Relationships between language input and letter output modes in writing notes and summaries for students in grades 4 to 9 with persisting writing disabilities.
This study in programmatic research on technology-supported instruction first identified, through pretesting using evidence-based criteria, students with persisting specific learning disabilities (SLDs) in written language during middle childhood (grades 4–6) and early adolescence (grades 7–9). Part...
| Publicado en: | Assistive Technology Vol. 29; no. 3; pp. 131 - 140 |
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| Autores principales: | , , , , , , , , , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Taylor & Francis Ltd
Fall2017
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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=125436722&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 125436722 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 10400435 YVP jtl: Assistive Technology issn: 10400435 maglogo: Y pubinfo: dt: Fall2017 vid: 29 iid: 3 pid: 377 pub: Taylor & Francis Ltd place: Philadelphia, Pennsylvania artinfo: ui: 125436722 125436722 125436722 10.1080/10400435.2016.1199066 125436722 ppf: 131 ppct: 9 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: Relationships between language input and letter output modes in writing notes and summaries for students in grades 4 to 9 with persisting writing disabilities. aug: au: Thompson, Robert Tanimoto, Steven Abbott, Robert Nielsen, Kathleen Lyman, Ruby Dawn Geselowitz, Kira Habermann, Katrien Mickail, Terry Raskind, Marshall Peverly, Stephen Nagy, William Berninger, Virginia affil: Computer Science and Engineering, University of Washington, Seattle, Washington, USA sug: subj: Intellectual Disability Diagnosis Language Writing Students, Elementary Grammar Assistive Technology Skill Acquisition Handwriting Reading Data Analysis Software Analysis of Variance ab: This study in programmatic research on technology-supported instruction first identified, through pretesting using evidence-based criteria, students with persisting specific learning disabilities (SLDs) in written language during middle childhood (grades 4–6) and early adolescence (grades 7–9). Participants then completed computerized writing instruction and posttesting. The 12 computer lessons varied output modes (letter production by stylus alternating with hunt and peck keyboarding versus by pencil with grooves alternating with touch typing on keyboard), input (read or heard source material), and task (notes or summaries). Posttesting and coded notes and summaries showed the effectiveness of computerized writing instruction on both writing tasks for multiple modes of language input and letter production output for improving letter production and related writing skills. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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