Journal of Learning Disabilities

 

Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

Click here to sign up for SAGE Journal Email Alerts today!

Sign In to gain access to subscriptions and/or personal tools.
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 Gregg, N.
Right arrow Articles by Mather, N.
Right arrow Search for Related Content
PubMed
Right arrow PubMed Citation
Right arrow Articles by Gregg, N.
Right arrow Articles by Mather, N.
Social Bookmarking
Add to CiteULike   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati  
What's this?
Journal of Learning Disabilities, Vol. 35, No. 1, 7-22 (2002)
DOI: 10.1177/002221940203500102

School Is Fun at Recess

Informal Analyses of Written Language for Students with Learning Disabilities

Noel Gregg

University of Georgia, ngregg@coc. uga.edu

Nancy Mather

University of Arizona

The purpose of an informal analysis of written language is to identify what writers can do as well as what they find difficult about writing. This article reviews the varied components of written language, suggests informal means for assessment, and summarizes the cognitive and linguistic factors that influence varied aspects of writing performance. Two informal evaluation scales are presented that stress the interconnection between oral and written language processes.


Add to CiteULike CiteULike   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati    What's this?


This article has been cited by other articles:


Home page
 J Learn DisabilHome page
R. A. Wiebe Berry
Beyond Strategies: Teacher Beliefs and Writing Instruction in Two Primary Inclusion Classrooms
J Learn Disabil, February 1, 2006; 39(1): 11 - 24.
[Abstract] [PDF]