Supporting Struggling Writers With Class-Wide Teacher Implementation of a Computer-Based Graphic Organizer

Good

et al. 2017

J Spec Educ Technol

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As writing instruction expands beyond the language arts classroom, students with disabilities, English language learners, and others who struggle with writing continue to need support with written expression. A timely practice to support student writing is the use of technology. This study used a quasi-experimental group design to examine the effects of a mobile-based graphic organizer (MBGO) with embedded self-regulated learning strategies and strategy instruction on the persuasive writing of middle school students in an inclusive classroom. After given opportunities to practice writing in the content areas, students with and without disabilities who used the MBGO on an iPad to compose persuasive essays significantly outperformed students with and without disabilities in the control group for number of transition words and writing quality. Limitations of the study and future research suggestions are discussed.

Section: Writing With Technologysupporting

confidence: 60%

Persuasive Writing With Mobile-Based Graphic Organizers in Inclusive Classrooms Across the Curriculum

Good

et al. 2017

J Spec Educ Technol

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“…For example, we know that the use of a word processor can easily facilitate revisions and even increase student motivation to write (Morphy & Graham, 2012). Also, recent investigations have included the use of computer-based graphic organizers (CBGO; e.g., Regan et al, 2016;Unzueta & Barbetta, 2012). A CBGO is a technological variation of a paper-based graphic organizer that is used to represent information spatially.…”

Section: Technology and Writingmentioning

confidence: 99%

“…More recent investigations of CBGOs have shown promise, as well. When middle school students with learning and behavioral disabilities were taught to use a CBGO with embedded self-regulated learning strategies to write a persuasive paragraph, the quantity and quality of their writing improved and these improvements withstood after the CBGO was removed (Evmenova et al, 2016;Regan et al, 2016). This article describes the components of this specific CBGO with embedded self-regulated learning strategies.…”

Section: Technology and Writingmentioning

confidence: 99%

A Computer-Based Graphic Organizer With Embedded Self-Regulated Learning Strategies to Support Student Writing

Hughes

Intervention in School and Clinic

2019

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Written expression is often difficult for students with and without learning disabilities. Research-based strategies to support this essential skill include self-regulated learning strategies, technology, and tools for planning and writing. This article describes a multifaceted technology-based writing intervention with embedded self-regulated learning strategies known as a computer-based graphic organizer or CBGO. The CBGO is described to assist teachers in their efforts to support upper elementary and middle school students to plan and write a high-quality persuasive paragraph. Recommendations for instructional use are discussed.

“…to support students when composing persuasive, argumentative, and narrative essays. Elementary and middle school students with LD and EBD have improved the quality of their writing (e.g., the number of transition words, holistic writing quality) while using the TBGOs and, more importantly, maintained their improvements after the GO supports were removed (Evmenova et al, 2016; Regan et al, 2017a; Regan et al, 2017b). The planning supports a Project WeGotIT!…”

Section: Technology For the Writing Processmentioning

confidence: 99%

“…Some students will willingly use the embedded features to support their writing, while others will need frequent teacher encouragement and feedback as they navigate through the TBGO. For example, students with EBD typically require more explicit and intensive instruction of high quality (Mastropieri & Scruggs, 2014; Regan et al, 2017a). One feature that may support how teachers can be responsive to student performance is the data report.…”

Section: Technology For the Writing Processmentioning

confidence: 99%

Supporting the Writing Process with Technology for Students with Disabilities

Intervention in School and Clinic

2019

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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.