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Computerized writing and reading instruction for students in grades 4-9 with specific learning disabilities affecting written language.

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Title: Computerized writing and reading instruction for students in grades 4-9 with specific learning disabilities affecting written language.
Authors: Tanimoto, S.1, Thompson, R.1, Berninger, V.W.2, Nagy, W.3, Abbott, R.D.4
Source: Journal of Computer Assisted Learning. Dec2015, Vol. 31 Issue 6, p671-689. 19p. 9 Black and White Photographs, 1 Chart.
Subjects: Computer assisted reading instruction, Education of people with learning disabilities, Education of children with learning disabilities, Teenagers with learning disabilities, Computer assisted language instruction, Classroom activities, Secondary education, Middle school education, Elementary education, Teenagers, Children, Education, Computer assisted instruction, Graduate students, Learning disabilities, Research methodology, Reading, Research funding, Writing, Statistical reliability, Task performance, Effect sizes (Statistics), Pre-tests & post-tests
Abstract: Computer scientists and educational researchers evaluated effectiveness of computerized instruction tailored to evidence-based impairments in specific learning disabilities (SLDs) in students in grades 4-9 with persisting SLDs despite prior extra help. Following comprehensive, evidence-based differential diagnosis for dysgraphia (impaired handwriting), dyslexia (impaired word reading and spelling), and oral and written language learning disability, students completed 18 sessions of computerized instruction over about 3 months. The 11 students taught letter formation with sequential, numbered, coloured arrow cues with full contours who wrote letters on lines added to iPAD screen showed more and stronger treatment effects than the 21 students taught using only visual motion cues for letter formation who wrote on an unlined computer monitor. Teaching to all levels of language in multiple functional language systems (by ear, eye, mouth and hand) close in time resulted in significant gains in reading and writing skills for the group and in diagnosed SLD hallmark impairments for individuals; also, performance on computerized learning activities correlated with treatment gains. Results are discussed in reference to need for both accommodations and explicit instruction for persisting SLDs and the potential for computers to teach handwriting, morphophonemic orthographies, comprehension and composition. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Computer Assisted Learning is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Engineering Source
FullText Text:
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DbLabel: Engineering Source
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PubType: Academic Journal
PubTypeId: academicJournal
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  Data: Computerized writing and reading instruction for students in grades 4-9 with specific learning disabilities affecting written language.
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  Data: <searchLink fieldCode="AR" term="%22Tanimoto%2C+S%2E%22">Tanimoto, S.</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Thompson%2C+R%2E%22">Thompson, R.</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Berninger%2C+V%2EW%2E%22">Berninger, V.W.</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Nagy%2C+W%2E%22">Nagy, W.</searchLink><relatesTo>3</relatesTo><br /><searchLink fieldCode="AR" term="%22Abbott%2C+R%2ED%2E%22">Abbott, R.D.</searchLink><relatesTo>4</relatesTo>
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Computer+Assisted+Learning%22">Journal of Computer Assisted Learning</searchLink>. Dec2015, Vol. 31 Issue 6, p671-689. 19p. 9 Black and White Photographs, 1 Chart.
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  Data: <searchLink fieldCode="DE" term="%22Computer+assisted+reading+instruction%22">Computer assisted reading instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Education+of+people+with+learning+disabilities%22">Education of people with learning disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Education+of+children+with+learning+disabilities%22">Education of children with learning disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Teenagers+with+learning+disabilities%22">Teenagers with learning disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+assisted+language+instruction%22">Computer assisted language instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Classroom+activities%22">Classroom activities</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+education%22">Secondary education</searchLink><br /><searchLink fieldCode="DE" term="%22Middle+school+education%22">Middle school education</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+education%22">Elementary education</searchLink><br /><searchLink fieldCode="DE" term="%22Teenagers%22">Teenagers</searchLink><br /><searchLink fieldCode="DE" term="%22Children%22">Children</searchLink><br /><searchLink fieldCode="DE" term="%22Education%22">Education</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+assisted+instruction%22">Computer assisted instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Graduate+students%22">Graduate students</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+disabilities%22">Learning disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Research+methodology%22">Research methodology</searchLink><br /><searchLink fieldCode="DE" term="%22Reading%22">Reading</searchLink><br /><searchLink fieldCode="DE" term="%22Research+funding%22">Research funding</searchLink><br /><searchLink fieldCode="DE" term="%22Writing%22">Writing</searchLink><br /><searchLink fieldCode="DE" term="%22Statistical+reliability%22">Statistical reliability</searchLink><br /><searchLink fieldCode="DE" term="%22Task+performance%22">Task performance</searchLink><br /><searchLink fieldCode="DE" term="%22Effect+sizes+%28Statistics%29%22">Effect sizes (Statistics)</searchLink><br /><searchLink fieldCode="DE" term="%22Pre-tests+%26+post-tests%22">Pre-tests & post-tests</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Computer scientists and educational researchers evaluated effectiveness of computerized instruction tailored to evidence-based impairments in specific learning disabilities (SLDs) in students in grades 4-9 with persisting SLDs despite prior extra help. Following comprehensive, evidence-based differential diagnosis for dysgraphia (impaired handwriting), dyslexia (impaired word reading and spelling), and oral and written language learning disability, students completed 18 sessions of computerized instruction over about 3 months. The 11 students taught letter formation with sequential, numbered, coloured arrow cues with full contours who wrote letters on lines added to iPAD screen showed more and stronger treatment effects than the 21 students taught using only visual motion cues for letter formation who wrote on an unlined computer monitor. Teaching to all levels of language in multiple functional language systems (by ear, eye, mouth and hand) close in time resulted in significant gains in reading and writing skills for the group and in diagnosed SLD hallmark impairments for individuals; also, performance on computerized learning activities correlated with treatment gains. Results are discussed in reference to need for both accommodations and explicit instruction for persisting SLDs and the potential for computers to teach handwriting, morphophonemic orthographies, comprehension and composition. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
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  Data: <i>Copyright of Journal of Computer Assisted Learning is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=egs&AN=111357715
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1111/jcal.12110
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 19
        StartPage: 671
    Subjects:
      – SubjectFull: Computer assisted reading instruction
        Type: general
      – SubjectFull: Education of people with learning disabilities
        Type: general
      – SubjectFull: Education of children with learning disabilities
        Type: general
      – SubjectFull: Teenagers with learning disabilities
        Type: general
      – SubjectFull: Computer assisted language instruction
        Type: general
      – SubjectFull: Classroom activities
        Type: general
      – SubjectFull: Secondary education
        Type: general
      – SubjectFull: Middle school education
        Type: general
      – SubjectFull: Elementary education
        Type: general
      – SubjectFull: Teenagers
        Type: general
      – SubjectFull: Children
        Type: general
      – SubjectFull: Education
        Type: general
      – SubjectFull: Computer assisted instruction
        Type: general
      – SubjectFull: Graduate students
        Type: general
      – SubjectFull: Learning disabilities
        Type: general
      – SubjectFull: Research methodology
        Type: general
      – SubjectFull: Reading
        Type: general
      – SubjectFull: Research funding
        Type: general
      – SubjectFull: Writing
        Type: general
      – SubjectFull: Statistical reliability
        Type: general
      – SubjectFull: Task performance
        Type: general
      – SubjectFull: Effect sizes (Statistics)
        Type: general
      – SubjectFull: Pre-tests & post-tests
        Type: general
    Titles:
      – TitleFull: Computerized writing and reading instruction for students in grades 4-9 with specific learning disabilities affecting written language.
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            NameFull: Tanimoto, S.
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            NameFull: Thompson, R.
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            NameFull: Berninger, V.W.
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            NameFull: Nagy, W.
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            NameFull: Abbott, R.D.
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            – D: 01
              M: 12
              Text: Dec2015
              Type: published
              Y: 2015
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              Value: 02664909
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              Value: 31
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              Value: 6
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            – TitleFull: Journal of Computer Assisted Learning
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