The aim of this study is to analyze the mistakes that have been made in the group theory underlying the algebra mathematics. The 100 students taking algebra math 1 class and studying at the 2nd grade at a state university in Istanbul participated in this study. The related findings were prepared as a classical exam of 6 questions which have been…

In this study, the authors analyzed 2,056 spelling errors produced by 130 young adults (65 with dyslexia, 65 typically achieving), which came from two sources: a standardized spelling test and an impromptu essay-writing task. Students with dyslexia exhibited higher spelling error rates across both tasks. To characterize the inaccurate spelling…

A central issue in the study of reading and spelling has been to understand how the consistency or frequency of letter-sound relationships affects written language processing. We present, for the first time, evidence that the sound-spelling frequency of "subgraphemic" elements of words (letters within digraphs) contributes to the…

Objective/Method: The Conner's Continuous Performance Test (CPT) was administered to four groups of adult college students who self-referred for comprehensive psychoeducational evaluation and received either no diagnosis (n = 30) or a diagnosis of ADHD (n = 26), a psychiatric disorder (n = 17), or various cognitive deficits (n = 22). Results: The…

Comparison of spelling errors of two groups of diagnosed learning disabled college students with a control group of fifth graders revealed different developmental scores, with spelling-only impaired LD students clearly discriminable from fifth graders. It was recommended that errors be examined for their information value. (CL)

Application of a quantitative and qualitative error classification system to the spelling errors of 21 learning-disabled (LD) and 21 non-learning-disabled (NLD) matched college students found LD subjects exhibited a significantly greater total spelling error rate and percentage. Differences were also found on qualitative spelling variables for…

Writing samples of 50 learning disabled college students were analyzed for fluency and errors of 14 types: omission of words and/or letters, noun plurals, syntax, subject-verb agreement, verb forms and tense, pronoun reference, shifts in person, fused or spliced sentences, fragments, punctuation, capitalization, usage, spelling, and apostrophe…

Reviews the limited literature on the learning disabled (LD) college student. Identifies difficulties which LD students face. Emphasizes that institutional services available for LD students should be utilized as much as possible. (RAE)

A review of 38 articles published from 1990 to 2000 on college students with learning disabilities and writing difficulties (LD/WD) found four major topics were discussed: available assistive technology; effectiveness of assistive technology; characteristics and error patterns in the writings of college students with LD/WD; and instructional…

Seven research-based papers on writing disorders of learning-disabled college students are listed and reviewed. The papers deal with persistent auditory language deficits in adults with learning disabilities; error patterns and instructional alternatives relating to college learning-disabled writers; syntactic complexity in written expression;…