Writing+Research

By: Jane Quenneville (2001)
 * = Writing Research = ||  ||
 * =Tech Tools for Students with Learning Disabilities: Infusion into Inclusive Classrooms=

An comprehensive overview of Assistive Technology tools to support writing for students with Learning Disabilities. The article cites research that supports why these tools are effective. || [] ||
 * ==Assistive Technology for Students with Mild Disabilities: Update==

By: Behrmann, Michael - Jerome, Marci Kinas (2003)
The article describes the use of Assistive Technology use to support students with mild disabilities in the areas of: organization, note taking, writing, academic productivity, access to reference and general education materials, and cognitive assistance. || [] ||
 * ==Helping Students with Disabilities Succeed in State and District Writing Assessments==

By: Cynthia Warger (2002)

The article discusses methods to help students with disabilities improve performance on writing assessments. Methods used include: teaching students to write using the 3 principles of effective writing instruction, preparing students for assessment using writing strategies, using Assistive Technology in instruction and testing, and providing test accommodations. || [] ||
 * ==Case Study: Writing Program Uses Technology to Improve Student Writing Scores Based on Standard Writing Rubric==

By: Santina Montagna Brown (2008)

This article is a case study conducted by a technology resource teacher in Virginia who implemented a program to prepare students for the state writing assessment using the software program Draftbuilder. Using the Draftbuilder combined with instruction and frequent practice, students improved their scores on the state writing prompt as well as increasing the length of their essays. || [] ||
 * =Writing Next: Effective strategies to improve writing of adolescents in middle and high schools=

By: Steve Grahm and Dolores Perin (2007)

This article explores 11 writing strategies that research suggests will improve the performance of students in grades 4 through 12. The strategies identified are: writing strategies (planning, revising, editing), summarization, collaborative writing, specific product goals, sentence combining, prewriting, inquiry activities, process writing approach, study of models, and writing for content learning. || [] ||
 * **Using Assistive Technolory to Support Writing**

By: Center for Implementing Technology in Education (2006)

This article looks at challenges to writing in children with language learning disabilities and ways to create an environment, using a variety of technology tools, in which students will be more successful writers. || [|www.ldonline.org/article/12769] || by: George R. Peterson-Karlin and Howard P. Parette (2007)
 * **Supporting Struggling Writers Using Technology: Evidence-Based Instruction & Decisionmaking**

Along with reading comprehension, writing proficiency predicts academic success and develops higher-order thinking skills. Technology-supported writing helps struggling writers; especially those with learning and academic disabilities. This report examines and summarizes the research base for a full range of technologies to support writing. || [|www.cited.org/library/resourcedocs/TechnologyToSupportWritingSummary.pdf] || =GO BACK TO WRITING RESOURCES HOME PAGE=