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ERIC Number: EJ1126575
Record Type: Journal
Publication Date: 2017-Feb
Pages: 15
Abstractor: As Provided
ISSN: ISSN-0266-4909
The Effects of Teacher Directed Writing Instruction Combined with SOLO Literacy Suite
Park, Y.; Ambrose, G.; Coleman, M. B.; Moore, T. C.
Journal of Computer Assisted Learning, v33 n1 p20-34 Feb 2017
The purpose of this study was to examine the effectiveness of an intervention in which teacher-led instruction was combined with computerized writing software to improve paragraph writing for three middle school students with intellectual disability. A multiple probe across participants design was used to evaluate the effectiveness of the intervention. During each 30 to 45-min intervention session, the teacher provided instruction using a graphic organizer to remind students about grammar rules and proper paragraph structure. Then participants wrote paragraphs using three of the four software components of SOLO Literacy Suite (Write:OutLoud, Co:Writer and Draft:Builder). Data indicated that the intervention was effective in improving writing quality (topic adherence and mechanics measured on a rubric), percentage of words spelled correctly and percentage of correct word sequences for all participants. Implications for educators and future research are discussed.
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Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools; Secondary Education; Junior High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A