Discourse complexity of college writers with and without disabilities: a multidimensional analysis.

The purpose of this study was to examine specific word- and sentence-level features most frequently used in the expository writing of four groups of college writers. Three groups were writers who demonstrated disabilities. Group 1 students (n = 87) demonstrated learning disabilities (LD); Group 2 (n = 50), attention-deficit/hyperactivity disorder (ADHD); and Group 3 (n = 58), combined LD and ADHD.