177/002221949002300310


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