. In spite of excessive foundation that students with LBLD normally defeat with writing, most studies have focused on these students' reading skills. This pattern remains though writing may be even more challenging for this population than reading. Moreover, research on students with LBLD generally focuses on elementary-school students. Enduring difficulties with literacy may intervene with students' ability to meet school demand, demonstrate themselves through writing, and succeed in a world that increasingly entrust on distanced communication.
The first study about explored differences in participants' execution on four measures of word reading and investigated whether one measure best expected participants' reading comprehension skills. Participants performed essentially better on infallibility measures than fluency measures. In addition, real word reading measures were better forecasts of reading comprehension than non-word measures. Also, an interaction was found between word choices and spelling ability, recommend that the words students use in their essays play a mediating part on the effect of spelling ability on writing quality. Poor spelling skills may persuade students to use easier words, therefore diminishing the perceived quality of their essays. The third study identified two factors fundamental text production: mechanics and content generation. Results of this dissertation lay a basis for future research on the understudied population of students with LBLD and suggest liable targets for intervention.
. In spite of excessive foundation that students with LBLD normally defeat with writing, most studies have focused on these students' reading skills. This pattern remains though writing may be even more challenging for this population than reading. Moreover, research on students with LBLD generally focuses on elementary-school students. Enduring difficulties with literacy may intervene with students' ability to meet school demand, demonstrate themselves through writing, and succeed in a world that increasingly entrust on distanced communication.The first study about explored differences in participants' execution on four measures of word reading and investigated whether one measure best expected participants' reading comprehension skills. Participants performed essentially better on infallibility measures than fluency measures. In addition, real word reading measures were better forecasts of reading comprehension than non-word measures. Also, an interaction was found between word choices and spelling ability, recommend that the words students use in their essays play a mediating part on the effect of spelling ability on writing quality. Poor spelling skills may persuade students to use easier words, therefore diminishing the perceived quality of their essays. The third study identified two factors fundamental text production: mechanics and content generation. Results of this dissertation lay a basis for future research on the understudied population of students with LBLD and suggest liable targets for intervention.
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