Direct and Indirect Measures of Writing for Nonlearning Disabled and Learning Disabled College Students

Finds main effects for group but not gender. Finds that the combined use of direct and indirect measures appeared most effective in examining the complexities of writing produced by learning-disabled and nonlearning disabled college students. (RS)

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Bibliographic Details
Published in:Reading & writing 1992-09, Vol.4 (3), p.281-296
Main Authors: Morris-Friehe, Mary, Leuenberger, Janice
Format: Article
Language:English
Subjects:
College Students
Comparative Analysis
Evaluation Methods
Higher Education
Sex Differences
Writing Achievement
Writing Evaluation
Writing Research
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Description
Summary:Finds main effects for group but not gender. Finds that the combined use of direct and indirect measures appeared most effective in examining the complexities of writing produced by learning-disabled and nonlearning disabled college students. (RS)
ISSN:0922-4777
1573-0905
DOI:10.1007/BF01027152