Observing how they read their own work helps to analyze the spelling errors. Make note of the words that are misspelled. Have the learner make a list of the misspelled words and together look at the challenges.

Syntax:

This refers to the rules used to form sentences (complexity of the sentence and variation from subject, verb and subject, verb, object to more complex). Syntax alone may result in a sentence being grammatically correct but not having meaning. For example: I saw the car flying over the factory. The relationship between form (syntax) and content (semantics) is important because both word order and meaning are essential to effective communication.

Difficulties forming sentences:

• Inconsistent memory for sentence mechanics
• Problems understanding and using grammar in sentences
• Difficulty with sentence structure (e.g. incomplete sentences, run-ons, poor use of grammar, and missing inflectional endings such as "ed")

Adults with learning disabilities often experience difficulties despite adequate conversational abilities. Several researchers (Johnson, 1987, 1993, and Gregg, 1992) found that difficulties in syntax, such as subject/verb agreement, active/passive voice, and embedded clauses were responsible for adults' expressive writing struggles.⁴¹

Vocabulary:

Learners may have strong verbal vocabularies, but limited writing due to poor spelling; or if they have visual perceptual disability their vocabulary may be limited in all forms of language. Learners, who have difficulties with part-whole relationships may not see the parts of the word or may confuse synonyms. They may produce short sentences and text with limited vocabulary. Both the range (use of a variety of words that mean the same thing or similar meaning) and level (concrete versus abstract) of vocabulary should be explored.