Personal computers and process writing: a written language intervention for deaf children

Abstract

This study was concerned with the effectiveness of word processing as a written language intervention for primary-age deaf children. Subjects were 14 children in two primary school deaf-unit classes matched in terms of age, gender, and degree of hearing loss. A quasi-experimental design incorporating multiple-group baselines with pre- and post-tests enable all subjects to receive the intervention while maintaining experimental control. Samples of children's written language were collected at the end of each phase in the study. Experienced teachers of deaf children rated five dimensions of the quality of the written language samples, while a speech and language therapist judged other linguistic qualities of the writing. Significant improvements in quality ratings over the course of the study indicated that the word processing intervention had led to improvements in the children's written language skills. These results confirm the effectiveness of word processing as an adjunct to the process writing approach to written language instruction for deaf children.

Word processing and Written Composition: An Intervention for Children with Mild Intellectual Disability

“…This finding was consistent with research undertaken by Mander, Wilton, Townsend, and Thomson (1995) who noted that changes in spelling ability were difficult to achieve. This finding was consistent with research undertaken by Mander, Wilton, Townsend, and Thomson (1995) who noted that changes in spelling ability were difficult to achieve.…”

“…While there have been no previous studies involving children with mild intellectual disability, the results are generally consistent with those attained by Mander, Wilton, Townsend, and Thomson (1995) with young children with hearing impairments. While there have been no previous studies involving children with mild intellectual disability, the results are generally consistent with those attained by Mander, Wilton, Townsend, and Thomson (1995) with young children with hearing impairments.…”

“…In a more recent study by Mander, Wilton, Townsend and Thomson (1995) with primary school deaf students, such a pattern of results was obtained. It was found that students using a word-processor for written work significantly improved organisational aspects of their work, clarity of wording, grammar, and accuracy of spelling and punctuation.…”

Facilitating speech and language development in children with cochlear implants using computer technology

“…Several extant studies support the benefits of computer-based instruction in facilitating particular aspects of written language, reading comprehension and decoding ability, and general communication skills (speech and/or sign language) with children who have hearing impairments Mander et al, 1995). Consistently, research concludes that computer-based instruction facilitates the skills of children with hearing impairment, particularly in the areas of written language and reading comprehension Despite the promise of computer-based activities for improving the speech production and perception of individuals with hearing impairment, evidence to support efficacy is often limited.…”

Teaching Writing to Deaf Students

“…The second study specifically investigated the effect of word processing on writing. Mander, Wilton, Townsend, and Thomson (1995) used a single-participant, multiple-baseline design with a convenience sample of two intact classes to investigate the effect of word processing on the quality of written compositions of 13 deaf 7- and 8-year-old students being taught with a process writing approach. Writing samples were gathered from each participant at 3 points in time—one after 8 weeks of baseline, one after 12 weeks of writing process instruction with Group 1 creating compositions on the computer and Group 2 with paper and pencil, and one after another 12 weeks of process writing instruction with both groups creating compositions on the computer.…”