The purpose of this study was to explore whether college normally achieving writers (n=35), writers with learning disabilities (n=35), and underprepared writers (n=35) demonstrated any differences in their ability to utilize the semantic roles and syntactic rules needed to apply cohesive referencing in written text. Cohesive referencing (the ability to assign roles to the speaker and addressee in written communication) is a critical aspect of written language. In addition, the study explored the relation between referential cohesion and the quality and coherence of a written text.
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