Computer instruction in handwriting, spelling, and composing for students with specific learning disabilities in grades 4–9

Abstract

Effectiveness of iPad computerized writing instruction was evaluated for 4th to 9th graders (n=35) with diagnosed specific learning disabilities (SLDs) affecting writing: dysgraphia (impaired handwriting), dyslexia (impaired spelling), and oral and written language learning disability (OWL LD) (impaired syntax composing). Each of the 18 two-hour lessons had multiple learning activities aimed at improving subword- (handwriting), word- (spelling), and syntax- (sentence composing) level language skills by engaging all four language systems (listening, speaking, reading, and writing) to create a functional writing system. To evaluate treatment effectiveness, normed measures of handwriting, spelling, and composing were used with the exception of one non-normed alphabet writing task. Results showed that the sample as a whole improved significantly from pretest to posttest in three handwriting measures, four spelling measures, and both written and oral syntax construction measures. All but oral syntax was evaluated with pen and paper tasks, showing that the computer writing instruction transferred to better writing with pen and paper. Performance on learning activities during instruction correlated with writing outcomes; and individual students tended to improve in the impaired skill associated with their diagnosis. Thus, although computers are often used in upper elementary school and middle school in the United States (US) for accommodations (alternatives to pen and paper) for students with persisting SLDs affecting writing, this study shows computers can also be used for Tier 3 instruction to improve the writing skills of students in grades 4 to 9 with history of persisting writing disabilities.

ICTs and Music in Special Learning Disabilities

“…Students with a history of specific language impairment (SLI) experience more computer anxiety than typically developing peers, so they strongly need to get used to working with their computers [4]. The research aim was to determine whether students with SLDS who have persisting writing problems beyond the third grade would show response to instruction on computer lessons.…”

“…Another one is that it happened in a rare basis. A most important question arises in the future about the added value of hybrid human and technology teachers [4].…”

“…There is also a description of a usability evaluation of a web portal so as to meet the needs of people with learning disabilities, especially around the period of "transition" [3]. Effectiveness of iPad computerized writing instruction was evaluated for the 4th -9th graders with diagnosed specific learning disabilities (SLD) affecting writing like dysgraphia, dyslexia, oral and written language learning disability [4]. This is a clinical case study of a three year old girl called Lily with childhood apraxia of speech (CAS) and the effects that music therapy has on her treatment [5].…”

Tecnologias da Informação e da Comunicação (TIC) aplicadas à dislexia: revisão de literatura

“…In the studies that described the use of software 3,5,8,10,11,13,17 and e-readers 22 , the effectiveness of technological tools to promote better reading performance in dyslexics was verified.…”

“…The use of technological tools opens up new possibilities for stimulating the development of reading skills in children 3 . In recent years, the contribution of technology in the field of special educational needs has been recognized.…”