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Integrating technology-mediated instruction to support student writing can mitigate students&#39; challenges" /> <meta name="twitter:image" content="http://a.academia-assets.com/images/twitter-card.jpeg" /> <meta property="fb:app_id" content="2369844204" /> <meta property="og:type" content="article" /> <meta property="og:url" content="https://www.academia.edu/107267301/Technology_mediated_writing_It_s_not_how_much_but_the_thought_that_counts" /> <meta property="og:title" content="Technology-mediated writing: It’s not how much, but the thought that counts" /> <meta property="og:image" content="http://a.academia-assets.com/images/open-graph-icons/fb-paper.gif" /> <meta property="og:description" content="Struggling writers including students with disabilities (SWD) need instructional strategies to support their ability to write independently. 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Integrating technology-mediated instruction to support student writing can mitigate students&#39; challenges" /> <title>(PDF) Technology-mediated writing: It’s not how much, but the thought that counts | Anna Evmenova - Academia.edu</title> <link rel="canonical" href="https://www.academia.edu/107267301/Technology_mediated_writing_It_s_not_how_much_but_the_thought_that_counts" /> <script async src="https://www.googletagmanager.com/gtag/js?id=G-5VKX33P2DS"></script> <script> window.dataLayer = window.dataLayer || []; function gtag(){dataLayer.push(arguments);} gtag('js', new Date()); gtag('config', 'G-5VKX33P2DS', { cookie_domain: 'academia.edu', send_page_view: false, }); gtag('event', 'page_view', { 'controller': "single_work", 'action': "show", 'controller_action': 'single_work#show', 'logged_in': 'false', 'edge': 'unknown', // Send nil if there is no A/B test bucket, in case some records get logged // with missing data - that way we can distinguish between the two cases. // ab_test_bucket should be of the form <ab_test_name>:<bucket> 'ab_test_bucket': null, }) </script> <script> var $controller_name = 'single_work'; var $action_name = "show"; var $rails_env = 'production'; var $app_rev = '9387f500ddcbb8d05c67bef28a2fe0334f1aafb8'; var $domain = 'academia.edu'; var $app_host = "academia.edu"; var $asset_host = "academia-assets.com"; var $start_time = new Date().getTime(); var $recaptcha_key = "6LdxlRMTAAAAADnu_zyLhLg0YF9uACwz78shpjJB"; var $recaptcha_invisible_key = "6Lf3KHUUAAAAACggoMpmGJdQDtiyrjVlvGJ6BbAj"; var $disableClientRecordHit = false; </script> <script> window.require = { config: function() { return function() {} } } </script> <script> window.Aedu = window.Aedu || {}; window.Aedu.hit_data = null; window.Aedu.serverRenderTime = new Date(1733026108000); window.Aedu.timeDifference = new Date().getTime() - 1733026108000; </script> <script type="application/ld+json">{"@context":"https://schema.org","@type":"ScholarlyArticle","abstract":"Struggling writers including students with disabilities (SWD) need instructional strategies to support their ability to write independently. Integrating technology-mediated instruction to support student writing can mitigate students\u0026amp;amp;#39; challenges throughout the writing process and personalize instruction. In the present group design study, teachers taught 11 to 12 year olds in sixth grade with varying abilities to use a technology-based graphic organizer (TBGO) when digitally planning and composing a persuasive paragraph. Results indicated that the writing quality of the paragraph and use of transition words by typical and struggling writers was significantly better when the TBGO was used as compared to students who wrote without the TBGO. Additionally, when the TBGO was removed, students in the treatment group maintained gains. Student participants and teachers in this study identified features that were especially supportive to students’ writing behaviors. Implications for prac...","author":[{"@context":"https://schema.org","@type":"Person","name":"Anna Evmenova"}],"contributor":[],"dateCreated":"2023-09-26","dateModified":"2023-09-26","datePublished":"2021-01-01","headline":"Technology-mediated writing: It’s not how much, but the thought that counts","inLanguage":"en","keywords":["Psychology","Mathematics Education","Curriculum and Pedagogy","WRITING PROCESS","Paragraph"],"locationCreated":null,"publication":"E-Learning and Digital Media","publisher":{"@context":"https://schema.org","@type":"Organization","name":"SAGE Publications"},"image":null,"thumbnailUrl":null,"url":"https://www.academia.edu/107267301/Technology_mediated_writing_It_s_not_how_much_but_the_thought_that_counts","sourceOrganization":[{"@context":"https://schema.org","@type":"EducationalOrganization","name":"gmu"}]}</script><link rel="stylesheet" media="all" 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"https://www.academia.edu/login?post_login_redirect_url=https%3A%2F%2Fwww.academia.edu%2F107267301%2FTechnology_mediated_writing_It_s_not_how_much_but_the_thought_that_counts%3Fauto%3Ddownload"; window.loswp.translateUrl = "https://www.academia.edu/login?post_login_redirect_url=https%3A%2F%2Fwww.academia.edu%2F107267301%2FTechnology_mediated_writing_It_s_not_how_much_but_the_thought_that_counts%3Fshow_translation%3Dtrue"; window.loswp.previewableAttachments = [{"id":105983277,"identifier":"Attachment_105983277","shouldShowBulkDownload":false}]; window.loswp.shouldDetectTimezone = true; window.loswp.shouldShowBulkDownload = true; window.loswp.showSignupCaptcha = false window.loswp.willEdgeCache = false; window.loswp.work = {"work":{"id":107267301,"created_at":"2023-09-26T12:07:58.003-07:00","from_world_paper_id":240915301,"updated_at":"2024-02-20T04:37:34.956-08:00","_data":{"abstract":"Struggling writers including students with disabilities (SWD) need instructional strategies to support their ability to write independently. Integrating technology-mediated instruction to support student writing can mitigate students\u0026#39; challenges throughout the writing process and personalize instruction. In the present group design study, teachers taught 11 to 12 year olds in sixth grade with varying abilities to use a technology-based graphic organizer (TBGO) when digitally planning and composing a persuasive paragraph. Results indicated that the writing quality of the paragraph and use of transition words by typical and struggling writers was significantly better when the TBGO was used as compared to students who wrote without the TBGO. Additionally, when the TBGO was removed, students in the treatment group maintained gains. Student participants and teachers in this study identified features that were especially supportive to students’ writing behaviors. Implications for prac...","publisher":"SAGE Publications","publication_date":"2021,,","publication_name":"E-Learning and Digital Media"},"document_type":"paper","pre_hit_view_count_baseline":null,"quality":"high","language":"en","title":"Technology-mediated writing: It’s not how much, but the thought that counts","broadcastable":true,"draft":null,"has_indexable_attachment":true,"indexable":true}}["work"]; window.loswp.workCoauthors = [32642974]; window.loswp.locale = "en"; window.loswp.countryCode = "SG"; window.loswp.cwvAbTestBucket = ""; window.loswp.designVariant = "ds_vanilla"; window.loswp.fullPageMobileSutdModalVariant = "control"; window.loswp.useOptimizedScribd4genScript = false; window.loswp.appleClientId = 'edu.academia.applesignon';</script><script defer="" src="https://accounts.google.com/gsi/client"></script><div class="ds-loswp-container"><div class="ds-work-card--grid-container"><div class="ds-work-card--container js-loswp-work-card"><div class="ds-work-card--cover"><div class="ds-work-cover--wrapper"><div class="ds-work-cover--container"><button class="ds-work-cover--clickable js-swp-download-button" data-signup-modal="{"location":"swp-splash-paper-cover","attachmentId":105983277,"attachmentType":"pdf"}"><img alt="First page of “Technology-mediated writing: It’s not how much, but the thought that counts”" class="ds-work-cover--cover-thumbnail" src="https://0.academia-photos.com/attachment_thumbnails/105983277/mini_magick20230926-1-s02jra.png?1695755344" /><img alt="PDF Icon" class="ds-work-cover--file-icon" src="//a.academia-assets.com/assets/single_work_splash/adobe.icon-574afd46eb6b03a77a153a647fb47e30546f9215c0ee6a25df597a779717f9ef.svg" /><div class="ds-work-cover--hover-container"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span><p>Download Free PDF</p></div><div class="ds-work-cover--ribbon-container">Download Free PDF</div><div class="ds-work-cover--ribbon-triangle"></div></button></div></div></div><div class="ds-work-card--work-information"><h1 class="ds-work-card--work-title">Technology-mediated writing: It’s not how much, but the thought that counts</h1><div class="ds-work-card--work-authors ds-work-card--detail"><a class="ds-work-card--author js-wsj-grid-card-author ds2-5-body-md ds2-5-body-link" data-author-id="32642974" href="https://gmu.academia.edu/AnnaEvmenova"><img alt="Profile image of Anna Evmenova" class="ds-work-card--author-avatar" src="//a.academia-assets.com/images/s65_no_pic.png" />Anna Evmenova</a></div><div class="ds-work-card--detail"><p class="ds-work-card--detail ds2-5-body-sm">2021, E-Learning and Digital Media</p><div class="ds-work-card--work-metadata"><div class="ds-work-card--work-metadata__stat"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">visibility</span><p class="ds2-5-body-sm" id="work-metadata-view-count">…</p></div><div class="ds-work-card--work-metadata__stat"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">description</span><p class="ds2-5-body-sm">16 pages</p></div><div class="ds-work-card--work-metadata__stat"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">link</span><p class="ds2-5-body-sm">1 file</p></div></div><script>(async () => { const workId = 107267301; const worksViewsPath = "/v0/works/views?subdomain_param=api&work_ids%5B%5D=107267301"; const getWorkViews = async (workId) => { const response = await fetch(worksViewsPath); if (!response.ok) { throw new Error('Failed to load work views'); } const data = await response.json(); return data.views[workId]; }; // Get the view count for the work - we send this immediately rather than waiting for // the DOM to load, so it can be available as soon as possible (but without holding up // the backend or other resource requests, because it's a bit expensive and not critical). const viewCount = await getWorkViews(workId); const updateViewCount = (viewCount) => { const viewCountNumber = Number(viewCount); if (!viewCountNumber) { throw new Error('Failed to parse view count'); } const commaizedViewCount = viewCountNumber.toLocaleString(); const viewCountBody = document.getElementById('work-metadata-view-count'); if (viewCountBody) { viewCountBody.textContent = `${commaizedViewCount} views`; } else { throw new Error('Failed to find work views element'); } }; // If the DOM is still loading, wait for it to be ready before updating the view count. if (document.readyState === "loading") { document.addEventListener('DOMContentLoaded', () => { updateViewCount(viewCount); }); // Otherwise, just update it immediately. } else { updateViewCount(viewCount); } })();</script></div><p class="ds-work-card--work-abstract ds-work-card--detail ds2-5-body-md">Struggling writers including students with disabilities (SWD) need instructional strategies to support their ability to write independently. Integrating technology-mediated instruction to support student writing can mitigate students&#39; challenges throughout the writing process and personalize instruction. In the present group design study, teachers taught 11 to 12 year olds in sixth grade with varying abilities to use a technology-based graphic organizer (TBGO) when digitally planning and composing a persuasive paragraph. Results indicated that the writing quality of the paragraph and use of transition words by typical and struggling writers was significantly better when the TBGO was used as compared to students who wrote without the TBGO. Additionally, when the TBGO was removed, students in the treatment group maintained gains. Student participants and teachers in this study identified features that were especially supportive to students’ writing behaviors. Implications for prac...</p><div class="ds-work-card--button-container"><button class="ds2-5-button js-swp-download-button" data-signup-modal="{"location":"continue-reading-button--work-card","attachmentId":105983277,"attachmentType":"pdf","workUrl":"https://www.academia.edu/107267301/Technology_mediated_writing_It_s_not_how_much_but_the_thought_that_counts"}">See full PDF</button><button class="ds2-5-button ds2-5-button--secondary js-swp-download-button" data-signup-modal="{"location":"download-pdf-button--work-card","attachmentId":105983277,"attachmentType":"pdf","workUrl":"https://www.academia.edu/107267301/Technology_mediated_writing_It_s_not_how_much_but_the_thought_that_counts"}"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span>Download PDF</button></div></div></div></div><div data-auto_select="false" data-client_id="331998490334-rsn3chp12mbkiqhl6e7lu2q0mlbu0f1b" data-doc_id="105983277" data-landing_url="https://www.academia.edu/107267301/Technology_mediated_writing_It_s_not_how_much_but_the_thought_that_counts" data-login_uri="https://www.academia.edu/registrations/google_one_tap" data-moment_callback="onGoogleOneTapEvent" id="g_id_onload"></div><div class="ds-top-related-works--grid-container"><div class="ds-related-content--container ds-top-related-works--container"><h2 class="ds-related-content--heading">Related papers</h2><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="0" data-entity-id="64868330" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/64868330/Teacher_Implementation_of_a_Technology_Based_Intervention_for_Writing">Teacher Implementation of a Technology-Based Intervention for Writing</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="32700279" href="https://independent.academia.edu/KelleyRegan1">Kelley Regan</a></div><p class="ds-related-work--metadata ds2-5-body-xs">2020</p><p class="ds-related-work--abstract ds2-5-body-sm">Various technology-based interventions exist to support writing for students with learning disabilities (LD). However, it is not enough to simply provide access to technology. How it is implemented by teachers may affect student outcomes. In this study, three special education teachers used a technology-based graphic organizer (TBGO) with embedded selfregulated strategies and technology supports to improve the persuasive paragraph writing of 43 6-8 grade students with LD. Teachers followed scripted lesson plans when delivering instruction. Quality of their instruction or process fidelity while implementing a technology-based intervention was determined. Students wrote a paragraph in response to a persuasive prompt using a Microsoft Word document at pretest, using TBGO at posttest with TBGO, and using a Microsoft Word document at posttest without TBGO. There were significant differences in the number of words, transition words, and essay parts measures between pretest and posttest wi...</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Teacher Implementation of a Technology-Based Intervention for Writing","attachmentId":76702356,"attachmentType":"pdf","work_url":"https://www.academia.edu/64868330/Teacher_Implementation_of_a_Technology_Based_Intervention_for_Writing","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/64868330/Teacher_Implementation_of_a_Technology_Based_Intervention_for_Writing"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="1" data-entity-id="106554009" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/106554009/Supporting_the_Writing_Process_with_Technology_for_Students_with_Disabilities">Supporting the Writing Process with Technology for Students with Disabilities</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="32642974" href="https://gmu.academia.edu/AnnaEvmenova">Anna Evmenova</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Intervention in School and Clinic, 2019</p><p class="ds-related-work--abstract ds2-5-body-sm">Many students with learning disabilities (LD) and emotional/behavioral disorders (EBD) struggle with the writing process. Technology has shown to be effective in supporting prewriting, drafting, revising, proofreading, and publishing of written products. This article explains the use of one technology-based graphic organizer with embedded self-regulated learning strategies as well as universal design for learning (UDL) features that can be used to enhance the writing process for students with LD and EBD. Such technology categories as technology-based graphic organizers, word prediction, speech recognition, talking word processors, as well as multimedia and digital storytelling programs are discussed. All these technologies can improve the quantity and/or quality of student writing.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Supporting the Writing Process with Technology for Students with Disabilities","attachmentId":105703811,"attachmentType":"pdf","work_url":"https://www.academia.edu/106554009/Supporting_the_Writing_Process_with_Technology_for_Students_with_Disabilities","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/106554009/Supporting_the_Writing_Process_with_Technology_for_Students_with_Disabilities"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="2" data-entity-id="75552022" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/75552022/Effective_Technology_Supported_Writing_Strategies_for_Learners_With_Disabilities">Effective Technology Supported Writing Strategies for Learners With Disabilities</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="53545131" href="https://southernmiss.academia.edu/KAlisaLowrey">K. Alisa Lowrey</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Inclusion</p><p class="ds-related-work--abstract ds2-5-body-sm">Recent literature has shown the positive impact of supporting writing instruction with technology for students who struggle with writing, including those with intellectual and developmental disabilities (IDD). Based on a yearlong study involving general and special education teachers serving students in inclusive classrooms, we identified specific learning strategies that, when supported with efficient and effective technology, enhance writing outcomes for students with and without disabilities in inclusive settings. To facilitate data collection and assist teachers in identifying needed strategies and technology tools, we integrated a progress monitoring tool. With teachers collecting periodic data on classwide writing progress, instructors were able to offer more responsive instruction to meet the individualized needs of each learner, including those with IDD. These outcomes align with the recent American Association on Intellectual and Developmental Disabilities and The Arc joint...</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Effective Technology Supported Writing Strategies for Learners With Disabilities","attachmentId":83274939,"attachmentType":"pdf","work_url":"https://www.academia.edu/75552022/Effective_Technology_Supported_Writing_Strategies_for_Learners_With_Disabilities","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/75552022/Effective_Technology_Supported_Writing_Strategies_for_Learners_With_Disabilities"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="3" data-entity-id="114210289" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/114210289/The_Effects_of_Computer_Graphic_Organizers_on_the_Persuasive_Writing_of_Hispanic_Middle_School_Students_with_Specific_Learning_Disabilities">The Effects of Computer Graphic Organizers on the Persuasive Writing of Hispanic Middle School Students with Specific Learning Disabilities</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="3226067" href="https://fiu.academia.edu/pattybarbetta">patty barbetta</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Journal of Special Education Technology, 2012</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"The Effects of Computer Graphic Organizers on the Persuasive Writing of Hispanic Middle School Students with Specific Learning Disabilities","attachmentId":110967675,"attachmentType":"pdf","work_url":"https://www.academia.edu/114210289/The_Effects_of_Computer_Graphic_Organizers_on_the_Persuasive_Writing_of_Hispanic_Middle_School_Students_with_Specific_Learning_Disabilities","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/114210289/The_Effects_of_Computer_Graphic_Organizers_on_the_Persuasive_Writing_of_Hispanic_Middle_School_Students_with_Specific_Learning_Disabilities"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="4" data-entity-id="50109916" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/50109916/Persuasive_Writing_With_Mobile_Based_Graphic_Organizers_in_Inclusive_Classrooms_Across_the_Curriculum">Persuasive Writing With Mobile-Based Graphic Organizers in Inclusive Classrooms Across the Curriculum</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="32700279" href="https://independent.academia.edu/KelleyRegan1">Kelley Regan</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Journal of Special Education Technology</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Persuasive Writing With Mobile-Based Graphic Organizers in Inclusive Classrooms Across the Curriculum","attachmentId":68218466,"attachmentType":"pdf","work_url":"https://www.academia.edu/50109916/Persuasive_Writing_With_Mobile_Based_Graphic_Organizers_in_Inclusive_Classrooms_Across_the_Curriculum","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/50109916/Persuasive_Writing_With_Mobile_Based_Graphic_Organizers_in_Inclusive_Classrooms_Across_the_Curriculum"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="5" data-entity-id="60533388" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/60533388/Using_Technology_to_Enhance_the_Writing_Processes_of_Students_with_Learning_Disabilities">Using Technology to Enhance the Writing Processes of Students with Learning Disabilities</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="94790" href="https://udel.academia.edu/CharlesMacArthur">Charles MacArthur</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Journal of Learning Disabilities, 1996</p><p class="ds-related-work--abstract ds2-5-body-sm">This article reviews the ways that computers can support writing by students with learning disabilities, with an emphasis on applications that go beyond word processing. Following an overview of research on word processing is a discussion of software that assists with the basic processes of transcription and sentence generation, including spelling checkers, speech synthesis, word prediction, and grammar and style checkers. Next, applications that support the cognitive processes of planning are reviewed, including prompting programs, outlining and semantic mapping software, and multimedia applications. Finally, the use of computer networks to support collaboration and communication with diverse audiences is addressed.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Using Technology to Enhance the Writing Processes of Students with Learning Disabilities","attachmentId":73936393,"attachmentType":"pdf","work_url":"https://www.academia.edu/60533388/Using_Technology_to_Enhance_the_Writing_Processes_of_Students_with_Learning_Disabilities","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/60533388/Using_Technology_to_Enhance_the_Writing_Processes_of_Students_with_Learning_Disabilities"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="6" data-entity-id="106554007" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/106554007/Supporting_Struggling_Writers_With_Class_Wide_Teacher_Implementation_of_a_Computer_Based_Graphic_Organizer">Supporting Struggling Writers With Class-Wide Teacher Implementation of a Computer-Based Graphic Organizer</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="32642974" href="https://gmu.academia.edu/AnnaEvmenova">Anna Evmenova</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Reading &amp; Writing Quarterly, 2016</p><div class="ds-related-work--ctas"><button 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translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="7" data-entity-id="59509152" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/59509152/Using_Writing_Strategies_and_Visual_Thinking_Software_To_Enhance_the_Written_Performance_of_Students_with_Mild_Disabilities">Using Writing Strategies and Visual Thinking Software To Enhance the Written Performance of Students with Mild Disabilities</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="38645601" href="https://independent.academia.edu/JoyceBrandes">Joyce Brandes</a></div><p class="ds-related-work--metadata ds2-5-body-xs">2002</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" 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translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="8" data-entity-id="60533392" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/60533392/Reflections_on_Research_on_Writing_and_Technology_for_Struggling_Writers">Reflections on Research on Writing and Technology for Struggling Writers</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="94790" href="https://udel.academia.edu/CharlesMacArthur">Charles MacArthur</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Learning Disabilities Research & Practice, 2009</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Reflections on Research on Writing and Technology for Struggling Writers","attachmentId":73936371,"attachmentType":"pdf","work_url":"https://www.academia.edu/60533392/Reflections_on_Research_on_Writing_and_Technology_for_Struggling_Writers","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/60533392/Reflections_on_Research_on_Writing_and_Technology_for_Struggling_Writers"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="9" data-entity-id="69501421" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/69501421/The_Influence_of_Visually_Rich_Technology_on_the_Writing_Process_of_Elementary_Students">The Influence of Visually Rich Technology on the Writing Process of Elementary Students</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="210057728" href="https://independent.academia.edu/MikalaThomas2">Mikala Thomas</a></div><p class="ds-related-work--metadata ds2-5-body-xs">2020</p><p class="ds-related-work--abstract ds2-5-body-sm">This teacher inquiry project, conducted by an undergraduate teacher candidate with support from a faculty member, explored the use of visually rich technology and its influence on elementary school students’ motivation and learning outcomes in writing. Students used visually rich technology as part of the writing process. We found that when students used technology to support the writing process they showed incremental gains in motivation as well as gains in student learning outcomes. Implications for practitioners highlight a need for teachers to consider how visually rich technology can support students’ aspects of the writing process as well as development in other literacy areas. Further inquiry projects should examine how technology influences students with consideration of their grade level, academic background, and level of motivation in writing and literacy.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"The Influence of Visually Rich Technology on the Writing Process of Elementary Students","attachmentId":79574995,"attachmentType":"pdf","work_url":"https://www.academia.edu/69501421/The_Influence_of_Visually_Rich_Technology_on_the_Writing_Process_of_Elementary_Students","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/69501421/The_Influence_of_Visually_Rich_Technology_on_the_Writing_Process_of_Elementary_Students"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div></div></div><div class="ds-sticky-ctas--wrapper js-loswp-sticky-ctas hidden"><div class="ds-sticky-ctas--grid-container"><div class="ds-sticky-ctas--container"><button class="ds2-5-button js-swp-download-button" data-signup-modal="{"location":"continue-reading-button--sticky-ctas","attachmentId":105983277,"attachmentType":"pdf","workUrl":null}">See full PDF</button><button class="ds2-5-button ds2-5-button--secondary js-swp-download-button" data-signup-modal="{"location":"download-pdf-button--sticky-ctas","attachmentId":105983277,"attachmentType":"pdf","workUrl":null}"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span>Download PDF</button></div></div></div><div class="ds-below-fold--grid-container"><div class="ds-work--container js-loswp-embedded-document"><div class="attachment_preview" data-attachment="Attachment_105983277" style="display: none"><div class="js-scribd-document-container"><div class="scribd--document-loading js-scribd-document-loader" style="display: block;"><img alt="Loading..." src="//a.academia-assets.com/images/loaders/paper-load.gif" /><p>Loading Preview</p></div></div><div style="text-align: center;"><div class="scribd--no-preview-alert js-preview-unavailable"><p>Sorry, preview is currently unavailable. 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