Author ORCID Identifier

https://orcid.org/0009-0003-4134-6382

Date Available

8-16-2025

Year of Publication

2025

Document Type

Master's Thesis

Degree Name

Master of Arts in Linguistic Theory and Typology (MALTT)

College

Arts and Sciences

Department/School/Program

Linguistic Theory & Typology

Faculty

Stayc DuBravac

Abstract

Students of Second Languages might be asked to learn new writing systems in the classroom. This study is interested in how dysgraphic students, that is, students with a specific learning impairment with regards to written expression, make errors in comparison to their peers. These errors revolve around orthography, spelling, and spacing. However, this study will take a turn and focus on how all of the respondents understood the prompt and what that says about their relationship with writing in the classroom.

Digital Object Identifier (DOI)

https://doi.org/10.13023/etd.2025.407

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