Pairing Technology With 6 Traits of Writing Instruction

Abstract

Individuals with disabilities continue to struggle with writing. Most students with disabilities do not measure at even the most basic level in writing assessments. Technology offers tools to support writing instruction, but many teachers acknowledge a lack of confidence in designing instruction using these tools in writing. Using the 6 Traits of Writing model as a framework, this article describes how students with disabilities may be challenged in each trait and provides technology that can support the attainment of skills within that identified trait area.

Educational Technology to Support Written Expression: A Systematic Literature Review

“…The various specific types of PT and STT included in this review (e.g., Co:Writer, Dragon, Read&Write) and others (e.g., Google Voice Typing, Microsoft Dictate) are widely referred to in practitioner articles as supports for struggling learners (Evmenova & Regan, 2019;Goldman et al, 2023;Rowland et al, 2020a). Research is needed to determine the exact features of the tools that benefit students to support WE outcomes.…”

“…Due to the pandemic, an overwhelming number of today’s learners, including students with disabilities (SWDs), have access to technology in the classroom (Klein, 2021). This side effect of the pandemic, combined with the emphasis on keyboarding in the text generation sections of the Common Core State Standards, has led to K-12 student writing becoming synonymous with technology (Rowland et al, 2020a). Because of the increase in devices and the reliance on digital skills and competencies, educators and related stakeholders have an opportunity to identify ways technology can further support the needs of struggling writers, as well as SWDs (Evmenova et al, 2020; Ok & Rao, 2019; Rowland et al, 2020).…”

La instrucción en procesos mecánicos y sustantivos de la escritura a través de las Tecnologías de la Información y la Comunicación (TIC): una revisión empírica

“…A su vez, en revisiones como la elaborada por Rodríguez et al (2019), se ha ofrecido un listado de herramientas digitales para la enseñanza de estrategias y procesos de escritura de orden superior, pero todas eran Sistemas de Tutoría Inteligente (STI). Por lo tanto, se dejaban de lado otro tipo de herramientas digitales de utilidad, como las presentadas por Rowland et al (2020) para mejorar procesos mecánicos de la escritura o los Sistemas de Evaluación de Escritura Automatizada (AWE), que sirven para mejorar los procesos de orden superior en escritura.…”