Peterson-Karlan, G. R. (2011). Technology to support writing by students with learning and academic disabilities: Recent research trends and findings. Assistive Technology Outcomes and Benefits, 7(1), 39-61.
The author of this research article presented a compilation and analysis of several research studies about the use of technology to support writing of students with learning disabilities. The author further suggested improvements in writing instruction for students who struggle with the writing process through the use of writing technologies.
The author stated that student writing can be improved with the use of technology in all phases of writing, including planning, transcribing, editing, and revising. Technology provides alternative means to pen-and-paper writing composition, such as digital cameras and voice recorders. However, the author noted that these alternative means of writing are not being taught or utilized in the classroom because most standardized writing tests are still pen-and-paper tests. Students with learning disabilities often struggle with organizing their writing and compilation of information, and the author described several technology-based programs that can support their writing in these areas, such as text-to-speech programs or digital writing templates. The author concluded that although there is sufficient research to support a change in instructional strategies for writing, that there is not sufficient research exploring emerging technologies and their integration into these writing interventions.
Educators can use the information presented in this article to differentiate instruction when it comes to writing in the classroom. By using technology-based programs to facilitate writing, educators can reach learners of different modalities and assist them in the writing process.
The author of this research article presented a compilation and analysis of several research studies about the use of technology to support writing of students with learning disabilities. The author further suggested improvements in writing instruction for students who struggle with the writing process through the use of writing technologies.
The author stated that student writing can be improved with the use of technology in all phases of writing, including planning, transcribing, editing, and revising. Technology provides alternative means to pen-and-paper writing composition, such as digital cameras and voice recorders. However, the author noted that these alternative means of writing are not being taught or utilized in the classroom because most standardized writing tests are still pen-and-paper tests. Students with learning disabilities often struggle with organizing their writing and compilation of information, and the author described several technology-based programs that can support their writing in these areas, such as text-to-speech programs or digital writing templates. The author concluded that although there is sufficient research to support a change in instructional strategies for writing, that there is not sufficient research exploring emerging technologies and their integration into these writing interventions.
Educators can use the information presented in this article to differentiate instruction when it comes to writing in the classroom. By using technology-based programs to facilitate writing, educators can reach learners of different modalities and assist them in the writing process.