Cognitive Tools for Writing: Scaffolding the Performance of Students through Technology

Autor/inn/en	Englert, Carol Sue; Wu, Xiuwen; Zhao, Yong
Titel	Cognitive Tools for Writing: Scaffolding the Performance of Students through Technology
Quelle	In: Learning Disabilities Research and Practice, 20 (2005) 3, S.184-198 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0938-8982
DOI	10.1111/j.1540-5826.2005.00132.x
Schlagwörter	Grade 5; Internet; Learning Disabilities + Suchen Sie Ihr Suchwort? School year 05; 5. Schuljahr; Schuljahr 05; Learning handicap; Lernbehinderung
Abstract	This study entailed the implementation and evaluation of a Web-based technology designed to support the writing performance of fourth- and fifth-grade students with learning disabilities (LD). The technology, Technology-Enhanced Learning Environments on the Web (TELE-Web), was implemented in a resource room setting involving 12 students with LD in the upper elementary grades. To evaluate the effects of the scaffolds on performance, students wrote personal news stories in three conditions: Scaffolded Personal News, Unscaffolded Personal News, and paper and pencil. The results revealed that the scaffolding condition significantly improved writing performance, particularly with respect to students' abilities to produce organized texts. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10