Design and Development of a Mobile Writing Application for Students With Dysgraphia

Hopcan, Sinan; Tokel, Saniye Tugba; Karasu, Necdet; Aykut, Çığıl

doi:10.4018/978-1-5225-8106-2.ch012

Cited by 4 publications

(4 citation statements)

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“…This study used a qualitative method in order to reveal the views of special education teachers on a mobile writing application after its use. Previous studies developed a mobile writing application (Hopcan et al, 2019) and examined its effectiveness (Hopcan & Tokel, 2021). In the current study, one-to-one semi-structured interviews were conducted on the mobile writing application with special education teachers.…”

Section: Methodsmentioning

confidence: 99%

“…The main purpose of this study is to reveal the views of special education teachers on a mobile writing application after its use. Previous studies have developed a mobile writing application (Hopcan et al, 2019) and examined its effectiveness (Hopcan & Tokel, 2021). In this current study, a qualitative method was used to reveal the views of special education teachers on the mobile writing application after its use.…”

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confidence: 99%

“…It is recommended to be used in the education of students with writing disabilities. In another study, a mobile writing application was developed (Hopcan et al, 2019) and its effectiveness was examined (Hopcan & Tokel, 2021). There was an improvement in students' writing skills after using this application (Hopcan & Tokel, 2021).…”

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confidence: 99%

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The Views of Special Education Teachers about a Mobile Writing Application

Hopcan

Tokel

2022

Research on Education and Psychology

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Acquiring writing skills of students plays a key role in their academic life. Approximately the half of a normal school day is covered by writing activities. Although writing is such an important skill in the education system, there are students who have difficulties in writing. One of the specific learning disabilities, dysgraphia can be defined as writing impairment. Studies on writing disabilities appeared to extend on a spectrum that ranged between 5% and 34%. Educational technology is a promising solution to meet students with dysgraphia. Particularly, mobile devices offer wide spectrum opportunities for learning of students with dysgraphia with their unique qualities. The main purpose of the study is to reveal the views of special education teachers about mobile writing application after the utilization of mobile writing application. A mobile writing application was developed (Hopcan et al., 2019) and its effectiveness was examined (Hopcan & Tokel, 2021) in previous studies. In this study, qualitative method was used in order to reveal the views of special education teachers about mobile writing application after the utilization of mobile writing application. Semi-structured interviews were conducted about the application with seven special education teachers. Teachers perceived mobile writing application as easy to use. In addition, teachers found the application useful in terms of improving writing skills of students, teaching how to write them accurately, and attracting students’ attention more than traditional writing practices. They perceived mobile writing application as enjoyable for students. Some of teachers had some suggestions for improving the application.

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Section: Methodsmentioning

confidence: 99%

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The Views of Special Education Teachers about a Mobile Writing Application

Hopcan

Tokel

2022

Research on Education and Psychology

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“…Amplifying children's voices within research on matters that impact their lives can add a depth of understanding across a range of issues (Angell et al, 2015; Lundy et al, 2011; Montreuil et al, 2021), as well as exercise their right to be included (UNESCO, 1989, Article 12). One issue that significantly impacts the lives of an estimated 7%–34% of children from across the world (Hopcan et al, 2019) are writing difficulties, including dysgraphia , or specific learning disorder (SLD) in written expression (American Psychiatric Association, 2013). Although there is not a universally agreed definition of dysgraphia, it typically involves challenges with translating thoughts into writing, including difficulties with handwriting, typing, spelling, grammar, ideation, planning or composing (Kalenjuk et al, 2021).…”

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confidence: 99%

Art‐based research to explore children's lived experiences of dysgraphia

et al. 2023

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Children have the right to voice views on matters that impact their lives, including writing disability. In this study, five children diagnosed with dysgraphia used art‐based research to depict their experiences of dysgraphia. The children described the impossibility of transferring ideas from head to paper and the difficult emotions associated with writing. The results highlighted a symbiosis between writing and identity, with dysgraphia adversely impacting the children's identity development. The study highlights the value of using art to communicate children's perceptions, aligned with inclusive practices. The insights shared offers caregivers, educators, and others scope to develop affirmative writing practices.

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Exploring the effectiveness of a mobile writing application for supporting handwriting acquisition of students with dysgraphia

Hopcan

Tokel

2021

Educ Inf Technol

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, 171 pages Handwriting is one of the most important and essential skills for both literacy and beyond. However, some students may have difficulty in writing. Dysgraphia, expressed as the disorder of written expression, is the state of writing skills being below the expected level of intelligence, age, and education of the student. The main purpose of the study is to examine the effectiveness of the mobile writing application for students with dysgraphia and to determine whether there is an improvement in writing skills of the students after using this application. A mixed method design was employed in this study. 11 students with dysgraphia were participated to the study. To sum up, the results of this study revealed: 1) Experts' views before the quasiexperimental design were very positive. The aspects need to be improved were modified before the experiment. 2) The mobile writing application contributed to acquire writing skills (letter, spells, and words) for students with dysgraphia. 3) Students' percentages of on-task durations were in a range of 80% and 100%. When the writing speed of students session by session were examined, there was an increase in all of them. The correct attempts of the students were increased session by session vi and the number of incorrect attempts decreased. The line violation of the students tended to decrease session by session. The frequency of the third-degree clue tends to decrease the session by session while the other clue types seem to be at the same level or tend to increase 4) Special education teachers' views were positive about mobile writing application.

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Design and Development of a Mobile Writing Application for Students With Dysgraphia

Cited by 4 publications

References 46 publications

The Views of Special Education Teachers about a Mobile Writing Application

The Views of Special Education Teachers about a Mobile Writing Application

Art‐based research to explore children's lived experiences of dysgraphia

Exploring the effectiveness of a mobile writing application for supporting handwriting acquisition of students with dysgraphia

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