Referencing: the cohesive use of pronouns in the written narrative of college underprepared writers, nondisabled writers, and writers with learning disabilities.
The purpose of this study was to explore whether college normally achieving writers (n = 35), writers with learning disabilities (n = 35), and underprepared writers (n = 35) demonstrated any differences in their ability to utilize the semantic roles and syntactic rules needed to apply cohesive referencing in written text. Cohesive referencing (the ability to assign roles to the speaker and addressee in written communication) is a critical aspect of written language. In addition, the study explored the relation between referential cohesion and the quality and coherence of a written text.
Gregg
N
N
University of Georgia, Learning Disabilities Adult Clinic, Athens 30602.
Hoy
C
C
D000328:Adult; D001077:Aptitude Tests; D005260:Female; D006801:Humans; D007859:Learning Disabilities / Q000175:diagnosis* / Q000523:psychology; D008297:Male; D012660:Semantics; D014956:Writing