Discourse complexity of college writers with and without disabilities: A multidimensional analysis

Journal of Learning Disabilities

Volumn 35, Issue 1, 2002, Pages

  Gregg, Noel ^a   Coleman, Chris ^a   Stennett, Robert B ^a   Davis, Mark ^a  

^a UNIVERSITY OF GEORGIA   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 14244272788     PISSN: 00222194     EISSN: None     Source Type: Journal    
DOI: 10.1177/002221940203500103     Document Type: Article

References (54)

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3. Properties of spoken and written language
4. Multifaceted conceptions of self-other ratings disagreement
5. Two dimensions of linguistic complexity in English
6. Language corpora B.C.
7. Definitions and the processing of noun phrases in natural discourse
8. Production of speech: Observations from normal and pathological language use
9. College learning disabled, normal, and basic writers' sentence combining abilities
10. The Georgia model of eligibility for postsecondary students
11. Written sentence production error patterns of college writers with learning disabilities
12. On the language of physical science
13. About 37% of word-tokens are nouns
14. Variation and homogeneity of sublanguages
15. Beyond illiterate, what can you say?
16. Forming inferences about some intraclass correlation coefficients
17. Comparative writing performance of college students with and without learning disabilities
18. A multi-dimensional comparison of spoken and written register produced by and for students
19. Spoken language disorders from the psycholinguistic point of view
20. Intracless correlations: Uses in assessing rater reliability
21. Self-reported written language difficulties of university students with learning disabilities
22. A general method for studying differences in factor means and factor structure between groups
23. Collocations and semantic profiles: On the cause of the trouble with quantitative studies
24. Written language disorders in learning disabled college students: A preliminary report
25. Knowledge of pronominalization, reflexivization, and relativization by learning disabled college students
26. Relationship among language processing and production abilities of learning disabled adolescents
27. A new tool for discourse analysis: The vocabulary-management profile