Enhancing the Writing Skills of Students with Learning Disabilities through Technology: An Investigation of the Effects of Text Entry Tools, Editing Tools, and Speech Synthesis. Final Report.

This final report discusses the outcomes of a 3-year project that studied the effectiveness of word processing tools in improving the literacy skills of students with learning disabilities in grades 4-12. In Year 1 (1994-95), four text entry strategies were compared in 132 students with learning disabilities: keyboarding instruction, alternative keyboards, word prediction, and word prediction with speech synthesizers. The Year 2 study (1995-96), investigated the effects of two types of text editing tools, such as spelling and grammar aids with and without speech synthesis, in 106 students with learning disabilities. The Year 3 study (1996-97), investigated speech synthesis under three conditions in 103 students with learning disabilities: when available at all times versus when available only during the text entry or the editing/revising stages of writing. Results of the studies found: (1) that word processing had the most impact upon the accuracy of students' writing; (2) word prediction was the most promising strategy for improving the text entry speed; (3) spell checks were effective editing tools, although grammar checkers were not, and spell checks had a more positive effect on students' writing quality and accuracy than synthesized speech. (Contains 35 references.) (CR) ******************************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ********************************************************************************

[1]  Charles A. MacArthur,et al.  Learning Disabled Students' Composing Under Three Methods of Text Production , 1987 .

[2]  Catherine Cobb Morocco,et al.  “If You Could Just Push a Button”: Two Fourth Grade Boys with Learning Disabilities Learn to Use a Computer Spelling Checker , 1990 .

[3]  Charles A. MacArthur,et al.  A Model for Writing Instruction: Integrating Word Processing and Strategy Instruction into a Process Approach to Writing. , 1991 .

[4]  P. Newcomer,et al.  The Written Composing Ability of Children with Learning Disabilities: A Review of the Literature From 1980 to 1990 , 1991, Journal of learning disabilities.

[5]  Richard K. Olson,et al.  Computer Speech and the Remediation of Reading and Spelling Problems , 1994 .

[6]  S. Jones,et al.  Process and Product: A Review of the Research on LD Children's Writing Skills , 1989 .

[7]  Anne Graves,et al.  The Effects of Procedural Facilitation on the Story Composition of Learning Disabled Students. , 1990 .

[8]  Charles A. MacArthur,et al.  Improving Learning Disabled Students' Skills at revising Essays Produced on a Word Processor , 1988 .

[9]  Lynne Outhred,et al.  To Write Or not to Write: Does Using a Word Processor Assist Reluctant Writers? , 1987 .

[10]  Donald H. Graves.  All Children Can Write. , 1985 .

[11]  Anne W. Graves,et al.  Using Story Grammar Cueing to Improve the Writing of Students with Learning Disabilities. , 1991 .

[12]  Leanne B. Kerchner,et al.  Language Processing/Word Processing: Written Expression, Computers and Learning Disabled Students , 1984 .

[13]  Charles A. MacArthur,et al.  A Peer Editor Strategy: Guiding Learning-Disabled Students in Response and Revision , 1993, Research in the Teaching of English.

[14]  L Outhred,et al.  Word Processing , 1989, Journal of learning disabilities.

[15]  Charles A. MacArthur,et al.  Writing and Writing Instruction for Students with Learning Disabilities: Review of a Research Program , 1991 .

[16]  Charles A. MacArthur,et al.  Spelling Checkers and Students with Learning Disabilities: Performance Comparisons and Impact on Spelling , 1996 .

[17]  Donald H. Graves.  Writing Teachers and Children At Work , 1983 .