Virginia W. Berninger|William E. Nagy|Steve Tanimoto|Rob Thompson|Robert D. Abbott
Computer instruction in handwriting, spelling, and composing for students with specific learning disabilities in grades 4–9
University of Washington|Seattle Pacific University|University of Washington|University of Washington|University of Washington
effectiveness ipad computerized writing instruction evaluated 4th9th graders n 35 diagnosed specific learning disabilities slds affecting writing dysgraphia impaired handwriting dyslexia impaired spelling oral written language learning disability owl ld impaired syntax composing 18 twohour lessons multiple learning activities aimed improving subword handwriting word spelling syntax sentence composing level language skills engaging four language systems listening speaking reading writing create functional writing system evaluate treatment effectiveness normed measures handwriting spelling composing used exception one nonnormed alphabet writing task results showed sample whole improved significantly pretest posttest three handwriting measures four spelling measures written oral syntax construction measures oral syntax evaluated pen paper tasks showing computer writing instruction transferred better writing pen paper performance learning activities instruction correlated writing outcomes individual students tended improve impaired skill associated diagnosis thus although computers often used upper elementary school middle school united states us accommodations alternatives pen paper students persisting slds affecting writing study shows computers also used tier 3 instruction improve writing skills students grades 49 history persisting writing disabilities