In this study of concept mapping and expository writing, 12 eighth-grade students with reading difficulties composed descriptive essays under three conditions: no-map support, hand-map support, and computer-map support. Both hand-maps and computer-maps resulted in increases in number of words, number of T-units, and holistic writing scores. Students' attitudes toward writing were most positive in the computer-mapping condition.
Year:
2002
Source:
Learning Disabilities: Research & Practice, Vol. 17, 124-139.
Type:
Related Research
Content Area:
writing
Grade Level:
middle school
IDEA Disability Category:
emotional disturbance
specific learning disability
speech or language impairment
Instructional Support:
organize and plan
English Language Arts:
Writing
