Dizin Eklenmedi

Students At-Risk of having Dysgraphia: Applying Assistive Technology Tools to help with Pre Writing

Received: 2014-08-20 Accepted: 2014-12-29 Published: 2015-02-15
DOI:10.15340/2147336612844Pages:99-111

Abstract


 

Writing can be a challenging task for 40-75% of children who attend schools in developed countries (e.g., Canada – E.Q.A.O., 2013; O.E.C.D., 2010; U.K., 2012; U.S. – National Assessment of Educational Progress, 2011); in under-developed countries, the percentages can be even higher. The author of this study developed a mnemonic strategy to address the needs of struggling writers. The STORY mnemonic strategy offered children a means to employ various learning styles such as auditory (saying the story’s content aloud) and visual (creating an image with an iPad app to illustrate story ideas) before actually writing the text. The four 4th-grade participants (two White males and two children of Hispanic descent, a male and a female) participated in a 32-session, tier-two intervention within a single subject design framework. Educational researchers (e.g., special education, literacy) can use this methodology to analyze students’ change in ability across the timeline of a project. The results of this study indicated that all of the children demonstrated a functional relation in employing STORY for spoken/scribed content and quality, but this was not the case for their written stories; students improved in content, but quality lagged in comparison.

 

Keywords: Writing, technology, literacy

 

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