Online Writing Processes in Translating Cognition into Language and Transcribing Written Language by Stylus and Keyboard in Upper Elementary and Middle School Students with Persisting Dysgraphia or Dyslexia

Autor/inn/en	Beers, Scott F.; Berninger, Virginia; Mickail, Terry; Abbott, Robert
Titel	Online Writing Processes in Translating Cognition into Language and Transcribing Written Language by Stylus and Keyboard in Upper Elementary and Middle School Students with Persisting Dysgraphia or Dyslexia
Quelle	In: Learning Disabilities: A Multidisciplinary Journal, 23 (2018) 2, S.70-86 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1046-6819
Schlagwörter	Educational Experiments; Comparative Analysis; Writing Processes; Essays; Computer Mediated Communication; Writing (Composition); Computer Uses in Education; Elementary School Students; Middle School Students; Dyslexia; Handwriting; Written Language; Writing Improvement; Alphabets; Spelling; Time; Error Patterns; Assistive Technology; Learning Disabilities; Accuracy; Achievement Tests; Cognitive Tests; Woodcock Johnson Psycho Educational Battery + Suchen Sie Ihr Suchwort? Schulversuch; Essay; Aufsatzunterricht; Computerkonferenz; Schreibübung; Computernutzung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Handschrift; Geschriebene Sprache; Buchstabenschrift; Schreibweise; Zeit; Fehlertyp; Learning handicap; Lernbehinderung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Kognitiver Fähigkeitstest
Abstract	Participants in this study completed an online experiment in which they wrote essays by stylus or keyboard. Three translation measures (length of language burst, length of pauses, and rate of pausing) and four transcription measures (total words, total time, words/minute, and percent spelling errors) for composition were analyzed for two research aims. Research Aim 1 addressed whether upper elementary and middle school students with carefully diagnosed transcription disabilities (dysgraphia with impaired handwriting, n=18, or dyslexia with impaired spelling, n=20) showed significant differences from pretest to posttest, across modes of transcription (stylus or keyboard), and between diagnostic groups. Results showed significant (a) change after intervention (18 computerized lessons with learning activities in letter formation/selection, spelling, and composing) in length of pauses, total time, and words per minute; (b) mode effects (fewer words and less time by stylus; fewer pauses per minute by keyboard); and (c) interactions with diagnostic group in response to intervention on some measures. Research Aim 2 addressed whether following intervention each of the diagnostic groups performed comparably to a typical control group (n=15) in the same online experiment. Results showed (a) comparable performance of the dysgraphia and control groups on all keyboarding tasks but differences on two stylus measures; and (b) lack of comparable performance of the dyslexia and control groups on two stylus measures (total words and percent spelling errors) and the four keyboarding tasks related to transcription. Implications for assistive technology and writing instruction for dysgraphia and dyslexia are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01