Connective Use in Academic Writing by Students With Language Learning Disabilities From Diverse Linguistic Backgrounds

Oct 15, 2026

The project examined how fifth-grade students use connectives in written expository responses, comparing groups that differed in English proficiency and language learning disabilities (LLD). Data from 1,128 students included 214 English learners and 144 with LLD, with analyses focusing on advanced connective word use. Regression showed that total advanced connectives and the connective ratio significantly predicted writing quality. Students with LLD used advanced connectives less often and with less variety, supporting targeted instruction to reduce academic writing achievement gaps.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages10

Reading Time25 min

AccessFree to download

Abstract

Background on Connectives in Academic Writing

Academic language and registers

Prior research on connective use

Studies on Development, Reading, and Writing

Students With Diverse Linguistic and Ability Backgrounds

Challenges for English learners and LLD

Connective Use in Academic Writing by Students With Language Learning Disabilities From Diverse Linguistic Backgrounds Communication Disorders Quarterly 2021, Vol. 43(1) 51–60 © Hammill Institute on Disabilities 2020 Article reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)[DOI: 10.1177/1525740120933569](DOI: 10.1177/1525740120933569)[ ](DOI: 10.1177/1525740120933569)[cdq.sagepub.com](cdq.sagepub.com) Carla L. Wood, PhD 1 Abstract The aims of the current project included to (a) describe the use of connectives in written language samples by fifth grade students,(b) examine differences in connective use between groups who differed in English proficiency and exceptionalities, and (c) examine the predictive relationship between connective measures and writing quality ratings. Investigators utilized written expository responses of 1,128 students in fifth grade who differed in English proficiency and language ability. The sample included 214 English learners and 144 students with language learning disabilities (LLD). Group differences were examined in the use of advanced connective words in academic writing. Regression analysis was used to examine connective measures as predictors of overall writing quality rating. Students with LLD used advanced connectives less frequently than their peers and demonstrated less variety in their connective word use. Two connective measures (total number of advanced connectives and the ratio of connectives) were significant predictors of writing quality. Findings support the need for additional efforts to improve the use of cohesive devices in academic writing for students with LLD to minimize achievement gaps. Keywords academic language, connectives, school age, written language, writing quality Connectives have been widely recognized as a prevalent feature of academic or literate language (Crosson & Lesaux, 2013; Nippold et al., 2005) and abundant in students’ textsand formal written contexts (Nair, 2007) . The term connective refers to a word or phrases that help to link ideas across sentences (Nippold et al., 1992) . As a broad category, connectives are purported to be developmental markers of language maturity (Nippold et al., 2005) . Previous studies have reported more frequent use of connectives in academic texts as opposed to nonacademic writing (Ghanbari et al., 2016) . Such connectives that occur in the school texts and academic writing are considered part of academic language, or the language used in school (Schleppegrell, 2001), which is recognized as an essential requirement for success with advanced literacy tasks in school (Pilgreen, 2006; Schleppegrell & Colombi, 2002; Snow & Uccelli, 2009) . The language of schools, sometimes referred to as Academic English, reflects a more formal register than the language register that commonly occurs in home contexts used for casual social communication (Scarcella, 2003) . In contrast to casual social communication, academic language is characterized by complex grammatical structures, discourse connectives, and abstract concepts (e.g., Bailey, 2007; Chamot & O’Malley, 1994) . There is burgeoning interest in the role of connectives in writing achievement and reading comprehension (e.g., Crosson & Lesaux, 2013; Kim et al., 2013; Nippold et al., 2005; Uccelli et al., 2015), but fewer studies have focused explicitly on advanced connectives in academic writing. Authors of previous studies have reported that greater use of connective devices is associated with more advanced writers (Connor, 1991; Jin, 2001) . Other findings have suggested knowledge of connectives may predict reading comprehension (Cain et al., 2005; Uccelli et al., 2015; van Silfhout et al., 2015) and academic writing (Crosson & Lesaux, 2013) . A few studies have reported a relationship between connective use and age/maturation or language sophistication. Seminal research in this area, such a

FAQs

What were the study’s main research aims?

The study aimed to describe connective use in fifth-grade writing samples, compare connective use across groups with different English proficiency and exceptionalities, and test how connective measures predict writing quality ratings.

How did students with language learning disabilities (LLD) perform in connective use?

Students with LLD used advanced connectives less frequently and showed less variety in their connective word use than their peers.

Which connective measures predicted writing quality?

Total number of advanced connectives and the ratio of connectives were significant predictors of overall writing quality ratings.

Oct 15, 2026

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