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Informative Paragraph Writing in Students with Language-Based Learning Disabilities: Comparing Measures across Two Different Prompts

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Title: Informative Paragraph Writing in Students with Language-Based Learning Disabilities: Comparing Measures across Two Different Prompts
Language: English
Authors: Anthony D. Koutsoftas (ORCID 0000-0003-0413-9547), Cynthia Puranik
Source: Communication Disorders Quarterly. 2026 47(3):123-130.
Availability: SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 8
Publication Date: 2026
Sponsoring Agency: Institute of Education Sciences (ED)
Contract Number: R324A2000046
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Grade 4
Intermediate Grades
Grade 5
Middle Schools
Descriptors: Paragraph Composition, Language Impairments, Grade 4, Grade 5, Elementary School Students, Writing Tests
DOI: 10.1177/15257401251337736
ISSN: 1525-7401
1538-4837
Abstract: There is a paucity of descriptive research about written measures gleaned from writing samples that can be used to inform clinical practice. This exploratory study contributes data for writing measures obtained from informative paragraphs composed by U.S. fourth- and fifth-grade students with language-based learning disabilities (LLD). This study utilized a sample of convenience from a larger intervention study whereby assessments were obtained in the fall and spring of the same academic year. As part of the assessment battery, students composed two informative paragraphs using a scaffolded elicitation task across two informative writing prompts. Written transcription measures were compared between samples separately for each time point and correlations with oral language measures were evaluated. Findings indicated no significant differences in writing measures between prompts at either time point; however, correlations differed by prompt. These results contribute descriptive data about informative paragraph writing in a sample of students with LLD.
Abstractor: As Provided
IES Funded: Yes
Entry Date: 2026
Accession Number: EJ1503250
Database: ERIC
FullText Text:
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  Data: Informative Paragraph Writing in Students with Language-Based Learning Disabilities: Comparing Measures across Two Different Prompts
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Anthony+D%2E+Koutsoftas%22">Anthony D. Koutsoftas</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0413-9547">0000-0003-0413-9547</externalLink>)<br /><searchLink fieldCode="AR" term="%22Cynthia+Puranik%22">Cynthia Puranik</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Communication+Disorders+Quarterly%22"><i>Communication Disorders Quarterly</i></searchLink>. 2026 47(3):123-130.
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  Data: SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: 8
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  Data: 2026
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  Data: Institute of Education Sciences (ED)
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+4%22">Grade 4</searchLink><br /><searchLink fieldCode="EL" term="%22Intermediate+Grades%22">Intermediate Grades</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+5%22">Grade 5</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Paragraph+Composition%22">Paragraph Composition</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Impairments%22">Language Impairments</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+4%22">Grade 4</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+5%22">Grade 5</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Tests%22">Writing Tests</searchLink>
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  Data: 10.1177/15257401251337736
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  Data: 1525-7401<br />1538-4837
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: There is a paucity of descriptive research about written measures gleaned from writing samples that can be used to inform clinical practice. This exploratory study contributes data for writing measures obtained from informative paragraphs composed by U.S. fourth- and fifth-grade students with language-based learning disabilities (LLD). This study utilized a sample of convenience from a larger intervention study whereby assessments were obtained in the fall and spring of the same academic year. As part of the assessment battery, students composed two informative paragraphs using a scaffolded elicitation task across two informative writing prompts. Written transcription measures were compared between samples separately for each time point and correlations with oral language measures were evaluated. Findings indicated no significant differences in writing measures between prompts at either time point; however, correlations differed by prompt. These results contribute descriptive data about informative paragraph writing in a sample of students with LLD.
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      – Text: English
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      Pagination:
        PageCount: 8
        StartPage: 123
    Subjects:
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        Type: general
      – SubjectFull: Language Impairments
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      – SubjectFull: Grade 4
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      – SubjectFull: Grade 5
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      – TitleFull: Informative Paragraph Writing in Students with Language-Based Learning Disabilities: Comparing Measures across Two Different Prompts
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