ERIC Number: EJ1087839
Record Type: Journal
Publication Date: 2015-Dec
Abstractor: As Provided
Reference Count: N/A
Computerized Writing and Reading Instruction for Students in Grades 4-9 with Specific Learning Disabilities Affecting Written Language
Tanimoto, S.; Thompson, R.; Berninger, V. W.; Nagy, W.; Abbott, R. D.
Journal of Computer Assisted Learning, v31 n6 p671-689 Dec 2015
Computer scientists and educational researchers evaluated effectiveness of computerized instruction tailored to evidence-based impairments in specific learning disabilities (SLDs) in students in grades 4-9 with persisting SLDs despite prior extra help. Following comprehensive, evidence-based differential diagnosis for dysgraphia (impaired handwriting), dyslexia (impaired word reading and spelling), and oral and written language learning disability, students completed 18 sessions of computerized instruction over about 3 months. The 11 students taught letter formation with sequential, numbered, coloured arrow cues with full contours who wrote letters on lines added to iPad screen showed more and stronger treatment effects than the 21 students taught using only visual motion cues for letter formation who wrote on an unlined computer monitor. Teaching to all levels of language in multiple functional language systems (by ear, eye, mouth and hand) close in time resulted in significant gains in reading and writing skills for the group and in diagnosed SLD hallmark impairments for individuals; also, performance on computerized learning activities correlated with treatment gains. Results are discussed in reference to need for both accommodations and explicit instruction for persisting SLDs and the potential for computers to teach handwriting, morphophonemic orthographies, comprehension, and composition.
Descriptors: Grade 4, Grade 5, Grade 6, Grade 8, Grade 7, Grade 9, Learning Disabilities, Dyslexia, Oral Language, Language Impairments, Written Language, Computer Assisted Instruction, Cues, Visual Stimuli, Handheld Devices, Program Effectiveness, Motion, Teaching Methods, Correlation, Reading Instruction, Writing Instruction
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Publication Type: Journal Articles; Reports - Research
Education Level: Grade 4; Intermediate Grades; Elementary Education; Grade 5; Middle Schools; Grade 6; Grade 8; Junior High Schools; Secondary Education; Grade 7; Grade 9; High Schools
Sponsor: Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (NIH)
Authoring Institution: N/A
IES Grant or Contract Numbers: P50HD071764