Gregg N, Hoy C
J Learn Disabil. 1989 Jun-Jul;22(6):370-2, 390. doi: 10.1177/002221948902200608.
The ability to understand and produce coherent text structure was assessed across three groups of college writers, normally achieving, learning disabled, and underprepared. It was found that college writers with learning disabilities were more like the normally achieving writers on an assessment of comprehension of text structure. On the production of a coherent text, normally achieving writers performed better than either of the other groups, but the writers with learning disabilities (LD) performed better than the underprepared writers. These results suggest that the writers with LD demonstrate greater discrepancies between their comprehension and production of written form than either of the other groups. The writers with LD appear to understand text structure like normally achieving writers but, like the underprepared writers, they experience difficulty in the production processes.
研究人员对三组大学生作者理解和生成连贯文本结构的能力进行了评估，这三组分别是成绩正常的学生、有学习障碍的学生以及准备不足的学生。结果发现，在对文本结构理解的评估中，有学习障碍的大学生作者更类似于成绩正常的作者。在生成连贯文本方面，成绩正常的作者表现优于其他两组中的任何一组，但有学习障碍的作者比准备不足的作者表现更好。这些结果表明，与其他两组中的任何一组相比，有学习障碍的作者在书面形式的理解和生成之间表现出更大的差异。有学习障碍的作者似乎像成绩正常的作者一样理解文本结构，但与准备不足的作者一样，他们在生成过程中遇到困难。
