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.
Word processing as an assistive technology tool for enhancing academic outcomes of students with writing disabilities in the general classroom
Journal of Learning Disabilities, Vol. 37, 143-154.
IDEA Disability Category:
specific learning disability
traumatic brain injury
multiple formats of text and notation