Idea Generation, Writing Performances, and Factors Correlated with Writing of Junior High School Students with and without Learning Disabilities

• Main Authors: Chen, Wei-Ting, 陳瑋婷
• Other Authors: Wu, Shiunn-Sheng
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/59396805485304004329

博士 === 國立彰化師範大學 === 特殊教育學系所 === 99 === The purpose of this study was to compare the differences of idea generation, writing performances, and factors correlated with writing of junior high school students with and without learning disabilities. Eight students with learning disabilities and eight students without learning disabilities were recruited as participants. Idea generation content, written products, observation records and interview results collected from participants were analyzed by methods of means, standard deviations, Mann-Whitney U tests, effects sizes and Chi-square tests. The primary results were as follows: 1. There were no significant differences in quantitative idea generation including time before idea generation, propositions of idea generation, time during idea generation, and rates of idea generation between students with and without learning disabilities. According to the idea generation content, students with learning disabilities tended to revise or edit their experiences to generate content corresponding to writing topic more than students without learning disabilities did. 2. Though there was no significant difference in time during writing, the other writing performances including propositions of written products, rates of writing, length, total words, and scores of written products of students with learning disabilities were worse than performances of students without learning disabilities. 3. The performances of factors correlated with writing including working memory, dictation abilities, and discourse knowledge of students with learning disabilities were worse than performances of students without learning disabilities.