Implementing Innovative Technology to Improve Essay Writing for Diverse Struggling Writers

• 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

Two multiple baseline studies were conducted to investigate the effects a computer-based graphic organizer (CBGO) with embedded self-regulated learning strategies on the quantity and quality of persuasive essay writing by struggling writers. Ten 7th-8th-grade students participated in Study I; fourteen 5th-8th-grade students took part in Study II. Data on the number of words, sentences, transition words, essay parts, and holistic writing quality score were collected across baseline (without the CBGO), treatment (with CBGO), and generalization (without CBGO). Based on visual analysis, all participants in Study I improved the quality of writing, while the majority of students also increased the quantity of their writing. The preliminary results in Study II corroborated these findings. Implementation fidelity of technology-based instruction will be discussed.

Authors

• Anya S. Evmenova, George Mason University

• Kelley Sarah Regan, George Mason University

• Melissa Hughes, George Mason University

• Andrea Boykin, George Mason University

• Donna Sacco, George Mason University

• Soo Ahn, George Mason University