Effects of Writing Intervention With Power and Dragon Dictate

• In Event: 35.082 - Roundtable Session 14
  In Roundtable Session: 35.082-23 - Academic Supports, Educational Outcomes, and Assistive Technology: Implications for Individuals With Disabilities

Abstract

Abstract: The primary purpose of this study was to test the effectiveness of an intervention in writing with four African American third graders with a disability in reading (LD) and low writing skills. Participants received instruction in planning, organizing, writing, editing, and revising strategy, with embedded instruction in syntax and grammar. The students used several educational apps on iPads to support their writing skills development and building knowledge about grammatical and syntactic features. Multiple-baseline across four participants data were collected on curriculum-based measures (CBM) such as words spelled correctly, correct word sequence, and total words written. The visual data results, the analysis of non-overlapping data, and the post-instruction and maintenance outcomes showed large gains on CBM measures for all students.

Authors

• Svjetlana Curcic, The University of Mississippi - Tupelo

• Sara Platt, University of Mississippi