Facilitating written work using computer word processing and word prediction.
OBJECTIVE: The purpose of this study was to investigate whether occupational therapy intervention that focused on teaching children to use word processing, either alone or with word prediction, was effective in improving the written communication skills of children with learning disabilities and han...
| Publicado en: | American Journal of Occupational Therapy Vol. 57; no. 2; pp. 139 - 152 |
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| Autores principales: | , , , |
| Formato: | case study research tables/charts Journal Article |
| Publicado: |
American Occupational Therapy Association
Mar/Apr2003
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=106856151&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 106856151 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02729490 44I jtl: American Journal of Occupational Therapy issn: 02729490 maglogo: N pubinfo: dt: Mar/Apr2003 vid: 57 iid: 2 pid: 6680 pub: American Occupational Therapy Association place: North Bethesda, Maryland artinfo: ui: 106856151 106856151 86055653 2003102990 10.5014/ajot.57.2.139 NLM12674305 106856151 ppf: 139 ppct: 13 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: Facilitating written work using computer word processing and word prediction. aug: au: Handley-More D Deitz J Billingsley FF Coggins TE affil: Occupational Therapist, Highline School District, Seattle, Washington; dhndlymore@aol.com sug: subj: Handwriting Learning Disorders In Infancy and Childhood Students, Elementary Pediatric Occupational Therapy User-Computer Interface Word Processing Child Comparative Studies Experimental Studies Intelligence Tests Case Studies Test-Retest Reliability Female Male School Health Services Washington Funding Source Human Child: 6-12 years Female Male ab: OBJECTIVE: The purpose of this study was to investigate whether occupational therapy intervention that focused on teaching children to use word processing, either alone or with word prediction, was effective in improving the written communication skills of children with learning disabilities and handwriting problems. METHOD: A single-subject alternating treatments design was replicated across three children in grades 4 and 5. During the baseline phase the children wrote stories by hand; during the intervention phase, the children wrote stories, alternating among handwriting, word processing, and word processing with word prediction. Dependent variables focused on percentages of legible words, percentages of correctly spelled words, total amount written, and rate of writing. Data were analyzed by visual inspection. RESULTS: Results were variable. Two children had clear improvements in legibility when using either word processing alone or with word prediction. These same children demonstrated clear improvements in spelling when using word prediction. Though rate of writing was best for two children when using handwriting, relative to total amount produced, one method was not clearly preferable to another. CONCLUSION: Occupational therapy intervention involving word processing with word prediction improves the legibility and spelling of written assignments completed by some children with learning disabilities and handwriting difficulties. It is important to evaluate each child individually and provide training and ongoing support for technology use. pubtype: Academic Journal doctype: case study research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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