Eleven fifth- and sixth-grade learning-disabled students composed and revised stories using hand writing, dictation, and word processing. Dictated stories differed from other formats on product measures such as length, quality, and grammatical errors. Differences between handwritten and word-processed stories were found on the process measures of composing rate and revisions.
Learning disabled students' composing under three methods of text production: Handwriting, word processing, and dictation
The Journal of Special Education, Vol. 21, 22.
IDEA Disability Category:
specific learning disability
practice and reinforcement activities