Sensitivity to Text Structure in Reading and Writing: A Comparison Between Learning Disabled and Non-Learning Disabled Students

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Abstract
Text structures are considered important organizational schemes underlying effective comprehension and production of expository discourse. The present study examined the differential text structure skills in reading and writing of learning disabled students and two groups of regular class students. The results revealed significant differences between learning disabled students and their regular class peers in the use of text structure in both reading and writing expository discourse. The data support the notion that knowledge of discourse types underlies effective comprehension and production and that learning disabled students' conceptual understanding of these structures is limited.