The Effect of a Word Processor as an Accommodation for Students with Learning Disabilities

Berger, Cassie; Lewandowski, Larry

doi:10.17239/jowr-2013.04.03.2

Cited by 10 publications

(7 citation statements)

References 40 publications

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“…It is commonly believed that such accommodations are helpful (Lovett & Leja, 2013); however, we know little about the effects of these accommodations on students’ test performance and learning, the validity of test scores generated under nonstandard conditions, and possible iatrogenic effects of accommodations on students who receive them and their classmates who do not (Lovett & Lewandowski, 2015). For example, only a handful of published studies have examined the efficacy of access to technology during exams, such as word processors (Berger & Lewandowski, 2013; Lovett, Lewandowski, Berger, & Gathje, 2010) and calculators (Bouck, 2009; Bouck & Yadav, 2008; Engelhard, Fincher, & Domaleski, 2010). These studies have generally found that technology benefits all students, regardless of their disability classification.…”

Section: Discussionmentioning

confidence: 99%

When Average Is Not Good Enough: Students With Learning Disabilities at Selective, Private Colleges

2016

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Adolescents with learning disabilities disproportionately come from lower socioeconomic status backgrounds, show normative deficits in academic skills, and attend 2-year, public colleges instead of 4-year institutions. However, students with learning disabilities are well represented at the United States' most expensive and selective postsecondary institutions. We examined the psychoeducational functioning of students receiving accommodations for learning disabilities at a private, selective, liberal arts college. We also determined whether students had objective evidence supporting their disability diagnoses and academic accommodations. Most students showed above-average cognitive abilities, average academic skills, and no evidence of impairment. Although nearly all students reported academic problems, most lacked objective evidence of academic difficulties prior to college as well as relative or normative deficits in broad academic skills or fluency. Results indicate a need for greater reliance on objective, multimethod/multi-informant data in the diagnostic process. Results also highlight limitations in the current professional guidelines for documentation decision making in higher education.

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Section: Discussionmentioning

confidence: 99%

When Average Is Not Good Enough: Students With Learning Disabilities at Selective, Private Colleges

2016

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“…Hollenbeck, Tindal, Stieber, and Harris (1999) found that for middle school students with SLDs, essays were rated higher on traits such as content, organization, ideas, and conventions when written by hand. For college students with and without SLDs, Berger and Lewandowski (2013) found that students in both groups wrote longer essays when word processing, and reported preferring composing by keyboard. Additionally, the effects of word-processing upon writing can differ depending upon whether the participants are writing over longer periods of time (with multiple drafts, as in 22 of the 27 studies reviewed in Morphy and Graham (2012) or are writing “on-demand” compositions within a shorter time period, as on a test (Russell & Plati, 2000).…”

Section: Specific Learning Disabilities In Writingmentioning

confidence: 97%

Effects of transcription ability and transcription mode on translation: Evidence from written compositions, language bursts and pauses when students in grades 4 to 9, with and without persisting dyslexia or dysgraphia, compose by pen or by keyboard

Beers¹,

Mickail²,

Abbott³

et al. 2017

Journal of Writing Research

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This study explored the effects of transcription on translation products and processes of adolescent students in grades 4 to 9 with and without persisting specific language disabilities in written language (SLDs—WL). To operationalize transcription ability (handwriting and spelling) and transcription mode (by pen on digital tablet or by standard US keyboard), diagnostic groups contrasting in patterns of transcription ability were compared while composing autobiographical (personal) narratives by handwriting or by keyboarding: Typically developing students (n=15), students with dyslexia (impaired word reading and spelling, n=20), and students with dysgraphia (impaired handwriting, n=19). They were compared on seven outcomes: total words composed, total composing time, words per minute, percent of spelling errors, average length of pauses, average number of pauses per minute, and average length of language bursts. They were also compared on automaticity of transcription modes—writing the alphabet from memory by handwriting or keyboarding (they could look at keys). Mixed ANOVAs yielded main effects for diagnostic group on percent of spelling errors,, words per minute, and length of language burst. Main effects for transcription modes were found for automaticity of writing modes, total words composed, words per minute, and length of language bursts; there were no significant interactions. Regardless of mode, the dyslexia group had more spelling errors, showed a slower rate of composing, and produced shorter language bursts than the typical group. The total number of words, total time composing, words composed per minute, and pauses per minute were greater for keyboarding than handwriting, but length of language bursts was greater for handwriting. Implications of these results for conceptual models of composing and educational assessment practices are discussed.

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“…Overall results showed that composing speed (or length) and quality were better while students were handwriting as opposed to keyboarding in elementary school (Berninger et al., 2009; Connelly et al., 2007). By contrast, middle school students with HD (Beers et al., 2017) and higher education students with SLD (Berger & Lewandowski, 2013) wrote longer essays while word processing rather than handwriting. These findings suggest that as students grow older, they may benefit more from word processing via keyboarding.…”

Section: Transcription Skills: Handwriting Versus Keyboardingmentioning

confidence: 99%

Keyboarding Difficulties: Frequency and Characteristics among Higher Education Students with Handwriting Difficulties

Rosenberg‐Adler

Weintraub

2020

Learn Disabil Res Pract

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Word processing is often considered an alternative writing mode or test accommodation for students with specific learning disorders who have handwriting difficulties (HD). Therefore, it is important for researchers and educators to understand the difficulties these students may encounter while using this technology. We examined the frequency of keyboarding difficulties (KD; i.e., slow keyboarding) among higher education students with HD, and the underlying functions (language, fine-motor, and attention) of these disabilities compared to students with only HD. Of the 50 students with HD, 24 percent were found to have KD. This group had significantly lower scores in phonological and orthographic skills, but not in fine-motor and attention functions, compared to students with HD alone. These results support models suggesting that handwriting and keyboarding share linguistic processes. They also suggest that for students with lower linguistic functions, word processing via keyboarding may not be an effective writing mode, and that these students may require tailored accommodation.

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The Effect of a Word Processor as an Accommodation for Students with Learning Disabilities

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Cited by 10 publications

References 40 publications

When Average Is Not Good Enough: Students With Learning Disabilities at Selective, Private Colleges

When Average Is Not Good Enough: Students With Learning Disabilities at Selective, Private Colleges

Effects of transcription ability and transcription mode on translation: Evidence from written compositions, language bursts and pauses when students in grades 4 to 9, with and without persisting dyslexia or dysgraphia, compose by pen or by keyboard

Keyboarding Difficulties: Frequency and Characteristics among Higher Education Students with Handwriting Difficulties

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