title: Relationships between language input and letter output modes in writing notes and summaries for students in grades 4 to 9 with persisting writing disabilities.
abstract: This study in programmatic research on technology-supported instruction first identified, through pretesting using evidence-based criteria, students with persisting specific learning disabilities (SLDs) in written language during middle childhood (grades 4-6) and early adolescence (grades 7-9). Participants then completed computerized writing instruction and posttesting. The 12 computer lessons varied output modes (letter production by stylus alternating with hunt and peck keyboarding versus by pencil with grooves alternating with touch typing on keyboard), input (read or heard source material), and task (notes or summaries). Posttesting and coded notes and summaries showed the effectiveness of computerized writing instruction on both writing tasks for multiple modes of language input and letter production output for improving letter production and related writing skills.
authors.affiliation: a Computer Science and Engineering , University of Washington , Seattle , Washington , USA.
authors.forename: Robert
authors.initials: R
authors.lastname: Thompson
authors.affiliation: a Computer Science and Engineering , University of Washington , Seattle , Washington , USA.
authors.forename: Steven
authors.initials: S
authors.lastname: Tanimoto
authors.affiliation: b Quantitative Studies and Measurement , University of Washington , Seattle , Washington , USA.
authors.forename: Robert
authors.initials: R
authors.lastname: Abbott
authors.affiliation: c Learning Sciences and Human Development , University of Washington , Seattle , Washington , USA.
authors.forename: Kathleen
authors.initials: K
authors.lastname: Nielsen
authors.affiliation: c Learning Sciences and Human Development , University of Washington , Seattle , Washington , USA.
authors.forename: Ruby Dawn
authors.initials: RD
authors.lastname: Lyman
authors.affiliation: d Teacher Education , University of Washington , Seattle , Washington , USA.
authors.forename: Kira
authors.initials: K
authors.lastname: Geselowitz
authors.affiliation: e Department of Psychology , University of Washington , Seattle , Washington , USA.
authors.forename: Katrien
authors.initials: K
authors.lastname: Habermann
authors.affiliation: b Quantitative Studies and Measurement , University of Washington , Seattle , Washington , USA.
authors.forename: Terry
authors.initials: T
authors.lastname: Mickail
authors.affiliation: f Educational Consulting, Bainbridge Island , Washington , USA.
authors.forename: Marshall
authors.initials: M
authors.lastname: Raskind
authors.affiliation: g Department of Health and Behavioral Studies, Teachers College , Columbia University , New York , New York , USA.
authors.forename: Stephen
authors.initials: S
authors.lastname: Peverly
authors.affiliation: h Seattle Pacific University , Education , Seattle , Washington , USA.
authors.forename: William
authors.initials: W
authors.lastname: Nagy
authors.affiliation: c Learning Sciences and Human Development , University of Washington , Seattle , Washington , USA.
authors.forename: Virginia
authors.initials: V
authors.lastname: Berninger
mesh_terms: D000293:Adolescent; D002648:Child; D003147:Communication Disorders / Q000503:physiopathology* / Q000628:therapy; D006236:Handwriting; D006801:Humans; D007802:Language; D011932:Reading; D012656:Self-Help Devices; D013334:Students
keywords: handwriting; idea units; keyboarding; listening to sources; note-taking; reading sources; writing summaries