Abstract
Direct and indirect measures were used to compare the written language abilities of three groups of college students: two with learning disabilities and one without learning disabilities. Main effects were found for group, but not gender. Differences between nonlearning disabled students (NLD) and those with learning disabilities (LD) in writing were evident on both types of measures. Performance by LD students with disabilities in an area other than writing differed depending on the type of measure and often was no different from either of the other two groups. The combined use of direct and indirect measures appeared most effective for examining the complexities of writing produced by all groups.
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Morris-Friehe, M., Leuenberger, J. Direct and indirect measures of writing for nonlearning disabled and learning disabled college students. Read Writ 4, 281–296 (1992). https://doi.org/10.1007/BF01027152
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DOI: https://doi.org/10.1007/BF01027152