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Grammatical Verb Errors: Differences Between English Learners With and Without Diagnosed Language-Based Learning

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Fifth grade English learners (ELs) with language-based learning disabilities (LLDs) show more verb errors in writing than their peers. Monitoring these errors can aid in diagnosing LLDs and tracking progress.

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Area of Science:

  • Linguistics
  • Developmental Psychology
  • Educational Psychology

Background:

  • English learners (ELs) require specialized diagnostic approaches.
  • Differentiating language-based learning disabilities (LLDs) in ELs can be challenging.
  • Written language analysis offers insights into language proficiency.

Purpose of the Study:

  • To investigate the written language samples of fifth-grade ELs with and without LLDs.
  • To explore the utility of written language analysis for differential diagnosis.
  • To identify specific linguistic markers associated with LLDs in ELs.

Main Methods:

  • Analysis of written language samples from 127 fifth-grade ELs (89 without LLDs, 38 with LLDs).
  • Coding of grammaticality and specific verb errors in expository writing tasks.
  • Statistical comparison (ANOVA) of error frequency and change in grammaticality over the school year.

Main Results:

  • No significant difference in performance at the beginning of the school year.
  • ELs without LLDs demonstrated greater improvement in accuracy.
  • ELs with LLDs exhibited significantly higher rates of verb tense and omission errors by year-end.
  • Lower overall grammatical accuracy was observed in ELs with LLDs.

Conclusions:

  • Verb error patterns (type and rate) reliably differentiate ELs with and without LLDs by year-end.
  • Monitoring verb errors in writing samples is a valuable supplemental tool for diagnosis and progress monitoring.
  • Written language analysis can support the accurate identification of LLDs in English learners.