Theory-Based Branching Diagnosis of Writing Disabilities

Berninger, Virginia W.; Whitaker, Dianne

doi:10.1080/02796015.1993.12085678

Cited by 22 publications

(3 citation statements)

References 28 publications

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“…The alphabet task (Berninger et al, 1991) was used to assess handwriting speed. Participants were provided with lined paper and asked to write the alphabet repeatedly and quickly in either uppercase or lowercase letters for 45 s. One point was awarded for every recognizable letter.…”

Section: Methodsmentioning

confidence: 99%

The Lecture Note-Taking Skills of Adolescents With and Without Learning Disabilities

Oefinger

Peverly

2020

J Learn Disabil

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The note- and test-taking skills of typically functioning undergraduates are significantly and positively related to handwriting speed, listening comprehension, background knowledge and sustained attention. This study attempted to replicate these findings with two groups of high school students—those with and without the diagnosis of a learning disability (LD). Students without LD scored significantly higher than those with LD on handwriting speed, listening comprehension, background knowledge, sustained attention, quality of notes, and test performance. Results of regression analyses indicated that note-taking ( f2 = 1.94) and test-taking ( f2 = 2.69) were associated with listening comprehension and background knowledge predominately. If these results are replicated, they suggest that the variables related to note-taking in typically functioning undergraduates are similar to high school students with and without LD. Limitations and directions for future research are discussed.

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Section: Methodsmentioning

confidence: 99%

The Lecture Note-Taking Skills of Adolescents With and Without Learning Disabilities

Oefinger

Peverly

2020

J Learn Disabil

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“…Writing may be viewed as a hierarchical organization with higher-order skills (such as text production) dependent on the development and integration of lowerorder skills (such as handwriting, spelling, and sentence construction), as well as on higher-order cognitive processes, e.g., executive function, working memory, sustained attention and mental effort, processing and performance speed, planning, organizing, translating, reviewing, revising, and self-monitoring. Lower level skills are more influential during the primary grades, whereas higher-order cognitive processes are more influential during junior high school, when demands for text production are greater (Berninger & Whitaker, 1993;Whitaker, et al, 1994). Studies have shown differences in higher-order cognitive processes between students who do and do not have writing disabilities.…”

Section: Data Analysesmentioning

confidence: 99%

Diagnosing Children's Writing Disabilities: Different Tests Give Different Results

2005

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Writing problems are common in children with clinical disorders. However, there are significant intra-individual differences between the ability to spell words, construct sentences, and compose text. Therefore, achievement tests measuring different writing skills may not be consistent in identifying children who have these various writing disabilities. Our study compared scores on the Woodcock-Johnson Written Language subtests (which measure the ability to produce single words and single sentences) with scores on the Wechsler Individual Achievement Test Written Expression subtest (which assesses compositional writing skills) in 54 children referred by their teachers to a school psychologist for writing problems. The Woodcock-Johnson only identified 35% of children as having significant writing problems, whereas the Wechsler test identified 78%. Our study suggests that the latter is more likely than the Woodcock-Johnson to identify students who have problems in compositional writing.

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“…Além desses instrumentos, o CBM (Curriculum-Based Measures) tem sido muito utilizado para diferenciar os grupos de estudantes (MARSTON; MIRKIN; DENO, 1984;MARSTON, 1985;WATKINSON;LEE, 1992), assim como o modelo de Diagnóstico de Teoria-Base (BERNINGER;MIZOKAWA;BRAGG, 1991;WHITAKER, 1993). Este modelo propõe um diagnóstico diferencial da dificuldade de escrita com base nos níveis neuropsicológico, cognitivo e lingüístico.…”

Section: Diagnósticounclassified

Comportamento de escolares

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Theory-Based Branching Diagnosis of Writing Disabilities

Cited by 22 publications

References 28 publications

The Lecture Note-Taking Skills of Adolescents With and Without Learning Disabilities

The Lecture Note-Taking Skills of Adolescents With and Without Learning Disabilities

Diagnosing Children's Writing Disabilities: Different Tests Give Different Results

Comportamento de escolares

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