Hollenbeck, K., Tindal, G., Harniss, M., & Almond, P. (1999). The effect of using computers as an accommodation in a statewide writing test . University of Oregon Research Consultation, and Teaching Program.

Report

Hollenbeck, K., Tindal, G., Harniss, M., & Almond, P. (1999). The effect of using computers as an accommodation in a statewide writing test. University of Oregon Research Consultation, and Teaching Program.

Notes

Tags

K-12; Middle school; Multiple disabilities; No disability; Spelling checker; U.S. context; Word processing (for writing); Writing

Summary

Accommodation

Classrooms of students were randomly assigned to one of four conditions: (a) taking the writing test using traditional methods (handwriting), (b) word-processing on a computer to complete the entire three-day test, (c) handwriting for two days, using computer one day (computer-last-day group), (d) handwriting for two days, using computer with spell-checker one day (computer-last-day-with-spell-checker) group.

Participants

A total of 164 students in grade 7—including 120 in general education, and 44 receiving special education—from an urban area in the Pacific Northwest (U.S.) participated. Additional demographics, including race/ethnicity, were reported.

Dependent Variable

Scores on statewide writing tests were determined. Writing was rated according to ideas/content, organization, voice, word choice, sentence fluency, and conventions.

Findings

Differences between handwritten students' essays and computer-generated essays were nonsignificant. Significant differences were found between ratings for essays of computer-last day group and computer last day with spell-check group. Students with disabilities performed significantly poorer when composing with a computer than when handwriting their stories.