Hetzroni, O. E., & Shrieber, B. (2004). Word processing as an assistive technology tool for enhancing academic outcomes of students with writing disabilities in the general classroom . Journal of Learning Disabilities , 37 (2), 143–154. https://doi.org/10.1177/00222194040370020501

Journal Article

Hetzroni, O. E., & Shrieber, B. (2004). Word processing as an assistive technology tool for enhancing academic outcomes of students with writing disabilities in the general classroom. Journal of Learning Disabilities, 37(2), 143–154. https://doi.org/10.1177/00222194040370020501

Tags

International (non-U.S.); Learning disabilities; Middle school; Word processing (for writing); Writing

URL

http://ldx.sagepub.com/

Summary

Accommodation

The use of word processing software as an accommodation for students with writing disabilities was the focus of this study.

Participants

Three junior high school students in grade 7, from a large city in Israel, were the participants in this study. All three students had writing-related learning disabilities.

Dependent Variable

Students engaged in writing, either by hand or using a word processing software, and were then asked to read their writing aloud at the end of the session. The number spelling and reading errors, the number of words used per text, and the structure and organization of text were recorded.

Findings

Results suggest that when word processing software was used, students had fewer spelling and reading errors and better organization and structure in their writing. However, there was no difference in the number of words produced per text between conditions.