title: Technology supporting written productivity in children with learning disabilities: a critical review.
abstract: BACKGROUND
  Occupational therapists working with school-aged children are often in the position of recommending technology to enhance written productivity. The outcome of using technology on the writing of children with learning disabilities has not been reviewed critically, and this knowledge is necessary for evidence-based practice.
  
  
  OBJECTIVE
  To review evidence regarding the use of technology to support written productivity in children with learning disabilities.
  
  
  METHODS
  A systematic search of seven databases, plus a manual search, retrieved 864 papers published between 1985 and March 2012. Twenty-seven papers (28 studies) met inclusion criteria.
  
  
  RESULTS
  The evidence is of a moderately low level and results are inconclusive; however, trends suggest a positive influence of some technology on children's performance and behaviour. Methodological limitations exist in most studies and the description of specific technology intervention is often combined with teaching instructions.
  
  
  CONCLUSIONS
  The available research is encouraging, but high-quality investigations with newer technologies are needed.
authors.affiliation: School of Rehabilitation Science, McMaster University, CanChild Centre for Childhood Disability Research, 1400 Main St. W., IAHS 408, Hamilton, ON, L8S 1C7. batorbe@mcmaster.ca
authors.forename: Beata
authors.initials: B
authors.lastname: Batorowicz
authors.forename: Cheryl A
authors.initials: CA
authors.lastname: Missiuna
authors.forename: Nancy A
authors.initials: NA
authors.lastname: Pollock
mesh_terms: D020811:Biomedical Technology / Q000295:instrumentation / Q000379:methods*; D002648:Child; D019988:Children with Disabilities / Q000534:rehabilitation*; D006801:Humans; D007859:Learning Disabilities / Q000534:rehabilitation*; D009788:Occupational Therapy / Q000295:instrumentation / Q000379:methods*; D014956:Writing