How to Use Audio Feedback to Improve Students' Writing Quality

Autor/inn/en	FitzPatrick, Erin; McKeown, Debra
Titel	How to Use Audio Feedback to Improve Students' Writing Quality
Quelle	In: TEACHING Exceptional Children, 53 (2020) 1, S.12-22 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (FitzPatrick, Erin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-0599
DOI	10.1177/0040059920908901
Schlagwörter	Audio Equipment; Technology Uses in Education; Feedback (Response); Writing Improvement; Students with Disabilities; Writing Difficulties; Learning Disabilities; Emotional Disturbances; Behavior Disorders; Attention Deficit Hyperactivity Disorder; Essays; Prompting; Computer Oriented Programs; Revision (Written Composition); Writing (Composition); Check Lists + Suchen Sie Ihr Suchwort? Audio-CD; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Schreibstörung; Learning handicap; Lernbehinderung; Gefühlsstörung; Essay; Aufsatzunterricht; Benutzerführung; Computerprogramm; Korrektur; Schreibübung; Checkliste
Abstract	Students across several disability categories share similar writing profiles. Moreover, general education teachers often support groups of writers with various challenges in one setting. Surface-level errors, such as spelling and grammar, are common in the writing of students with learning disabilities (LD), emotional and behavioral disorders (EBD), and attention deficit hyperactivity disorder (ADHD). Students with or at risk for these disabilities have demonstrated limited knowledge of required genre components and create lower-quality essays than peers. When struggling writers revise, the essays are often weakened, especially when students delete content, which is a more common revision than adding new content. However, students have shown an increase in writing scores when teachers offered prompt quality feedback. Although teacher feedback positively impacts student writing, this practice is challenging and laborious, and teachers are not always sure about what to include. An alternative is prerecorded, or asynchronous, audio feedback. This prerecorded commentary to support revision allows teachers to provide unique, tailored feedback in response to student writing through iPads, tablets, or computers using a variety of apps. Teachers will still need to support student use of feedback, ensure students understand the expectations, and support them to remain motivated to revise their written work. (ERIC).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01