M.S. Ed. (Master of Education)
Department of Educational Psychology, Counseling, and Special Education
Writing--Automation; Learning disabled teenagers--Language
The purpose of this study was to investigate the effects of the Macintosh computer, word processing, and the process writing program Writer’s Network on the compositions of four high-school students with learning disabilities. Without additional writing instruction beyond their regular English Lab curriculum, the students made improvements in their writing during the treatment phases in the objective area of spelling and the holistic area of conventions. No differences were noted between baseline and treatment phases in total number of words, number of run-on sentences, sentence fragments and in the holistic elements of focus, support/elaboration, organization and integration. The students had fewer vague words and more different words in baseline phases than in treatment. There was some improvement noted in the areas of capitalization, punctuation, usage and comma usage; however, the improvement continued through the second baseline and thus cannot be directly attributed to the editing program and computer intervention. Implications for writing instruction are discussed.
Nies, Susan M., "The impact of a writing process software package on the written language skills of students with learning disabilities" (1992). Graduate Research Theses & Dissertations. 5848.
viii, 94 pages
Northern Illinois University
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