Word processing offers promising support far students with learning disabilities (LD). We compare... more Word processing offers promising support far students with learning disabilities (LD). We compared fourth‐grade students' writing quality over a 7‐month period in computer‐supported versus paper‐and‐pencil writing‐process classrooms. LD and non‐ID students improved the quality of their imaginative stories over time, regardless of the writing tool, with one exception. Students who carried out long‐term writing assignments with paper and pencil demonstrated a negative growth rate in writing quality. LD students in particular may be impeded by paper‐and‐pencil tools during extended writing assignments that call for sustained engagement and revision.
This quasi-experimental study investigated the effects of an Internet-delivered universally desig... more This quasi-experimental study investigated the effects of an Internet-delivered universally designed depth of vocabulary intervention that targeted both English-speaking and Spanish–English-speaking students. Two hundred forty students, 49% of whom were Spanish–English bilinguals, participated in the 16-week intervention. Intervention students read eight multimedia texts with embedded instruction on 40 words and reading strategy support. Students could access all texts and activities in Spanish and English. In comparison to a control group, there were significant intervention effects on a standardized measure of vocabulary knowledge, but effects were non-significant for comprehension. Similarly, significant effects on researcher-developed measures of vocabulary depth were detected, but not for a researcher-developed measure of breadth.
Word processing offers promising support far students with learning disabilities (LD). We compare... more Word processing offers promising support far students with learning disabilities (LD). We compared fourth‐grade students' writing quality over a 7‐month period in computer‐supported versus paper‐and‐pencil writing‐process classrooms. LD and non‐ID students improved the quality of their imaginative stories over time, regardless of the writing tool, with one exception. Students who carried out long‐term writing assignments with paper and pencil demonstrated a negative growth rate in writing quality. LD students in particular may be impeded by paper‐and‐pencil tools during extended writing assignments that call for sustained engagement and revision.
This quasi-experimental study investigated the effects of an Internet-delivered universally desig... more This quasi-experimental study investigated the effects of an Internet-delivered universally designed depth of vocabulary intervention that targeted both English-speaking and Spanish–English-speaking students. Two hundred forty students, 49% of whom were Spanish–English bilinguals, participated in the 16-week intervention. Intervention students read eight multimedia texts with embedded instruction on 40 words and reading strategy support. Students could access all texts and activities in Spanish and English. In comparison to a control group, there were significant intervention effects on a standardized measure of vocabulary knowledge, but effects were non-significant for comprehension. Similarly, significant effects on researcher-developed measures of vocabulary depth were detected, but not for a researcher-developed measure of breadth.
Uploads
Papers