Integrating Writing Across Subject Areas Supported by Innovative Technology: A National Survey

• In Event: Research in Literacy and Disability

Abstract

A stratified random sample of middle school teachers across the United States were surveyed to determine (a) how writing activities/instruction are incorporated across content areas (e.g., language arts, science/math, social studies); (b) what types of technologies are used to support student writing; and (c) what barriers exist to technology implementation as well as factors that encourage the use of technology for supporting student writing. Respondents were 128 teachers across content areas who taught students with high incidence disabilities. Forty follow-up interviews were conducted to gain a rich, detailed understanding of the school contexts. Results extend previous research by better understanding the challenges to technology implementation for writing instruction when considering solutions to improve students’ writing performance across the curriculum.

Authors

• Anya S. Evmenova, George Mason University

• Kelley Sarah Regan, George Mason University

• Andrea Boykin, George Mason University

• Donna Sacco, George Mason University

• Kevin Good, George Mason University

• Margo A. Mastropieri, George Mason University