Literaturnachweis - Detailanzeige
| Autor/inn/en | Unzueta, Caridad H.; Barbetta, Patricia M. |
|---|---|
| Titel | The Effects of Computer Graphic Organizers on the Persuasive Writing of Hispanic Middle School Students with Specific Learning Disabilities |
| Quelle | In: Journal of Special Education Technology, 27 (2012) 3, S.15-30 (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0162-6434 |
| Schlagwörter | Learning Disabilities; Computers; Writing Skills; Instructional Materials; Scoring; Writing (Composition); Word Processing; Computer Graphics; Persuasive Discourse; Hispanic American Students; Middle School Students; Grade 8; Scoring Rubrics; Intervention; Grade 7 Learning handicap; Lernbehinderung; Digitalrechner; Writing skill; Schreibfertigkeit; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Bewertung; Schreibübung; Textverarbeitung; Computergrafik; Persuasion; Persuasive Kommunikation; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Middle school; Middle schools; Mittelschule; Mittelstufenschule; School year 08; 8. Schuljahr; Schuljahr 08; Scoring formulas; Auswertungsbogen; School year 07; 7. Schuljahr; Schuljahr 07 |
| Abstract | A multiple baseline design investigated the effects of computer graphic organizers on the persuasive composition writing skills of four Hispanic students with specific learning disabilities. Participants reviewed the elements of persuasive writing and then developed compositions using a word processing program. Baseline planning was done with a paper and pencil, while intervention planning was done using a computer graphic organizer program. With variation, the use of computer graphic organizers during planning resulted in an increase in the total number of words written, time spent planning, number of supporting details planned, percentage of planned supporting details transferred to the composition, and syntactical maturity as measured by the number of T-units. Also observed was an improvement in the overall organization of the compositions as measured by an analytical scoring guide or rubric. (Contains 1 table and 6 figures.) (As Provided). |
| Anmerkungen | Technology and Media Division of the Council for Exceptional Children. 2900 Crystal Drive Suite 1000, Arlington, VA 22202. e-mail: contactus@tamcec.org; Web site: http://www.tamcec.org/jset |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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