The Pivotal Role of Grammar in Correcting Writing Disabilities

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Abstract
Neurological research supports the hypotheses that (a) there is a critical anatomical area essential to the processing of grammatical information, and (b) the processing of grammatically organized information is distinct from the processing of information that is not grammatically organized. Research on the acquisition of language demonstrates that children can easily learn context-free grammatical structures, and that children universally generate nonoccurring utterances. On the basis of this research, a prototype for instructing writing-disabled students is developed.

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