Intermediate grade students with learning disabilities learned to work in pairs to help each other in writing with editing and revising of their compositions. The 13 subjects made more revisions and produced papers of higher quality when revising with peer support than did 16 students in a process-approach control group.
The study, with 26 junior high learning-disabled students, found that students' predominant conception and application of revision to written work was correction of errors. Fewer than half of all revisions were rated as improvements. The only type of revision that positively affected overall quality was addition of T-units. Writing
OnScreen is an on-screen keyboard that allows the user to enter text into any application. OnScreen includes WordComplete, a word completion program that may help students speed up their typing. WordComplete is also available separately.
This article describes a highly structured approach for improving the revising skills of students with learning disabilities that combines peer response, strategy instruction, and word processing. The strategy guides students in both the social and cognitive aspects of response and revision. Two studies demonstrating the effectiveness of the approach are reported.
WordTalk is a free plug-in developed for use with all versions of Microsoft Word (from Word 97 upwards), which may help people with reading and writing difficulties use Microsoft Word more effectively. It will speak the text of the document and will highlight it as it goes. It contains a talking dictionary to help decide which word spelling is most appropriate. It sits in a user's toolbar and is configurable, allowing users to adjust the highlight colors, the voice and the rate of speed of the speech.
Interactive dialogues between teacher and student or between student and student were used to teach writing revision skills to 18 adolescents with learning disabilities or English as a Second language. Both intervention conditions were equally effective in promoting clarity and thematic salience in trainees' reportive essays.
Research in self-regulated strategy development (SRSD) in writing was extended by comparing 43 learning-disabled fifth and sixth grade students in 4 conditions of SRSD instruction. Posttests indicated greater improvement for SRSD conditions with and without goal setting and self-monitoring than for the practice control condition.
Finds an approach to improving revision skills that integrated strategy instruction, peer response, and word processing to be highly effective with seventh- and eighth-grade students with learning disabilities who struggle with writing.
Reviews specific ways in which computers can support the basic transcription processes involved in writing, focusing on computer applications that go beyond word processing, including spelling and grammar checkers, speech synthesis, word prediction, and speech recognition. Focuses only on writing mechanics, and clarifies the extent to which techniques are supported by research.
Examined effects of combining cross-age tutoring, peer tutoring, cooperative learning, and computer-mediated writing in a peer-assisted learning package on writing skills of second through sixth graders with learning disabilities. Found that the treatment group enjoyed working with partners, asked each other for help, had friendships extending outside the treatment setting, and had improved attitudes toward writing.