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Comparison of Composition Writing Pattern In Dyslexic and Dysgraphic Fourth and Fifth Grade Primary School Male Students and Normal Students
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Maryam Seif Naraghi   1, Seyed Reza MirMehdi |
| 1- Allameh Tabataba'i University |
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Abstract: (3795 Views) |
This research aims to investigate and compare the patterns of composition writing in dyslexic and dysgraphic Students of fourth and fifth grades in primary schools of Tehran and their normal peers. Using the accessible sampling method, 20 students who were diagnosed as dyslexic and dysgraphic in Yousefabad Learning Disorders Center, were selected in each grade. The control group consisted of 40 normal male students in fourth and fifth grades who were selected through systematic cluster sampling. The two groups were matched. The research instrument included three titles for composition writing as follows: 1. Write a composition about your teacher: 2. Write a composition about yourself; 3. Write a composition about the TV show you like. These three titles were chosen regarding the developmental stage of the students. To control the variable of parental help in writing the compositions, each student was asked to write the compositions within three different sessions in school counseling room. The obtained compositions were compared with regard to features such as mean of length and number of sentences, incomplete sentences, grammatical characteristics in 12 domains and spelling characteristics in 10 domains through analysis of variance and Tukey Tests. The results indicated that, the most distinguished characteristics of composition writing in students with dyslexia and dysgraphia in fourth and fifth grades pertain to grammatical difficulties, incapability of organizing the written text, shortness ot sentences and text, lack of desired content, incomplete sentences and using conversational words.
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| Keywords: Dyslexia, Dysgraphia, Composition Writing |
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Full-Text [PDF 424 kb]
(868 Downloads)
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Type of Study: Applicable |
Subject:
Special
Received: 2002/12/7 | Accepted: 2003/05/28 | Published: 2003/06/20
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