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ERIC Number: EJ1103636
Record Type: Journal
Publication Date: 2016
Pages: 17
Abstractor: As Provided
ISSN: ISSN-0305-5698
Helping Students with Cognitive Disabilities Improve Social Writing Skills through Email Modeling and Scaffolding
Wang, Xiao-lei; Eberhard, Dominique; Voron, Mike; Bernas, Ronan
Educational Studies, v42 n3 p252-268 2016
The purpose of this study is to examine the effects of email modeling and scaffolding on the social writing quality of students with cognitive disabilities. Ten students from a university-affiliated lab school (mean age = 19.3; SD = 1.2) with an average of IQ of 55.30 (SD = 5.98) and 10 teacher candidates in a university teacher education programme participated in the study. The results suggest that all students with intellectual disabilities were able to holistically improve their social writing quality after exchanging emails with mature writers over a period of 15 weeks. Specifically, the students progressively showed various degrees of improvement in the areas of writing mechanics, lexical and syntactic complexity, writing cohesion, pragmatic propriety and writing motivation. However, the figurative use of language remained unaffected by the email modeling and scaffolding. Taken together, this study suggests that Internet-mediated formats, such as email, can reduce the anxiety of students with intellectual disabilities. Students feel more motivated to engage in writing and do so more actively in social media exchanges, thus improving their virtual social communication skills through writing. Teaching implications of this study are discussed.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Wechsler Individual Achievement Test
Grant or Contract Numbers: N/A