E-Publishing's impact on learning in an inclusive sixth grade social studies classroom

This study combined the use of student authored books and the use of children's literature with a process created by Conden and McGuffee (2001) described as e-publishing, which uses students authoring book software called RealeWriter. The purpose of the study was to determine if e-publishing assistive technology impacted learning in a social studies class of 136 sixth grade students included in three school designation groups: special needs, gifted and talented, and regular education. In addition, content learning was examined by descriptive statistics using two subjects representing each school designation group, a total of six key informants. A one-way ANOVA test was conducted comparing special needs, gifted and talented, and regular education students' learning scores. The school designation group was a significant factor impacting content unit score gain [F (2, 127)=6.6, p=0.002]. Tamhame T[superscript 2] post hoc tests revealed gifted and talented students significantly (p less than 0.05) outperformed special education and regular education students' learning from the e-publishing process. According to descriptive statistics, all students regardless of school designation grouping improved in learning from the e-publishing process. This study concluded that all students, especially gifted and talented students, benefit from e-publishing. Educational technology, such as RealeWriter's e-publishing process, has a place beside pedagogically sound practices. This study found the use of children's literature as a content medium in social studies accommodated e-publishing instruction advantageously. Writing

Gentry, J.
Journal of Interactive Learning Research, Vol. 19 (3), 455-467.
Related Research
Content Area: 
IDEA Disability Category: 
emotional disturbance
specific learning disability
speech or language impairment
Instructional Support: 
multimedia products and projects
multiple formats of text and notation