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    Section 1 Resource Binder

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    The researchers studied the impact of writing processing tools on students with dysgraphia. They found that using laptops with word processing software significantly reduced spelling errors, reading errors, and improved organization in student writing assignments compared to writing by hand. However, it did not significantly change the number of words written, possibly because assignment requirements limited content. The researchers recommend students with dysgraphia have access to computers and word processing tools for all writing tasks to help overcome deficits and increase confidence.

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    Section 1 Resource Binder

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    api-249399814
    77 views3 pages
    The researchers studied the impact of writing processing tools on students with dysgraphia. They found that using laptops with word processing software significantly reduced spelling errors, reading errors, and improved organization in student writing assignments compared to writing by hand. However, it did not significantly change the number of words written, possibly because assignment requirements limited content. The researchers recommend students with dysgraphia have access to computers and word processing tools for all writing tasks to help overcome deficits and increase confidence.

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    The researchers studied the impact of writing processing tools on students with dysgraphia. They found that using laptops with word processing software significantly reduced spelling errors, reading errors, and improved organization in student writing assignments compared to writing by hand. However, it did not significantly change the number of words written, possibly because assignment requirements limited content. The researchers recommend students with dysgraphia have access to computers and word processing tools for all writing tasks to help overcome deficits and increase confidence.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    77 views3 pages

    Section 1 Resource Binder

    Uploaded by

    api-249399814
    The researchers studied the impact of writing processing tools on students with dysgraphia. They found that using laptops with word processing software significantly reduced spelling errors, reading errors, and improved organization in student writing assignments compared to writing by hand. However, it did not significantly change the number of words written, possibly because assignment requirements limited content. The researchers recommend students with dysgraphia have access to computers and word processing tools for all writing tasks to help overcome deficits and increase confidence.

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    of 3

    Hetzroni and Shrieber researched writing processing tools on computers and their impact

    on students with dysgraphia during writing assignments in the classroom. They recruited three

    grade seven students who identified as having dysgraphia, reading at grade level, had an average

    IQ score and basic knowledge of how to use a computer. The researchers concluded that students

    with learning disabilities in writing should be given access to a writing processing tool for all

    written assignment as it significantly impacted students’ learning.

    The researchers used two phases to assess the impact of writing processing tools on the

    writing output. One phase consisted of paper-pen and the other phase consisted of the students

    using laptops with a word processing tool in their classroom. The researchers trained the students

    on how to use the word processer and then observed the students writing with and without the

    assistance of the laptops.

    They collected data on: the amount of spelling errors; the amount of reading errors when

    the students read their work back; the number of words per text; and the organization and

    structure. The researchers discovered that all students showed significant success with fewer

    spelling errors, fewer reading errors, and better organization; yet, there was not a significant

    change in the number of words they produced. They believe that the lack of change in number of

    words could be because the tasks the students were performing were very specific on what to

    write.

    From the findings, the researchers recommend that students with learning disabilities in

    writing, such as dysgraphia should be allowed to use a computer with a word processing program

    in the classroom and also at home to complete written assignments. Computers should be seen as

    a writing tool that is readily assessable. They also state that word processing technology can

    increase students’ confidence in writing and “students with LD to take control over their
    assignments while using their strengths instead of their deficits” (Hetzroni and Shrieber , 2004,

    p.153).

    The article makes clear that resource teachers should be applying for assistive technology

    and instructing teachers and students on how to use it. Resource teachers can use writing

    processing tools to help students with dysgraphia become more confident and independent in

    writing. There are a few things to note from this article to ensure resource teachers use

    computers affectively.

    Resource teachers need to first educate classroom teachers and parents in the importance

    of allowing their students to use the computers for all written assignment in the classroom and at

    home. By informing teachers and parents of the benefits of the technology, they will be more

    willing to implement it and be able to support the student.

    Secondly, the resource teacher needs to ensure the student is trained to use the

    technology. The resource teacher, EA or classroom teacher should work with the student until he

    or she can use the computer correctly. It is important that the student know how to use the

    technology appropriately so it does not become another stressor. Time should be given to the

    student to adjust to this change. This should also be done in the classroom as much as possible.

    Having someone available to sit with the student to help them learn how to use the computer

    during writing time would be beneficial.

    I had a student in grade 2 with dysgraphia which resulted in avoidance behaviours during

    writing. We decided to introduce the Forte, a word processing tool. The resource teacher first

    met with me and the parents to describe what a Forte is and its benefits. Then the resource

    teacher trained me and the EA on how to use the Forte. Finally, the resource worked with the

    student, and with guidance from me and the EA the student was using the Forte in the classroom.
    It eliminated the avoidance behaviours during writing and we were able to see what a great story-

    teller the student actually was.

    The article and my personal experience with writing tools for students with dysgraphia,

    shows that resource teachers should take initiative to educate parents and other teachers on the

    benefits of writing processing tools in the classroom. Ultimately, giving students the tools they

    need empowers them to work to the best of their ability, to become more independent and

    confident.

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