Facilitating Written Work Using Computer Word Processing and Word Prediction

Handley-More, Dottie; Deitz, Jean; Billingsley, Felix F.; Coggins, Truman E.

doi:10.5014/ajot.57.2.139

Cited by 41 publications

(35 citation statements)

References 8 publications

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“…As students type in letters, the software suggests a list of possible words from which to choose without having to type the rest of the word. This software is most useful in improving the legibility and spelling of students' written eompositions (Handley-More, Deitz, Billingsley, & Coggins, 2003;MacArthur, 1998MacArthur, , 1999, although one study found that wordprediction software also improved writing quality (Newell, Booth, Arnott, & Beattie, 1992).…”

Section: Use Of Technologymentioning

confidence: 99%

Effective Writing Instruction for Students Who Have Writing Difficulties

Santangelo¹,

Olinghouse²

2009

focusXchild

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Writing well is not just an option for young people-it is a necessity. Along with reading comprehension, writing skill is a predictor of academic success and a basic requirement for participation in civic life and in the global economy. Yet every year in the United States large numbers of adolescents graduate from high school unable to write at the basic levels required by colleges or employers.... Because the definition of literacy includes both reading and writing skills, poor writing proficiency should be recognized as an intrinsic part of this national literacy crisis. (Graham & Perin, 2007b, p. 3) As Graham and Perin (2007b) assert, the ability to compose represents a fundamental and essential competency for children and adults alike. Writing is one of the most powerful tools we have for learning and for demonstrating what we know. Therefore, difficulties with writing create significant barriers in education, employment, and other life pursuits (Graham, 2006b).Despite the importance of writing, assessment data indicate that we are not yet highly effective at helping students gain the critical knowledge and skills required for competent narrative, expository, and persuasive prose. For example, according to the 2007 National Assessment of Educational Progress (NAEP), only 33% of eighth graders and 24% of 12th-graders were classified as proficient writers (Salahu-Din, Persky, & Miller, 2008). The NAEP data further documented that students with disabilities are at particularly high risk for writing difficulties, as the percentage of eighth-and 12th-grade students with disabilities classified as "proficient" writers was 6% and 5%, respectively (see , for a review of research related to writing difficulties among students with disabilities).In this article, we offer a synthesis of contemporary qualitative and quantitative research related to one of the most critical elements vis-à-vis improving struggling writers' performance: effective writing instruction. To facilitate understanding and implementation of the findings from what is, ináeed, a substantial body of literature, we have organized our discussion into four overarching recommendations:1. Establish the context for effective writing instruction. 2. Use research-based instructional methods and practices. 3. Teach writing strategies. 4. Teach word-, sentence-, and paragraph-level skills.

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Section: Use Of Technologymentioning

confidence: 99%

Effective Writing Instruction for Students Who Have Writing Difficulties

Santangelo¹,

Olinghouse²

2009

focusXchild

View full text Add to dashboard Cite

show abstract

“…The outcomes in studies of students with mild motor impairment with handwriting difficulties (Table II) indicated that computer use with this type of ICT facilitated students' quality in writing (42)(43)(44)(46)(47)(48), such as decreased spelling errors and increased legibility. However, the students' writing speed had not increased in two (43,44) out of six studies.…”

Section: Benefits Of Ict Use In School Activitiesmentioning

confidence: 99%

“…In a survey, teachers held the opinions that laptop computers increased quality, speed and ease of written output, which improved self-confidence in students with mild motor impairment and also enabled equity with peers (66). Findings in three studies (42,43,66) indicated that conditions in the environment were crucial in terms of whether the outcome of ICT use was successful or not. Examples of beneficial conditions were access to computers and software (portable computers was preferable) and teachers' knowledge of the use of word-prediction programs.…”

Section: Benefits Of Ict Use In School Activitiesmentioning

confidence: 99%

“…Finally, computers with special multimedia software applications were the types of ICT that had been used and studied in all articles in students with hearing impairment. Regarding how ICT was being used in the 16 intervention studies, Tables II-VI indicated that the purposes of the ICT interventions were either to compensate for the disability (42)(43)(44)(45)(46)(47)(48)(49)(50)(51)53) or to exercise to improve functional capacity (40,41,52,54,55).…”

Section: Students With Hearing Impairmentmentioning

confidence: 99%

“…Use of computers and word-processing programs with and without word-prediction software has been studied by examining legibility (42,44,46,47), speed in writing (42)(43)(44)(46)(47)(48), amount of written text (42)(43)(44)47) but also the number of correctly spelled words (42,44,(46)(47)(48) before and after the treatment period.…”

Section: Students With Mild To Severe Motor Impairmentsmentioning

confidence: 99%

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