Word processing as an assistive technology tool for enhancing academic outcomes of students with writing disabilities in the general classroom

This study investigated the use of a word processor for enhancing the academic outcomes of three students with a writing disability in a middle school. A single-subject ABAB design was used to compare academic output produced during class time with and without a computer equipped with a word processor. The data demonstrated a clear difference between handwritten and computer phases. In traditional paper-and-pencil phases, students produced outcomes that had more spelling mistakes, more reading errors, and lower overall quality of organization and structure in comparison with the phases in which a computer equipped with a word processor was used. The results did not indicate any noticeable difference in the number of words per text.

Author: 
Hetzroni, O. E., & Shrieber, B.
Year: 
2004
Source: 
Journal of Learning Disabilities, Vol. 37, 143-154.
Type: 
Related Research
Content Area: 
writing
IDEA Disability Category: 
orthopedic impairment
specific learning disability
traumatic brain injury
Instructional Support: 
multiple formats of text and notation