Toward A Cognitively Based Analysis of the Processes and Products of Reading-Disabled Student Writers

Abstract

The other day I was talking to a learning-disabled boy of sixteen, who was putting together a home-built computer. John* asked me if I could see his screwdriver. “It's over there,” I responded, “…to the right of the keyboard.” John looked confused and said in a very matter-of-fact manner: “Listen, Miss Bryson, I can put together this computer, I can fix your car, and I can track animals in the bush, but there's two things I can't never do. I don't know my left from my right and I can't write.”

Additional information

Notes on contributors

Mary Kathleen Bryson

Mary Kathleen Bryson is a doctoral candidate at Ontario Institute for Studies in Education.