title: A computer analysis of written language variables and a comparison of compositions written by university students with and without learning disabilities.
abstract: The utility of computerized analysis of variables cited as predictors of success in written expression was examined. The analysis of compositions written by 423 university students revealed a three-factor structure on 17 variables associated with written expression. A comparison of compositions written by university students with and without learning disabilities was conducted on the three factors identified as vocabulary/fluency, syntactic maturity, and vocabulary/diversity. Students with learning disabilities differed significantly on the factors labeled vocabulary/fluency and syntactic maturity. Students with learning disabilities were not as fluent in word production and in the number of different words used in their compositions as their non-learning-disabled peers. They did, however, produce longer sentences and T-units. The findings of this study suggest that emphasis on the postsecondary level needs to focus on expanding the use of written vocabulary skills, and that the T-unit may not be the best determiner of syntactic complexity at the adult level.
authors.forename: A H
authors.initials: AH
authors.lastname: Gajar
mesh_terms: D000293:Adolescent; D000328:Adult; D003201:Computers; D005260:Female; D006801:Humans; D007859:Learning Disabilities / Q000523:psychology*; D008037:Linguistics; D008297:Male; D014495:Universities; D014825:Vocabulary; D014956:Writing